Download mathematics - Perry County Schools

KINDERGARTEN MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
APPRENTICE
NOVICE
DISTINGUISHED
PROFICIENT
Student demonstrates comprehensive
understanding of Kindergarten skills,
concepts, and relationships in
counting and cardinality, operations
and algebraic thinking, number and
operations in base ten, measurement
and data, and geometry as stated on
Kentucky Core Academic Standards
Student demonstrates comprehensive
understanding of 5th grade skills,
concepts, and relationships in
counting and cardinality, operations
and algebraic thinking, number and
operations in base ten, measurement
and data, and geometry as stated on
Kentucky Core Academic Standards
most of the time.
Student implements appropriate
strategies (may include but not
limited to counting, comparing,
representing, describing, classifying,
modeling, composing and naming
items ).most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time
(correct and complete, with minor
errors whenever possible).
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to how
many, greater/less/equal, more/less,
positional words) and
representations
(May include but not limited to
numbers, pictures, drawings,) with
minor errors whenever possible.
Student demonstrates comprehensive
understanding of Kindergarten skills,
concepts, and relationships in
counting and cardinality, operations
and algebraic thinking, number and
operations in base ten, measurement
and data, and geometry as stated on
Kentucky Core Academic Standards
some of the time.
Student attempts to use strategies
(may include but not limited to
counting, comparing, representing,
describing, classifying, modeling,
composing and naming items )some
the time.
Student demonstrates understanding
of the problem with correct solutions
some of the time.
Student rarely demonstrates comprehensive
understanding of Kindergarten skills,
concepts, and relationships in counting and
cardinality, operations and algebraic
thinking, number and operations in base ten,
measurement and data, and geometry as
stated on Kentucky Core Academic
Standards.
Student attempts to use appropriate
and accurate mathematical
terminology (may include but not
limited to how many,
greater/less/equal, more/less,
positional words) and representations
(May include but not limited to
numbers, pictures, drawings) but
terminology/representations may be
unclear or misused.
Student rarely uses appropriate and
accurate mathematical terminology (may
include but not limited to how many,
greater/less/equal, more/less, positional
words) and representations
(May include but not limited to numbers,
pictures, and drawings).
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student consistently implements
appropriate strategies (may include
but not limited to counting,
comparing, representing, describing,
and classifying, modeling, composing
and naming items).
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to how many,
greater/less/equal, more/less,
positional words) and representations
(May include but not limited to
numbers, pictures, drawings,) in a
clear and concise manner.
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
of problems and fails to apply an
appropriate strategy.
Student rarely demonstrates understanding
of the problems with incomplete or
incorrect solutions.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
FIRST GRADE MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of first grade skills,
concepts, and relationships in
operations and algebraic thinking.
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards
Student demonstrates comprehensive
understanding of first grade skills,
concepts, and relationships in
Operations and algebraic thinking,
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core
Academic Standards most of the
time.
Student implements appropriate
strategies (may include but not
limited to counting, comparing,
putting together/taking away, and
drawing, ordering, partitioning and
writing equations) most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time
(correct and complete, with minor
errors whenever possible).
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
addition, subtraction, comparison,
unknowns, equivalent, attributes,
compose, partition ) and
representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models) in a
clear and concise manner.
Student demonstrates comprehensive
understanding of first grade skills,
concepts, and relationships in
operations and algebraic thinking,
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards some of the time.
Student rarely demonstrates comprehensive
understanding of first grade skills, concepts,
and relationships in operations and
algebraic thinking, number and operations
in base ten, measurement and data, and
geometry as stated on Kentucky Core
Academic Standards.
Student attempts to use strategies
(may include but not limited to
counting, comparing, putting
together/taking away, drawing,
ordering, partitioning and writing
equations) some of the time
Student demonstrates understanding
of the problem with correct solutions
some of the time.
Student rarely demonstrates understanding
of problems and fails to apply an
appropriate strategy.
