SNAPSHOT

The student is unable to complete the task in a reasonable amount of time without one-to-one help.

The student is unable to complete the task in a reasonable amount of time without one-to-one help.

The student completes all parts of the basic task accurately in a familiar situation and explains the result. May need occasional consultation.

The student completes all parts of the task accurately and efficiently and explains the result; may develop an extension or alternative method.

DISPOSITIONS AND APPLICATIONS

• recognizing mathematics (e.g., money, measurement, chance, data)
• selecting and applying concepts and skills
• estimates, predictions

• has difficulty applying mathematical concepts to everyday problems
• needs one-to-one support to select and apply appropriate concepts, skills, and strategies
• estimates and predictions are often guesses; may be wildly illogical

• with prompting, identifies ways to apply mathematics to everyday problems similar to those previously explored
• for problems similar to those recently experienced, selects and applies some appropriate concepts, skills, and strategies
• in familiar situations, most estimates and predictions are within the bounds of logic

• can identify ways to use mathematical concepts and skills to solve everyday problems
• for problems similar to those recently experienced, selects and applies appropriate concepts, skills, and strategies
• in familiar situations, makes logical estimates and predictions

• may independently find ways to apply mathematics to everyday problems
• selects and applies appropriate concepts, skills, and strategies to solve problems; efficient; may take an innovative approach
• makes logical estimates and predictions in both familiar and novel situations

STRATEGIES AND APPROACHES

• procedures
• analyze problems
• verify solutions (estimates, calculators, inverse operations, mental math)

• requires ongoing help to follow modelled procedures and complete tasks
• unable to analyze simple problems to develop a plan
• unable to verify answers

• attempts to follow modelled procedures, but may confuse order or make an inappropriate choice
• may need help to analyze simple problems and make a plan
• needs help to verify answers

• follows modelled procedures
• analyzes problems to develop a plan
• with prompting, verifies answers or results using mental math, calculators, estimation, or inverse operations

• follows modelled procedures; may find an alternative procedure
• analyzes problems to develop a efficient plan
• independently verifies answers or results using mental math, calculators, estimation, or inverse operations

ACCURACY

• calculations
• using tools (e.g., standard and nonstandard measures)
• recording (e.g., measures, patterns)

• unable to perform basic calculations
• needs extensive help to obtain accurate results when using tools
• major recording errors

• some calculation errors
• some accurate results when using tools
• some recording errors

• calculations may include minor errors
• generally accurate results when using tools; minor errors
• recording is generally accurate

• calculations are accurate; often uses mental math to arrive at a correct answer quickly
• accurate results when using tools
• recording is accurate

REPRESENTATION AND COMMUNICATION

• representing numbers
• presenting work
• demonstrating procedures; explaining results

• difficulty reading and writing numerals over 100
• work may be unclear, confusing
• unable to explain or demonstrate tasks

• reads and writes numerals to 1000; some errors
• work is hard to follow in places
• with prompting, repeats parts of explanations or demonstrations

• reads and writes numerals to 1000
• work is generally clear and easy to follow
• explains processes and results in own words; may repeat demonstrations the teacher has given

• fluently reads and write numerals over 1000
• work is clear, detailed, and well-organized
• explains processes and results in own words, using mathematical language; demonstrates strategies and processes