Current educational research and developments in instructional practice indicate students learn best when they
are active participants in their own learning. In order for them to truly understand the mathematics requires
individual reasoning, discussion, writing, and presentation of concepts. We will be using materials which are
aligned to the Common Core State Standards for Mathematics and facilitate the implementation of this
research.
I will put forth every effort to structure class time for students to engage in private reasoning time, partner and
group discussions, class presentation, and reflecting and writing about their learning. You are expected to
actively engage in classroom tasks which are designed to help deepen and connect your mathematical
knowledge. During this experience you will enhance your understanding through discourse with your peers as
you share different ways of seeing the mathematics unfold and make sense. Regular attendance is imperative
because what happens daily in the classroom cannot be replicated at home or in a textbook.
The emphasis of the classroom will be on Learning based on the Common Core State Standards for
Mathematical content and Mathematical Practice. In an effort to monitor and communicate student progress,
we will be using a 4 point scale to measure student’s level of understanding in four main categories; Conceptual
Understanding, Problem Solving, Communicating Reasoning, and Modeling.
Conceptual Understanding & Procedural Fluency – 40% of overall grade
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures
with precision and fluency.”
I will identify the key mathematical concepts and understandings at the beginning of each unit. These
will be assessed primarily on classroom assessments 2 – 3 times each unit. Overall scores on each target will be
based primarily on the most recent evidence. If student is at level 2 or below at the end of a unit, they will have
the opportunity to do additional study to learn the material and raise that target score to a level 3 within a
reasonable amount of time.
Problem Solving – 20% of overall grade
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making
productive use of knowledge and problem solving strategies.”
Students will be given opportunities to apply their learning on a range of problems throughout the
semester through daily investigations as well as tasks given periodically throughout the semester.
Approximately every two full weeks of class I will give students a score based on the student’s demonstration of
applying learning and appropriate strategies to solve problems. Greater weight toward the student’s overall
score for this portion of their grade will be based on the most recent evidence.
Reasoning and Communications – 20% of overall grade
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique
the reasoning of others.”
Students will be given opportunities to communicate their reasoning and/or critique the reasoning on
others throughout the semester during daily investigations as well as a range of periodic selected tasks. Scoring
will be based on the student’s explanation and demonstration of their thought process and rationale. There will
be 6 – 8 tasks scored throughout the semester. Greater weight toward the student’s overall score for this
portion of their grade will be based on the most recent evidence.
Modeling and Data Analysis – 20% of overall grade
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to
interpret and solve problems.”
Students will be given opportunities to model real world situations using graphs, tables, verbal
descriptions, and equations and then interpret those representations to solve problems. These skills will be
practiced through daily investigations and homework and then assessed on a range of 6 – 8 tasks throughout
the semester. Scoring will be based on the student’s use of multiple representations and interpretations on
each task. Greater weight toward the student’s overall score for this portion of their grade will be based on the
most recent evidence.
LEVELS OF UNDERSTANDING
Level
4
3
Quick
Meaning
Highly
Proficient
Proficient
Student Speak






I totally get it!
I could teach someone else.
I can explain why it works.
I know exactly what to do.
I use correct notation and vocabulary.
I can use it to solve problems I’ve
never seen before.
 I’ve mastered it.
 I get it most of the time.
 I can do it myself, but still have some
questions.
 I can do problems like the ones I’ve
seen before.
 I can justify my solutions to problems,
and get them right most the time.
 I use correct notation and vocabulary
most of the time.
Description
Solid grasp of the concepts, procedures,
notation, and communication.
Justify my solutions and demonstrate
conceptual understanding
Work typically shows
 Accurate answers with justification.
 Clear communication.
 Conceptual understanding.
 Application of learning.
Descriptors: Mastery, Thorough,
Comprehensive, Excellent, Cohesive,
Advanced
Reasonable grasp of the concepts,
procedures and notation; yet lacking in
communication, accuracy, conventions or
efficacy.
Work typically shows
 Accurate or near accurate answers
 Mostly clear communication
 Ability to solve routine problems
requiring multiple steps.
 Ability to organize data and make
observations.
Descriptors: Proficient, Satisfactory
2
1
Developing
Minimal
 I’m getting there!
Work shows signs of developing
 I’m almost there, but can’t quite do it understanding.
myself.
Work typically shows
 I get it when you do it.
 Inaccurate answers, with some signs
 I still have lot’s of questions.
of understanding
 I get more complex problems when
 OR Correct answers with no
you do it, or when you help me.
supporting work.
 With my group, I get the answers right
 Use of basic facts and skills,
most of the time.
 No application or conceptual
 My use of notation and vocabulary is
development.
OK.
 No/little communication
 I can remember basic facts, or use
 Some connections with previous
algorithms or formulas with some
knowledge
assistance.
Descriptors: Developing, Progressing
 I don’t get it yet.
No real understanding is shown
 I don’t understand the examples.
Work typically shows
 I have seen those words and symbols

Consistently inaccurate answers with
before but I don’t know them or use
no supporting work.
them.
 No/little communication
 I need a lot of help!
 No/little connections with previous
 I’ve seen you use basic facts,
knowledge
algorithms, or formulas but I don’t
Descriptors: Minimal understanding
know them or use them.
Grades in Skyward
Skyward does not currently have the categories listed above, so I have assigned my categories to these
skyward categories:
Procedural fluency and Conceptual understanding ↔
KTH - Knowledge / Theory
Problem Solving
↔
PRW - Problem of the Week
Reasoning and Communication
↔
PRES - Presentation
Modeling
↔
PROJ - Project
The scores you see in skyward are all based on the 4 point scale, so the highest “percentage” a student
can achieve is a 4%. Scores for individual tasks may be changed accordingly as students “reassess” on
subsequent tasks. I encourage students to keep track of their scores on individual tasks and assessments so
they are more aware of their levels of understanding on each target and category.
All of these scores meant to convey levels of understanding and progress eventually must be translated
into letter grades. Those letter grades are based on the following scale:
Letter
Grade
Range
A
3.5 – 4.0
A-
B+
3.35 –
3.49
3.20 –
3.34
B
3.00 –
3.19
B-
C+
2.85 –
2.99
2.75 –
2.84
C
2.50 –
2.74
C2.35 –
2.49
F
0.00 –
2.34