Student attempts to use appropriate
and accurate mathematical
terminology (may include but not
limited to addition, subtraction,
comparison, unknowns, equivalent,
attributes, compose, partition ) and
representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models)
terminology/representations may be
unclear or misused.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to addition, subtraction,
comparison, unknowns, equivalent,
attributes, compose, partition ) and
representations
(May include but not limited to objects,
drawings, writing equations, symbols,
shapes, and models).
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student consistently implements
appropriate strategies (may include
but not limited to counting,
comparing, putting together/taking
away, and drawing, ordering,
partitioning, and writing equations).
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to addition,
subtraction, comparison, unknowns,
equivalent, attributes, compose,
partition ) and representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models) in a
clear and concise manner.
Student rarely demonstrates understanding
of the problems with incomplete or
incorrect solutions.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
SECOND GRADE MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of second grade skills,
concepts, and relationships in
operations and algebraic thinking.
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards
Student demonstrates comprehensive
understanding of second grade skills,
concepts, and relationships in
Operations and algebraic thinking,
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core
Academic Standards most of the
time.
Student implements appropriate
strategies (may include but not
limited to counting, comparing,
putting together/taking away, and
drawing, representing, solving
mentally, ordering, partitioning and
writing equations) most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time
(correct and complete, with minor
errors whenever possible).
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
addition, subtraction, comparison,
unknowns, equivalent, attributes,
compose, partition ) and
representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models) in a
clear and concise manner.
Student demonstrates comprehensive
understanding of second grade skills,
concepts, and relationships in
operations and algebraic thinking,
number and operations in base ten,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards some of the time.
Student rarely demonstrates comprehensive
understanding of second grade skills,
concepts, and relationships in operations
and algebraic thinking, number and
operations in base ten, measurement and
data, and geometry as stated on Kentucky
Core Academic Standards.
Student attempts to use strategies
(may include but not limited to
counting, comparing, putting
together/taking away, drawing,
representing, solving mentally,
ordering, partitioning and writing
equations) some of the time
Student demonstrates understanding
of the problem with correct solutions
some of the time.
Student rarely demonstrates understanding
of problems and fails to apply an
appropriate strategy.
Student attempts to use appropriate
and accurate mathematical
terminology (may include but not
limited to addition, subtraction,
comparison, unknowns, equivalent,
attributes, compose, partition ) and
representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models)
terminology/representations may be
unclear or misused.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to addition, subtraction,
comparison, unknowns, equivalent,
attributes, compose, partition ) and
representations
(May include but not limited to objects,
drawings, writing equations, symbols,
shapes, and models).
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student consistently implements
appropriate strategies (may include
but not limited to counting,
comparing, putting together/taking
away, and drawing, representing,
solving mentally, ordering,
partitioning, and writing equations).
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to addition,
subtraction, comparison, unknowns,
equivalent, attributes, compose,
partition ) and representations
(May include but not limited to
objects, drawings, writing equations,
symbols, shapes, and models) in a
clear and concise manner.
Student rarely demonstrates understanding
of the problems with incomplete or
incorrect solutions.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
THIRD GRADE MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of third grade skills,
concepts, and relationships in
operations and algebraic thinking.
number and operations in base ten,
number and operations-fractions,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards
Student demonstrates comprehensive
understanding of third grade skills,
concepts, and relationships in operations
and algebraic thinking, number and
operations in base ten, number and
operations-fractions, measurement and
data, and geometry as stated on
Kentucky Core Academic Standards
some of the time.
Student rarely demonstrates comprehensive
understanding of third grade skills, concepts,
and relationships in operations and algebraic
thinking, number and operations in base ten,
number and operations-fractions,
measurement and data, and geometry as
stated on Kentucky Core Academic
Standards.
Student consistently implements
appropriate strategies (may include
but not limited to interpreting data,
determining unknowns, applying
properties, fluently
multiplying/dividing,
estimating/measuring, relating, and
solving equations).
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to
multiplication, division, product,
quotient, comparison, unknowns,
equivalent, attributes, fractions,
properties, compose, partition ) and
representations (may include but not
limited to word problems, equations,
number lines, diagrams, graphs,
figures, geometric shapes, unit
squares) in a clear and concise
manner.
