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)