Tile of Program, Publisher Copyright Grade Level ‘MATHEMATICS CONTENT RUBRIC 5 3 1 [STANDARDS ALIGNMENT Most oF the Some ofthe Few ofthe * mathematics content standards and benchmarks align fo sate and national | mathematics content | mathematics content | mathematics content levels and Lakota Power standards to include number, number sense and | standards designated | standards designated | standards designated ‘operations; measurement; geometry and spatil sens; pater functions, | forthe specific forthe specific | forthe specific course and/or grade | course andlor grade | course and/or grade “= focus on algebra skills including flueney/aceuraey with whole numbers, and algebra; data analysis and probability; and mathematical processes level are addressed. | level are addressed. i | Creede ‘Content with a colerent sequence has the folowing characteristics strategies and concepts are built to luency, accuracy, and flexibility [content is organized in a logical conceptual framework __| ya, tenn ans ua ee mana nese Times | toe] ora ‘+ information provided on mathematics content is accurate accurate. accurate with few | somewhat accurate * interpretations that explain or translate information into developmentally errors of fact or | with some errors of appropriate content do not lose original meaning or distort fact interpretation. _| fact or interpretation. | CONCEPT DEVELOPMENT “All key mathematics ‘Most key ‘Some key ‘ students create their own explanations and algorithms to develop concepts are | mathematics concepts | mathematics ‘Sp ane Sag (elect | Soar Sarena neo. a ay | aon wre =n alr or pre opr Be | ee | com cama ore oes * students extend understanding to new situations (laventing, crating, | ("site | | srouusene aa er} Rene ae at consistent, coherent | somewhat consistent, sequence te build | coberent sequence to student conceptual | — build student con erstanding within, | ceptual understanding consistent, coherent sequence to build student conceptual understanding within, * ogra s dai ina Lak sel year wih ou mins eras ak | en eee | arene: grade lev appropriate, between | appropiate between | between nscuctional Hostctioal units. | instructional units is ‘CONTEXT ‘Most key Some key Few koy content is presented in an engaging conten hat Ts laid w real word rathematics | mathematics concepts | mathematics experiences and 21" century Tearing technology) concepls are | ae addressed in the | concepts are the context facilitates the assimilation of new knowledge or reorganization | sdressed inthe | context oftheir | addressed i the ‘of knowledge in a way that allows students to buld on their par contextoftheir | connections withthe | context oftheir conceptions andr experince with the word connections with the | real worid. | connection with the real world real worl, 1008 AL z feet [sos Sone, Somowhar, Fesuealy, Of 759% Modi, Many, Cena, Wide Vary, Competheive 158 Few, Rarely, Lit en a Tabkota Local Schools, 2008 PagetTile of Program, Pubtsher Copyright Grade Level THE WORK STUDENTS DO RUBRIC 5 3 Fa QUALITY LEARNING EXPERIENCES ‘The materials ‘The materials engage ‘The materials | Characteristics of Quality Leaming Experienees include: __| engage students in| students in activities | engage students in Tearing goals ae clearly defined and sequential ‘learning experiences are rich in engaging relevant reasoning and problem solving, and developmentally appropriate for students studeats use a varity of resources, , media, technology, in and ou ofthe classroom to explore ideas, extend laring, end solve problems activities that have ‘many characteristics cof quality learning experiences. that have some characteristics of ‘quality learning experiences. activites that have few characteristics of quality learning experiences ‘MATHEMATICAL WAYS OF THINKING Students involved in mathematical thinking ae * asking and identifying questions and concepts to gue mathematica problem solving Tormulatng and wevising explanations and models analyzing alerative and standard explanations and models ‘ecurately and effectively communicating results and responding Investigations/elass ‘work provide experiences that focus on most of the fondamental abilities ‘of mathematical Investigations /elass work provide | experiences that | focus on some of the | fundamental abilities of mathematical ways Investigations/class ‘work provide experiences that focus on Few of the fundamental abilities ‘of mathematical tnichment, modiications, progress monitoring al accessible to diverse diverse learners, appropriately octal eommesta vweaysofknowing. |” ofknowing. | waysof knowing. students are brought to computational Hueney and autamatell ‘OPPORTUNITIES TO ENGAGE AS MATHEMATICIANS The work dents do icles: ‘The materials ‘Toe materials contig mathematical avenge snd raines fra vary 6 paps peste, |The mats provide | mem ulin os, technology. and med investigations ‘ride cag | students with some sone analyzing validity of solutions to auhenc probleme opportunities todo. | SPPOMuMIKES tO dO | ice io do + proposing explanations based on evidence, logic, and Hinariel and caret icommmnicns, | sMEsOnaNCA | TS mie ledge ae ‘mathematics Paresh sunicaing and coiaboratng wil bes, ocading tei Tryin way at cumaeel ee are clay, secure, logical, and open questioning or challenging vewpoins ‘ACCESSIBILITY | ‘Wien adressng te divert flare, conser i allow ‘The work stdents | The work students do | ‘The work students + varied learning abitie/dsablies iflrentted instucion, eneialaa, aque (aeceoaee | cae accessible to diverse | et tol eg en ea eae a | vere | el eles, al pena Geer eee Engh ngs ppoctuties forall | opportunities forall | opportunities fc all Se Timnwtosdicr, | tueawioxters | elma. 100% A a 30% Sone, Somewhat, Frequently, Often ora My, Cine Wi Vat, Come ot ieee Takuta Local Scoot, 2008: Page?‘Title of Program Publisher Copyright. Grade Level ‘ASSESSMENT CONTENT RUBRIC I 5 3 I 1 ‘QUALITY High-Quality Assessments align with National Math Panel recommendations align with state and national standards haveall of the | some ofthe features ‘The assessments | The assessments have | "The assessments have none of the ‘+ measure application of what students know and are abletodoinnewor| features of high- | of high-quality | features of high- atte featat quality assessments. | assessments. | quality assessment. * provide students the opportuniy to asses and exiend their own Jearning FORMATIVE AND SUNMATIVE MEASURES [A wide variety oF z + Used as assessment FOR learning assessment Measures | Somme variety of | Assessments are further instruction andecomesponding | acsessment measures | _ limited to afew lultiple types of measures eee is provided. different types. + Short yle assessments consider when and amount oFtimetodelive) | yur’ wife (CHARACTERISTICS OF ASSESSMENTS “The key characteristics of accessible assessments * free from bias eg, gender, culture Most or all ee © provide sccommodations for cultural differences (einic, economic, ee) | assessmenttasks | eC Stitic hese | tasks exhibit these + provide accommodations for varied abilities/dsabilities (differentiation exhibitthese |" CNernctersties, Saencaies + provide secommodatios for diferences in language proicienc characteristics. | * provide secommodations for differences in learning styles and muliple intelligences OS Al 50 Some, Somewha, Fisauei, fen a 75% Masi, Many. Conacent, Wide Variety, Comprchensive 75% Few, Ray, Litle Bae TUT kota Local Scoos, 208 Page