Student demonstrates comprehensive
understanding of third grade skills,
concepts, and relationships in
Operations and algebraic thinking,
number and operations in base ten,
number and operations-fractions,
measurement and data, and geometry
as stated on Kentucky Core
Academic Standards most of the
time.
Student implements appropriate
strategies (may include but not
limited to interpreting data,
determining unknowns, applying
properties, fluently
multiplying/dividing,
estimating/measuring, relating, and
solving equations) most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time.
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
multiplication, division, product,
quotient, comparison, unknowns,
equivalent, attributes, fractions,
attributes, properties, compose,
partition ) and representations
(may include but not limited to
word problems, equations, number
lines, diagrams, graphs, figures,
geometric shapes, unit squares) most
of the time.
Student attempts to use strategies (may
include but not limited to interpreting
data, determining unknowns, applying
properties, fluently multiplying/dividing,
estimating/measuring, relating, and
solving equations) some of the time.
Student rarely demonstrates understanding of
problems and fails to apply an appropriate
strategy.
Student demonstrates understanding of
the problem with correct solutions some
of the time.
Student attempts to use appropriate and
accurate mathematical terminology (may
include but not limited to multiplication,
division, product, quotient, comparison,
unknowns, equivalent, attributes,
fractions, properties, compose, partition)
and representations
(may include but not limited to word
problems, equations, number lines,
diagrams ,graphs, figures, geometric
shapes, unit squares) some of the time.
Student rarely demonstrates understanding of
the problems with incomplete or incorrect
solutions.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to multiplication, division,
product, quotient, comparison, unknowns,
equivalent, attributes, fractions, properties,
compose, partition ) and representations
(may include but not limited to word
problems, equations, number lines, diagrams,
drawings, graphs, rulers, figures, geometric
shapes, unit squares).
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the eight
mathematical practices
Student rarely demonstrates understanding or
application of the eight mathematical
practices.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
FOURTH GRADE MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of fourth grade skills,
concepts, and relationships in
operations and algebraic thinking.
number and operations in base ten,
number and operations-fractions,
measurement and data, and geometry
as stated on Kentucky Core Academic
Standards
Student demonstrates comprehensive
understanding of fourth grade skills,
concepts, and relationships in
Operations and algebraic thinking,
number and operations in base ten,
number and operations-fractions,
measurement and data, and geometry
as stated on Kentucky Core
Academic Standards most of the
time.
Student implements appropriate
strategies (may include but not
limited to interpreting equations,
applying operations, building
fractions, understanding decimal
notation, converting measurements,
and applying geometric concepts)
most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time.
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
value, equivalence, decimal notation,
and angle measure ) and
representations (may include but not
limited to equations, number
patterns, algorithms, fractions,
measurement units, line plots, and
geometric shapes) most of the time.
Student demonstrates comprehensive
understanding of fourth grade skills,
concepts, and relationships in operations
and algebraic thinking, number and
operations in base ten, number and
operations-fractions, measurement and
data, and geometry as stated on
Kentucky Core Academic Standards
some of the time.
Student rarely demonstrates comprehensive
understanding of fourth grade skills,
concepts, and relationships in operations and
algebraic thinking, number and operations in
base ten, number and operations-fractions,
measurement and data, and geometry as
stated on Kentucky Core Academic
Standards.
Student attempts to use strategies (may
include but not limited to interpreting
equations, applying operations, building
fractions, understanding decimal
notation, converting measurements, and
applying geometric concepts) some of
the time.
Student rarely demonstrates understanding of
problems and fails to apply an appropriate
strategy.
Student demonstrates understanding of
the problem with correct solutions some
of the time.
Student attempts to use appropriate and
accurate mathematical terminology (may
include but not limited to comparisons,
factors/multiples, place value,
equivalence, decimal notation, and angle
measure ) and representations (may
include but not limited to equations,
number patterns, algorithms, fractions,
measurement units, line plots, and
geometric shapes) some of the time.
Student rarely demonstrates understanding of
the problems with incomplete or incorrect
solutions.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to comparisons, factors/multiples,
place value, equivalence, decimal notation,
and angle measure ) and representations (may
include but not limited to equations, number
patterns, algorithms, fractions, measurement
units, line plots, and geometric shapes).
