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Math Department

Meet the Math Teachers

  • Kyle Hartman
  • Genevieve O’Bryan
  • Amanda Praska
  • Mervat Sawaged
  • Julie Shaffer
  • Lisa Tierney
  • Nicole Ward
  • Mikala Weingarten

Middle School Math Content Rubric

Mathematics Content GRC’s at the middle school level are the same as the Common Core State Standards Mathematics Domains for each grade level. This rubric should be applied to work in any of the content domains (GRCs) listed below.

Grade 6 Math GRC’s

  • Ratios and Proportional Relationships (RP)
  • The Number System (NS) 
  • Expressions and Equations (EE)
  • Geometry (G) 
  • Statistics and Probability (SP) 

 Grade 7 Math GRC’s 

  • Ratios and Proportional Relationships (RP) 
  • The Number System (NS) 
  • Expressions and Equations (EE) 
  • Geometry (G) 
  • Statistics and Probability (SP)

Grade 8 Math GRC’s 

  • The Number System (NS)
  • Expressions and Equations (EE)
  • Functions (F)
  • Geometry (G)
  • Advanced Understanding - 4
    • The student uses appropriate mathematical concepts and skills to solve application problems in both familiar and unfamiliar situations with limited scaffolds & supports.
      and/or
    • The student solves problems that require connections among multiple concepts without scaffolded prompts .
  • Meets the Standard - 3
    • The student uses appropriate mathematical concepts and skills to solve application problems in familiar situations with scaffolds & support.
      and/or
    • The student solves problems that require connections among multiple concepts with scaffolded prompts.
  • Approaching Standard - 2
    • The student uses appropriate mathematical concepts and skills to solve routine problems but is unsuccessful with applications to real life contexts.
      and/or
    • The student solves problems involving concepts in isolation.
  • Does Not Meet - 1
    • The student demonstrates limited success in the use of appropriate mathematical concepts and skills to solve routine problems and applications to real life contexts.
      and/or
    • The student has limited success solving problems with concepts in isolation.

Middle School Math Communication Rubric

 Mathematics Communication GRC at the middle school level addresses a student’s ability to explain, construct and critiquemathematical reasoning using precise and accurate mathematical language.

  • Advanced Understanding - 4
    • The student demonstrates the ability to explain, construct and critique mathematical reasoning with concise, detailed, logical and complete arguments.
    • The student demonstrates the ability to effectively communicate conceptual understanding and contextual interpretation of results.
    • The student consistently uses accurate mathematical content language with sophistication appropriate to prompt and level of course.
  • Meets the Standard - 3
    • Student explanations are complete and logical but may lack details, and/or coherent flow in presentation.
    • Conceptual or contextual understanding is inferred but not explicit.
    • The student is accurate but inconsistent in the use of mathematical content language appropriate to prompt and level of course.
  • Approaching Standard - 2
    • Student explanations are fragmented with omissions in logic, details or coherent flow.
    • Concept/context explanations are vague, incomplete or inconsistent.
    • Basic mathematical language is present but not at levels appropriate to the prompt or level of course.
  • Does Not Meet - 1
    • Student provides only superficial explanations or explanations that do not match solutions.
    • Concept/context connections are absent or inappropriate to prompt.
    • Mathematical language is missing or generally inappropriate to the task.
       

Middle School Math Procedural Fluency Rubric

Mathematics Procedural Fluency GRC at the middle school level addresses a student’s ability to select and execute appropriate procedural aspects of mathematics work in an organized and efficient manner.

  • Advanced Understanding - 4
    • The student demonstrates fluency in carrying out procedures flexibly, accurately, efficiently and with clarity in organization.
    • The student consistently selects and applies appropriate and efficient strategies to make deductions and solve problems.
  • Meets the Standard - 3
    • Student procedural work is appropriate to task but may contain minor errors in execution or organization.
    • The student often selects and applies appropriate and efficient strategies to make deductions and solve problems.
  • Approaching Standard - 2
    • Student procedural work lacks coherent organization , omits key steps or contains multiple errors in execution.
    • The student selects and applies rote strategies to make deductions and solve problems.
  • Does Not Meet - 1
    • Student procedural work is incoherent, missing or inappropriate to task.
    • The student demonstrates limited success in applying rote strategies to make deductions and solve problems.