AERO Math Student Profile

CRITERIA FOR ASSESSING MATHEMATICS

LEVEL 1

Beginning

LEVEL 2

Approaching

LEVEL 3

Proficient

LEVEL 4

Exemplary 

Claim 1 & 4-Concepts & Procedures 

“Students can explain and apply mathematical

concepts and carry out mathematical procedures with precision and fluency.”

*Student attempts to carry out the procedures with limited precision and fluency.

*Student demonstrates limited conceptual understanding by attempting to make a model (pictures, diagrams, number sentences, equations, tables, graphs, manipulatives, etc.).

*Student carries out some procedures with partial precision and fluency.

*Student demonstrates some conceptual understanding by making some connections between models (pictures, diagrams, number sentences, equations, tables, graphs, manipulatives, etc.).

*Student carries out the procedures with precision and fluency.

*Student demonstrates conceptual understanding by making connections between various models (pictures, diagrams, number sentences, equations, tables, graphs, manipulatives, etc.).

Claim 2 & 4- Problem Solving 

“Students can frame and solve a range of complex and real-world problems in pure and applied mathematics.  This is accomplished with the use of problem solving strategies and mathematical models”

*Student attempts to solve authentic problems.

*Student shows minimal evidence of using problem solving strategies.

*Student solves some authentic problems.

*Student uses problem solving strategies, including models and other tools, to solve problems; strategies may not be appropriate.

*Student solves a range of authentic problems.

*Student uses appropriate problem solving strategies, including models and other tools, to solve a problem.

*Student solves a range of authentic problems.

*Student uses appropriate problem solving strategies, including models and other tools, to solve a problem.

*Student recognizes that solutions to complex problems require reevaluation of strategies, multiple cycles of problem solving, and verification of solutions.

Claim 3 & 4- Communication and Reasoning

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of

others through the use of mathematical language and/or models.”

*Student shows minimal evidence of constructing mathematical arguments using models.

*Student communicates by using incorrect mathematical language and symbolic notation.

*Student attempts to construct mathematical arguments using models; connection between argument and model is not clear.

*Student communicates by using some mathematical language and some symbolic notation.

*Student constructs mathematical arguments using models; connection between argument and model is clear.

*Student communicates clearly by using precise mathematical language and appropriate symbolic notation.

*Student constructs mathematical arguments using models; connection between argument and model is clear.

*Student communicates clearly by using precise mathematical language and appropriate symbolic notation.

*Student thoroughly justifies mathematical arguments using multiple pieces of evidence.  

Compiled June 2017 By the AERO Mathematics Think Tank (David J. Waters, American School of Doha; Sonal Novick, International Schools Group; Daniel Ladbrook, American International School - Riyadh; Pauline Tang, International School of Kuala Lumpur; Ashley DeAcetis, International School of Kuala Lumpur; Daniel Varney, International School of Kuala Lumpur; Jon Lind, Lahore American School; Caty Romero, Shanghai American School)