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the eight
mathematical practices
Student rarely demonstrates understanding or
application of the eight mathematical
practices.
Student consistently implements
appropriate strategies (may include
but not limited to interpreting
equations, applying operations,
building fractions, understanding
decimal notation, converting
measurements, and applying
geometric concepts).
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to
comparisons, factors/multiples, place
value, equivalence, decimal notation,
and angle measure ) and
representations (may include but not
limited to equations, number patterns,
algorithms, fractions, measurement
units, line plots, and geometric
shapes) in a clear and concise
manner.
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
GRADE 5 MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
Mathematical
Practices
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of fifth grade skills,
concepts, and relationships in number
operations in base ten, number
operations-fractions, operations and
algebraic thinking, measurement
/data, and geometry as stated on
Kentucky Core Academic Standards
Student demonstrates comprehensive
understanding of fifth grade skills,
concepts, and relationships in
number operations in base ten,
number operations-fractions,
operations and algebraic thinking,
measurement /data, and geometry as
stated on Kentucky Core Academic
Standards most of the time.
Student implements appropriate
strategies (may include but not
limited to writing simple equations,
generating patterns, applying rules,
rounding numbers, perform
operations, interpret fractions,
convert and apply measurement, and
graph points on a coordinate plane)
most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time
(correct and complete, with minor
computational errors possible).
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
numerical expressions, patterns,
place value system, decimals,
equivalent fractions, units of
measurement, coordinate planes, and
two-dimensional figures) and
representations ( may include but not
limited to numerical expressions,
standard algorithm line plots, and
formulas ) most of the time.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates comprehensive
understanding of fifth grade skills,
concepts, and relationships in number
operations in base ten, number
operations-fractions, operations and
algebraic thinking, measurement
/data, and geometry as stated on
Kentucky Core Academic Standards
some of the time.
Student attempts to use strategies
(may include but not limited to
writing simple equations, generating
patterns, applying rules, rounding
numbers, perform operations, interpret
fractions, convert and apply
measurement, and graph points on a
coordinate plane) some of the time.
Student rarely demonstrates comprehensive
understanding of fifth grade skills,
concepts, and relationships in number
operations in base ten, number operationsfractions, operations and algebraic thinking,
measurement /data, and geometry as stated
on Kentucky Core Academic Standards
some of the time.
Student demonstrates understanding
of the problem with correct solutions
some of the time.
Student rarely demonstrates understanding
of the problems with incomplete or
incorrect solutions.
Students attempts to use mathematical
terminology (may include but not
limited to numerical expressions,
patterns, place value system, decimals,
equivalent fractions, units of
measurement, coordinate planes, and
two-dimensional figures) and
representations ( may include but not
limited to numerical expressions,
standard algorithm line plots, and
formulas ) some of the time.
Students rarely or ineffectively use
mathematical terminology and/or
representations, which are appropriate for
fifth grade.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student consistently implements
appropriate strategies (may include
but not limited to writing simple
equations, generating patterns,
applying rules, rounding numbers,
perform operations, interpret fractions,
convert and apply measurement, and
graph points on a coordinate plane) in
a clear and concise manner.
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to numerical
expressions, patterns, place value
system, decimals, equivalent fractions,
units of measurement, coordinate
planes, and two-dimensional figures)
and representations ( may include but
not limited to numerical expressions,
standard algorithm line plots, and
formulas ) in a clear and concise
manner.
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
of problems and fails to apply an
appropriate strategy.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/
SIXTH GRADE MATHEMATICS
DISTINGUISHED
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Student demonstrates comprehensive
understanding of sixth grade skills,
concepts, and relationships in ratios
and proportional relationships, the
number system, expressions and
equations, and geometry as stated on
Kentucky Core Academic Standards.
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of sixth grade skills,
concepts, and relationships in ratios and
proportional relationships, the number
system, expressions and equations, and
geometry as stated on Kentucky Core
Academic Standards some of the time.
Student rarely demonstrates comprehensive
understanding of sixth grade skills, concepts,
and relationships in ratios and proportional
relationships, the number system, expressions
and equations, and geometry as stated on
Kentucky Core Academic Standards.
