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Standards-based assessment and Instruction

Rubric Support for CCSS

Exemplars performance material supports the Common Core State Standards.

Our differentiated tasks engage students and promote conceptual understanding, problem solving and higher-order thinking skills. Rubrics and anchor papers provide educators with effective tools to identify what a student's work demonstrates about his/her mathematical understanding and problem-solving strengths and weaknesses

Below is an example of how our assessment rubric supports the Common Core Standards for Mathematical Practice.

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The ccss for mathematical practice are comprised of the following Exemplars rubric criteria from the "Practitioner Level" supports ccss by requiring students to do the following in order to meet the standard:
MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM.

Problem Solving

  • A correct strategy is chosen based on mathematical situation in the task.
  • Evidence of solidifying prior knowledge and applying it to the problem- solving situation is present.
  • Planning or monitoring of a strategy is evident

Reasoning and Proof

  • A systematic approach and/or justification of correct reasoning is present. This may lead to:
    • clarification of the task.
    • exploration of mathematical phenomenon.

Representations

  • Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.
REASON ABSRACTLY AND QUANTITATIVELY.

Reasoning and Proof

  • Arguments are constructed with adequate mathematical basis.
  • A systematic approach and/or justification of correct reasoning is present. This may lead to:
    • clarification of the task.
    • exploration of mathematical phenomenon.

Representations

  • Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

Communication

  • Formal math language is used throughout the solution to share and clarify ideas.
CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS.

Problem Solving

  • Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.

Reasoning and Proof

  • Arguments are constructed with adequate mathematical basis.
  • A systematic approach and/or justification of correct reasoning are/is present.
    • Exploration of mathematical phenomenon.

Communications

  • A sense of audience or purpose is communicated.
  • Communication of an approach is evident through a methodical, organized, coherent sequenced and labeled response.

Representations

  • Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.
MODEL WITH MATHEMATICS.

Problem Solving

  • Evidence of solidifying prior knowledge and applying it to the problem- solving situation is present.
  • Planning or monitoring of strategy is evident.

Reasoning and Proof

  • Arguments are constructed with adequate mathematical basis.
  • A systematic approach and/or justification of correct reasoning are/is present.

Representations

  • Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

Communication

  • Formal math language is used throughout the solution to share and clarify ideas.
USE APPROPRIATE TOOLS STRATEGICIALLY.

Problem Solving

  • A correct strategy is chosen based on mathematical situation in the task.
  • Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.
  • Planning or monitoring of strategy is evident.
ATTEND TO PRECISION.

Problem Solving

  • The Practitioner must achieve a correct answer.

Representations

  • Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

Communications

  • A sense of audience or purpose is communicated.
  • Communication of an approach is evident through a methodical, organized, coherent sequenced and labeled response.
  • Formal math language is used throughout the solution to share and clarify ideas.
LOOK FOR AND MAKE USE OF STRUCTURE.

Problem Solving

  • Planning or monitoring of strategy is evident.

Reasoning and Proof

  • Exploration of mathematical phenomenon.
  • Noting patterns, structures and regularities.

Connections

  • Mathematical connections or observations are recognized.
LOOK FOR AND EXPRESS REGULARITY IN REPEATED REASONING.

Problem Solving

  • Planning or monitoring of strategy is evident.

Reasoning and Proof

  • Noting patterns, structures and regularities.

Connections

  • Mathematical connections or observations are recognized.

Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
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Here's What People Are Saying

"In 1999, only 28% of our 8th grade students met or exceeded state standards." After the introduction of Exemplars, "In 2001, 56% of our 8th grade students met or exceeded the standards. In other words, we doubled the number of students passing the state test in the two-year time period."

R. Cox

Principal

Eldorado

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