5.8.1 Standards matrix Dimension A B C D E The student work has the The student work has the The student work has the The student work has the The student work has the following characteristics: following characteristics: following characteristics: following characteristics: following characteristics: selection and effective use selection and use of selection and use of narrow selection and directed selection and of mathematical mathematical mathematical use of mathematical use of mathematical information that is information that is information that is information that is information that is embedded in a range embedded in a range of embedded in some embedded in familiar embedded in simple of texts and stimuli, familiar and some familiar and less texts and stimuli and familiar texts and including some that are unfamiliar texts and familiar texts and stimuli unfamiliar and complex stimuli stimuli information accurate interpretation and interpretation and use interpretation and use identification and use identification of use of whole numbers and of whole numbers and of whole numbers and of familiar whole familiar whole fractions, decimal fractions fractions, decimal familiar or routine numbers and simple, numbers embedded in and percentages fractions and fractions, decimal everyday fractions simple and familiar embedded in a broad percentages, fractions and and percentages, contexts range of contexts, embedded in a range of percentages, embedded in familiar mathematical including some that are familiar and some embedded in familiar contexts unfamiliar and complex unfamiliar contexts or routine contexts effective use of oral and use of oral and written use of oral and written variable use of oral unclear use of oral written informal and formal informal and formal informal and formal and written informal and written informal language, mathematical language, mathematical language, and formal language, and formal language, conventions, symbolism, conventions, mathematical mathematical mathematical communicating abbreviations and symbolism, conventions, conventions, conventions, diagrammatic abbreviations and symbolism, symbolism, symbolism, and representations to clearly diagrammatic abbreviations and abbreviations and abbreviations and communicate representations to diagrammatic diagrammatic diagrammatic mathematical information communicate representations to representations to representations, in and problem-solving mathematical communicate communicate simple simple and familiar process and results, in a information and mathematical mathematical contexts. Identifying broad range of contexts, problem-solving information and information and including some that are processes and results, problem-solving problem-solving unfamiliar and complex. in a of familiar and process and results, process and results, some unfamiliar in familiar or routine in familiar contexts. contexts contexts.
5.8.1 Standards matrix Dimension A B C D E Identifying and communicating mathematical information The student work has the following characteristics: selection and effective use of mathematical information that is embedded in a range of texts and stimuli, including some that are unfamiliar and complex The student work has the following characteristics: selection and use of mathematical information that is embedded in a range of familiar and some unfamiliar texts and stimuli The student work has the following characteristics: selection and use of mathematical information that is embedded in some familiar and less familiar texts and stimuli The student work has the following characteristics: narrow selection and use of mathematical information that is embedded in familiar texts and stimuli The student work has the following characteristics: directed selection and use of mathematical information that is embedded in simple and familiar texts and stimuli accurate interpretation and use of whole numbers and fractions, decimal fractions and percentages embedded in a broad range of contexts, including some that are unfamiliar and complex interpretation and use of whole numbers and fractions, decimal fractions and percentages, embedded in a range of familiar and some unfamiliar contexts interpretation and use of whole numbers and familiar or routine fractions, decimal fractions and percentages, embedded in familiar or routine contexts identification and use of familiar whole numbers and simple, everyday fractions and percentages, embedded in familiar contexts identification of familiar whole numbers embedded in simple and familiar contexts effective use of oral and written informal and formal language, mathematical conventions, symbolism, abbreviations and diagrammatic representations to clearly communicate mathematical information and problem-solving process and results, in a broad range of contexts, including some that are unfamiliar and complex. use of oral and written informal and formal language, mathematical conventions, symbolism, abbreviations and diagrammatic representations to communicate mathematical information and problem-solving processes and results, in a of familiar and some unfamiliar contexts use of oral and written informal and formal language, mathematical conventions, symbolism, abbreviations and diagrammatic representations to communicate mathematical information and problem-solving process and results, in familiar or routine contexts. variable use of oral and written informal and formal language, mathematical conventions, symbolism, abbreviations and diagrammatic representations to communicate simple mathematical information and problem-solving process and results, in familiar contexts. unclear use of oral and written informal and formal language, mathematical conventions, symbolism, abbreviations and diagrammatic representations, in simple and familiar contexts.
snr_numeracy_course_10_syll.docx