Student consistently implements
appropriate strategies (may include
but not limited to use of ratio
reasoning, computing quotients,
applying strategies of rational
numbers, making connections of
arithmetic to algebraic expressions,
solving one variable equations and
inequalities, representing and
analyzing quantitative relationships
between dependent and independent
variables, and solve problems
involving area, surface area, and
volume) .
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student demonstrates comprehensive
understanding of sixth grade skills,
concepts, and relationships in
Ratios and proportional
relationships, the number system,
expressions and equations, and
geometry as stated on Kentucky
Core Academic Standards most of
the time.
Student implements appropriate
strategies (may include but not
limited to use of ratio reasoning,
computing quotients, applying
strategies of rational numbers,
making connections of arithmetic to
algebraic expressions, solving one
variable equations and inequalities,
representing and analyzing
quantitative relationships between
dependent and independent
variables, and solve problems
involving area, surface area, and
volume) most of the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time.
Student attempts to use strategies (may
include but not limited to use of ratio
reasoning, computing quotients, applying
strategies of rational numbers, making
connections of arithmetic to algebraic
expressions, solving one variable
equations and inequalities, representing
and analyzing quantitative relationships
between dependent and independent
variables, and solve problems involving
area, surface area, and volume) some of
the time.
Student rarely demonstrates understanding of
problems and fails to apply an appropriate
strategy.
Student demonstrates understanding of
the problem with correct solutions some
of the time.
Student rarely demonstrates understanding of
the problems with incomplete or incorrect
solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to ratios,
quotients of fractions, algorithms,
factors/multiples, rational numbers,
absolute value, quadrants, algebraic
expressions, variables, and statistical
validity) and representations (may
include but not limited to tape
diagrams, double number line
diagrams, equations, fraction models,
number lines, coordinate planes, threedimensional shapes, dot plots,
histograms, box plots) in a clear and
concise manner.
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
ratios, quotients of fractions,
algorithms, factors/multiples,
rational numbers, absolute value,
quadrants, algebraic expressions,
variables, and statistical validity) and
representations (may include but not
limited to tape diagrams, double
number line diagrams, equations,
fraction models, number lines,
coordinate planes, three-dimensional
shapes, dot plots, histograms, box
plots) most of the time.
Student attempts to use appropriate and
accurate mathematical terminology (may
include but not limited to ratios,
quotients of fractions, algorithms,
factors/multiples, rational numbers,
absolute value, quadrants, algebraic
expressions, variables, and statistical
validity) and representations (may
include but not limited to tape diagrams,
double number line diagrams, equations,
fraction models, number lines,
coordinate planes, three-dimensional
shapes, dot plots, histograms, box plots)
some of the time.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to ratios, quotients of fractions,
algorithms, factors/multiples, rational
numbers, absolute value, quadrants, algebraic
expressions, variables, and statistical
validity) and representations (may include
but not limited to tape diagrams, double
number line diagrams, equations, fraction
models, number lines, coordinate planes,
three-dimensional shapes, dot plots,
histograms, box plots).
Reasoning
Mathematical
Practices
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the eight
mathematical practices
Student rarely demonstrates understanding or
application of the eight mathematical
practices.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
SEVENTH GRADE MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
APPRENTICE
NOVICE
DISTINGUISHED
PROFICIENT
Student demonstrates comprehensive
understanding of seventh grade skills,
concepts, and relationships in ratios
and proportional relationships, the
number system, expressions and
equations, geometry, and statistics and
probability as stated on Kentucky
Core Academic Standards.
Student demonstrates comprehensive
understanding of seventh grade skills,
concepts, and relationships in ratios and
proportional relationships, the number
system, expressions and equations,
geometry, and statistics and probability
as stated on Kentucky Core Academic
Standards some of the time.
Student rarely demonstrates comprehensive
understanding of seventh grade skills,
concepts, and relationships in ratios and
proportional relationships, the number
system, expressions and equations, geometry,
and statistics and probability as stated on
Kentucky Core Academic Standards.
