Quarter: 1 2 3 4
Below Grade Level
Concepts: The student demonstrates an
understanding of above grade-level
concepts after receiving differentiated
instruction.
Concepts: The student demonstrates an
understanding of on grade-level
concepts after receiving differentiated
instruction.
4
3
2
1
0
Concepts: The student retains concepts
and skills over an extended period of
time.
4
3
2
1
0
Independence Level: The student
successfully completes above gradelevel tasks with minimal assistance.
4
3
2
1
0
Concepts: The student retains concepts
and skills over an extended period of
time.
4
3
2
1
0
Independence Level: The student
successfully completes on grade-level
tasks with minimal assistance.
4
3
2
1
0
Problem Solving: The student
consistently demonstrates problemsolving behaviors.
4
3
2
1
0
Number Sense: The student
demonstrates most aspects of number
sense.
4
3
2
1
0
Communication: The student expresses
mathematical thinking through oral
and/or written communication.
4
3
2
1
0
Problem Solving: The student often
demonstrates problem-solving
behaviors.
4
3
2
1
0
Number Sense: The student
demonstrates multiple aspects of
number sense.
4
3
2
1
0
Communication: The student expresses
mathematical thinking through oral
and/or written communication.
4
3
2
1
0
4
3
2
1
0
Concepts: The student has difficulty
demonstrating an understanding of on
grade-level concepts. In addition to
differentiated instruction, an
intervention is needed.
4
3
2
1
0
Concepts: The student has difficulty
retaining concepts and skills over an
extended period of time.
4
3
2
1
0
Independence Level: The student needs
frequent support to complete on gradelevel tasks, and has difficulty working
independently.
4
3
2
1
0
Problem Solving: The student has
difficulty demonstrating problem-solving
behaviors.
4
3
2
1
0
Number Sense: The student
demonstrates few aspects of number
sense.
4
3
2
1
0
Communication: The student has
difficulty expressing mathematical
thinking through oral and/or written
communication.
4
3
2
1
0
Descriptions:
Differentiated Instruction
Differentiated instruction is an
instructional practice that maximizes
learning for ALL students—regardless of
skill level or background. In a typical
classroom, students vary in their academic
abilities, learning styles, personalities,
interests, background knowledge and
experiences, and levels of motivation for
learning. When a teacher differentiates
instruction, he or she uses the best
teaching practices and strategies to create
different pathways that respond to the
needs of diverse learners.
Intervention
Academic intervention provides targeted
instruction for students who are
consistently not meeting and/or
maintaining grade-level/course
expectations. These students may require
additional time or a more concrete
approach to be successful.
Retains Concepts
Students are able to retain concepts over
an extended period of time. Opportunities
for ongoing review of concepts learned to
date are provided for students (i.e.
Homework & Centers).
Problem Solving Behaviors
 Applies/adapts effective strategies to
solve problems
 Takes risks
 Perseveres
 Makes connections
Communication
 Communicate mathematical thinking
coherently and clearly to peers,
teachers, and others
 Analyze and evaluate the
mathematical thinking and
strategies of others
 Use the language of mathematics to
express mathematical ideas
precisely
Number Sense:
Having a good conceptual understanding
of numbers and number concepts.
Students with Number Sense:
 Understand relative magnitude
(size) of numbers
 Compose and decompose
numbers in a variety of ways
 Have a conceptual
understanding of operations
 Understand number
relationships
 Make reasonable estimations
 Find and explain patterns
 Use compatible numbers
 Know if an answer is reasonable
 Compute mentally
4 – Always 3 – Frequently 2 – Sometimes 1 – Occasionally 0 – Never
Elementary Mathematics Learning Behaviors
Above Grade Level
On Grade Level