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Standards-based assessment and Instruction

Teacher Sessions

Algebra Across the Grades:
Develop Algebraic Reasoning and Problem Solving, K-8

Participants explore the development of algebraic concepts and analyze how the same skills, concepts and problem solving begin in kindergarten and evolve through grade eight. Participants will work through activities to develop algebraic concepts and to gain a better understanding of how to process these activities with students. These activities serve a dual purpose:

  • To develop algebraic concepts
  • To develop mathematical problem-solving and communication skills

Participants will assess student work with the Exemplars assessment rubric to determine student performance and to guide instruction. Sample lesson plans, working portfolio tasks and assessment tasks will be used so that participants may begin successful implementation.

Student work will also be examined to determine proficiency with the algebraic skills and concepts of the problem or activity. Students' problem-solving and mathematical-communication skills will also be evaluated.

Components across the grades include:

  • Patterning-extending to specific cases and to generalizations of the pattern
  • Understanding of variables and variable expressions
  • Understanding of equality
  • Understanding of linear and simple non-linear functions
  • Making connections between equations, graphs and tables
  • Using algebraic language to communicate mathematical ideas

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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

Our school subscribes to the Exemplars Library. I find the formative tasks aligned to the Common Core are strong and can be easily embedded in any curriculum. Having a more accessible and more challenging version of each task provides teachers' support as they have the resources to problem solve across different levels of understanding in their classrooms … Students are enjoying the tasks and are demonstrating a deeper understanding of the underlying concepts of the standards as they apply formal math language, accurate representations and connections.

C. Hemley


PS 94
New York

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