Student attempts to use strategies (may
include but not limited to the use of
proportional relationships, connecting
operations of fractions to add, subtract,
multiply, and divide rational numbers,
generate equivalent expressions, use of
numerical and algebraic expressions and
equations, draw and construct geometric
figures, solve problems involving angle
measure, area, surface area, and volume,
use random sampling to draw inferences,
draw informal comparative inferences,
and investigate chance process) some of
the time.
Student rarely demonstrates understanding of
problems and fails to apply an appropriate
strategy.
Student demonstrates an extensive
understanding of the problem with
correct solutions.
Student demonstrates comprehensive
understanding of seventh grade
skills, concepts, and relationships in
Ratios and proportional
relationships, the number system,
expressions and equations,
geometry, and statistics and
probability and statistics as stated on
Kentucky Core Academic Standards
most of the time.
Student implements appropriate
strategies (may include but not
limited to use of proportional
relationships, connecting operations
of fractions to add, subtract,
multiply, and divide rational
numbers, generate equivalent
expressions, use of numerical and
algebraic expressions and equations,
draw and construct geometric
figures, solve problems involving
angle measure, area, surface area,
and volume, use random sampling to
draw inferences, draw informal
comparative inferences, and
investigate chance process) most of
the time.
Student demonstrates a general
understanding of the problem with
correct solutions most of the time.
Student demonstrates understanding of
the problem with correct solutions some
of the time.
Student rarely demonstrates understanding of
the problems with incomplete or incorrect
solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to ratios,
proportional relationships, unit rate,
rational numbers, linear expressions,
variables, formulas, statistics, random
sample, numerical data, chance event,
and probability model) and
representations (may include but not
limited to coordinate planes,
horizontal or vertical number line
diagram, scale drawings, dot plots,
and probability simulations) in a clear
and concise manner.
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
ratios, proportional relationships,
unit rate, rational numbers, linear
expressions, variables, formulas,
statistics, random sample, numerical
data, chance event, and probability
model) and representations (may
include but not limited to coordinate
planes, horizontal or vertical number
line diagram, scale drawings, dot
plots, and probability simulations)
most of the time.
Student attempts to use appropriate and
accurate mathematical terminology (may
include but not limited to ratios,
proportional relationships, unit rate,
rational numbers, linear expressions,
variables, formulas, statistics, random
sample, numerical data, chance event,
and probability model) and
representations (may include but not
limited to coordinate planes, horizontal
or vertical number line diagram, scale
drawings, dot plots, and probability
simulations) some of the time.
Student rarely use appropriate and accurate
mathematical terminology (may include but
not limited to ratios, proportional
relationships, unit rate, rational numbers,
linear expressions, variables, formulas,
statistics, random sample, numerical data,
chance event, and probability model) and
representations (may include but not limited
to coordinate planes, horizontal or vertical
number line diagram, scale drawings, dot
plots, and probability simulations).
Student consistently implements
appropriate strategies (may include
but not limited to use of proportional
relationships, connecting operations of
fractions to add, subtract, multiply,
and divide rational numbers, generate
equivalent expressions, use of
numerical and algebraic expressions
and equations, draw and construct
geometric figures, solve problems
involving angle measure, area, surface
area, and volume, use random
sampling to draw inferences, draw
informal comparative inferences, and
investigate chance process).
Reasoning
Mathematical
Practices
Students demonstrates mathematical
reasoning (*support) in an appropriate
and consistent manner.
Student demonstrates mathematical
reasoning (*support), but may be
unclear, or incomplete.
Student demonstrates limited
mathematical reasoning (*support).
Student rarely demonstrates appropriate
mathematical reasoning (**support is not
present).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the eight
mathematical practices
Student rarely demonstrates understanding or
application of the eight mathematical
practices.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
GRADE 8 MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
Reasoning
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates comprehensive
understanding of eighth grade skills,
concepts, and relationships in the
number system, functions, geometry,
and statistics and probability as stated
on Kentucky Core Academic
Standards
Student consistently implements
appropriate strategies (may include
but not limited to use of rational
approximations, perform
mathematical operations, graph
relationships, analyze and solve linear
equations, compare properties of
functions, construct functions, use
informal arguments, explain a proof,
and investigate patterns).
