The assessment tasks inform the classroom teacher of a) the Mathematical Concepts addressed, b) the materials needed, c) the assessment task directions, the d) rubric, and the e) Standards for Mathematical Practice.

a.) Mathematical Concepts: Designate the domain, cluster, and standard assessed. There may be some tasks that assess multiple concepts.

Domain: Large group of related standards. Include: Counting and Cardinality (K), Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry.

Cluster: Groups of related standards.

Standard: Define what students should understand and be able to do.

b.) Materials: Student and teacher materials needed to complete the task. Materials may include: Blackline Master (BLM), Student Form (SF) or classroom materials. Provide additional materials or substitute materials with those that students use during regular mathematics lessons as needed.

c.) Task: Directions for the administering the task. May include “Teacher Talk”: dialogue for the teacher to say to the student(s) while administering the task. Indicated in italics.

d.) Rubric: The rubric describes levels of student performance across 3 levels (Levels 1, 2, and 3).

Level I: Limited in Performance

Level II: Not Yet Proficient

Level III: Proficient in Performance

Level IV: Advanced in Performance

In some cases, tasks can be naturally extended by students and/or teachers allowing students to demonstrated Advanced Performance (Level 4). Depending on the Common Core Standard, some tasks do not describe how students may achieve a Level IV. Teachers should use their discretion and judgement on determining how students can and whether they achieve a Level IV.

e.) Standards for Mathematical Practice: Describe processes and dispositions that mathematically proficient students exhibit. Practices that are likely to emerge as a result of completing the task are noted in BOLD. The teacher is encouraged to note which practices were observed during the tasks as well as during daily instruction to gain a global picture of the mathematical processes and dispositions that the student exhibits.

## Assessment Tasks

The assessment tasks inform the classroom teacher of a) the Mathematical Concepts addressed, b) the materials needed, c) the assessment task directions, the d) rubric, and the e) Standards for Mathematical Practice.a.)

Mathematical Concepts:Designate the domain, cluster, and standard assessed. There may be some tasks that assess multiple concepts.Domain: Large group of related standards. Include: Counting and Cardinality (K), Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry.Cluster: Groups of related standards.Standard: Define what students should understand and be able to do.b.)

Student and teacher materials needed to complete the task. Materials may include: Blackline Master (BLM), Student Form (SF) or classroom materials. Provide additional materials or substitute materials with those that students use during regular mathematics lessons as needed.Materials:c.)

: Directions for the administering the task. May include “Teacher Talk”: dialogue for the teacher to say to the student(s) while administering the task. Indicated inTaskitalics.d.)

The rubric describes levels of student performance across 3 levels (Levels 1, 2, and 3).Rubric:- Level I: Limited in Performance
- Level II: Not Yet Proficient
- Level III: Proficient in Performance
- Level IV: Advanced in Performance

In some cases, tasks can be naturally extended by students and/or teachers allowing students to demonstrated Advanced Performance (Level 4). Depending on the Common Core Standard, some tasks do not describe how students may achieve a Level IV. Teachers should use their discretion and judgement on determining how students can and whether they achieve a Level IV.e.)

Standards for Mathematical Practice:Describe processes and dispositions that mathematically proficient students exhibit. Practices that are likely to emerge as a result of completing the task are noted inBOLD. The teacher is encouraged to note which practices were observed during the tasks as well as during daily instruction to gain a global picture of the mathematical processes and dispositions that the student exhibits.