Student demonstrates comprehensive
understanding of 8th grade skills,
concepts, and relationships in the
number system, functions, geometry,
and statistics and probability as stated
on Kentucky Core Academic
Standards some of the time.
Student attempts to use appropriate
strategies (may include but not limited
to use of rational approximations,
perform mathematical operations,
graph relationships, analyze and solve
linear equations, compare properties
of functions, construct functions, use
informal arguments, explain a proof,
and investigate patterns) some of the
time.
Student rarely demonstrates comprehensive
understanding of 8th grade skills, concepts,
and relationships in the number system,
functions, geometry, and statistics and
probability as stated on Kentucky Core
Academic Standards some of the time.
Student demonstrates understanding
of problems as indicated by correct or
complete solutions some of the time.
Student rarely demonstrates understanding
of problems as indicated by incomplete or
incorrect solutions.
Student uses appropriate and accurate
mathematical terminology (may
include but not limited to decimal
expansion, rational approximations,
integer exponents, square/cube root,
scientific notation, linear equations,
functions, experimental properties,
Pythagorean Theorem and
representations ( may include but not
limited to expressions, scientific
notation, graphs, equations, physical
models, formulas, plots, and data
displays ) in a clear and concise
manner.
Student demonstrates comprehensive
understanding of eighth grade skills,
concepts, and relationships in the
number system, functions, geometry,
and statistics and probability as
stated on Kentucky Core Academic
Standards most of the time.
Student accurately uses appropriate
strategies (may include but not
limited to use of rational
approximations, perform
mathematical operations, graph
relationships, analyze and solve
linear equations, compare properties
of functions, construct functions, use
informal arguments, explain a proof,
and investigate patterns) most of the
time.
Student demonstrates a general
understanding of problems by
providing complete solutions most of
the time with possible minor
computational errors.
Student uses appropriate and
accurate mathematical terminology
(may include but not limited to
decimal expansion, rational
approximations, integer exponents,
square/cube root, scientific notation,
linear equations, functions,
experimental properties,
Pythagorean Theorem and
representations ( may include but not
limited to expressions, scientific
notation, graphs, equations, physical
models, formulas, plots, and data
displays ) most of the time.
Student uses some mathematical
terminology (may include but not
limited to decimal expansion, rational
approximations, integer exponents,
square/cube root, scientific notation,
linear equations, functions,
experimental properties, Pythagorean
Theorem and representations ( may
include but not limited to expressions,
scientific notation, graphs, equations,
physical models, formulas, plots, and
data displays) some of the time
Student rarely or ineffectively uses
mathematical terminology and/or
representation that are appropriate for 8th
grade.
Student consistently demonstrates
appropriate mathematical reasoning
(e.g., checking the reasonableness of
results for all parts of the problem).
Student demonstrates appropriate
mathematical reasoning but may
have gaps (shows the “what” with
gaps in “why”).
Student demonstrates appropriate
mathematical reasoning some of the
time.
Student rarely uses appropriate
mathematical reasoning or no mathematical
reasoning at all.
Student demonstrates an extensive
understanding of problems by
providing correct and complete
solutions.
Student attempts to implement strategies for
solving problems but may use inappropriate
strategies (will not lead to a correct
solution).
Mathematical
Practices
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/12
GRADE (EOC) MATHEMATICS
Skills, Concepts, and
Relationships
Mathematical
Strategies
Understanding
Terminology and
Representations
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
Student demonstrates an extensive
understanding of concepts, skills, and
relationships in the complex number
system, seeing structures in
expressions, arithmetic with
polynomial and rational expressions,
reasoning with equations and
inequalities, interpreting functions,
trigonometric functions, creating
equations, building functions, linear
and exponential models, interpreting
categorical and quantitative data,
making inferences and justifying
conclusions, and use of probability to
make decisions as defined by Quality
Core EOC for high school students.
Student demonstrates an
understanding of concepts, skills
and relationships in the complex
number system, seeing structures in
expressions, arithmetic with
polynomial and rational expressions,
reasoning with equations and
inequalities, interpreting functions,
trigonometric functions, creating
equations, building functions, linear
and exponential models, interpreting
categorical and quantitative data,
making inferences and justifying
conclusions, and use of probability
to make decisions as defined by
Quality Core EOC for high school
students most of the time.
Student demonstrates effective
application of the problem-solving
process by showing evidence of a
well-developed plan for solving
problems, using appropriate
procedures, sequence of steps, and
relationships between the steps most
of the time.
Student demonstrates a general
understanding of problems and
procedures by arriving at correct and
complete solutions most of the time.
(Student may have some minor
computational errors: errors that do
not interfere with conceptual
understanding).
Student uses appropriate and
accurate mathematical
representations/models (symbols,
graphs, tables, diagrams, models)
and corrects mathematical
terminology to effectively
communicate a sequential
development of the solution most of
the time.
Student demonstrates understanding
of concepts, skills, and relationships
in the complex number system, seeing
structures in expressions, arithmetic
with polynomial and rational
expressions, reasoning with equations
and inequalities, interpreting
functions, trigonometric functions,
creating equations, building functions,
linear and exponential models,
interpreting categorical and
quantitative data, making inferences
and justifying conclusions, and use of
probability to make decisions as
defined by Quality Core EOC for high
school students some of the time.
Student rarely demonstrates understanding
of concepts, skills, and relationships in the
complex number system, seeing structures
in expressions, arithmetic with polynomial
and rational expressions, reasoning with
equations and inequalities, interpreting
functions, trigonometric functions, creating
equations, building functions, linear and
exponential models, interpreting categorical
and quantitative data, making inferences
and justifying conclusions, and use of
probability to make decisions as defined by
Quality Core EOC for high school students.
Student demonstrates correct
application of the problem solving
process by implementing appropriate
strategies for solving problems some
of the time.
Student rarely demonstrates appropriate
problem solving skills and/or rarely applies
the problem-solving process correctly.
Student demonstrates some
understanding of problems and
procedures by arriving at correct and
complete solutions some of the time.
Student rarely demonstrates understanding
of problems and procedures by arriving at
solutions that may be incorrect or
incomplete.
Student uses appropriate and accurate
mathematical representations/models
(symbols, graphs, tables, diagrams,
models) and correct mathematical
terminology appropriate for high
school students some of the time.
Student rarely use appropriate mathematical
representations/models (symbols, graphs,
tables, diagrams, models) and correct
mathematical terminology appropriate for
high school students.
Student demonstrates consistent,
effective application of the problemsolving process. Student consistently
shows evidence of a well-developed
plan for solving problems, using
appropriate procedures, sequence of
steps, and relationships between the
steps.
Student demonstrates an extensive
understanding of problems and
procedures by arriving at complete
and correct solutions. (Student rarely
has minor computational errors that do
not interfere with conceptual
understanding).
Student consistently and effectively
uses appropriate and accurate
mathematical representations/models
(symbols, graphs, tables, diagrams,
models) and corrects mathematical
terminology to communicate in a clear
and concise manner.
Reasoning
Mathematical
Practices
Student consistently and effectively
demonstrates appropriate
mathematical reasoning to solve
problems (e.g., make and investigate
mathematical conjectures, make
generalizations, make predictions,
and/or define solutions).
Student applies the eight mathematical
practices in an appropriate and
consistent manner.
Student demonstrates appropriate
use of mathematical reasoning to
solve problems (e.g., make and
investigate mathematical
conjectures, make generalizations,
make predictions, and/or defend
solutions) most of the time.
Student demonstrates use of the
eight mathematical practices but
some practices may be unclear or
incomplete.
Student demonstrates appropriate use
of mathematical reasoning (e.g., make
and investigate mathematical
conjectures, make generalizations,
make predictions, and/or defend
solutions) some o f the time.
Student rarely demonstrates appropriate use
of mathematical reasoning.
Student demonstrates limited
understanding or application of the
eight mathematical practices
Student rarely demonstrates understanding
or application of the eight mathematical
practices.
Student Performance Level Descriptors
Revised Perry County Schools 2/27/2012