The teacher models only one way to The teacher models the The teacher releases responsibility by represent a concept. use of multiple providing opportunities for students to 5. Students will representations to teach The teacher uses multiple representations independently select and use various The teacher does not represent concepts, but does not not only to teach concepts and expects representations to organize, record, and expect students to mathematics in expect students to students to represent their work in communicate mathematical ideas. represent multiple ways. represent their work in multiple ways. mathematical thinking (tables, charts, multiple ways. Students select and appropriate and ideas. graphs, pictures, Students represent their mathematical mathematical representations to solve symbols and Students represent their thinking in various ways when prompted. problems, and explain and interpret the Students represent mathematical thinking connections between those their mathematical symbolically. representations. thinking in the form of an answer only. The teacher expects students to independently make connections without prompting. The teacher makes connections between Mathematical skills The teacher 6. Students will mathematical ideas and other content Students make connections between and concepts are connections between make connections areas and supports students with mathematical and other content taught in isolation. mathematical concepts mathematical connecting new concepts to those within areas and connect new concepts to those and other disciplines. ideas and to other previous strands or domains. within previous strands or domains. Students do not disciplines. connect new concepts Students connect Students mathematical concepts to Students understand how mathematical to prior knowledge or mathematical concepts to ______ prior knowledge and other disciplines ideas interconnect and build on one other disciplines. prior learning. when prompted. another to produce a coherent whole. Students recognize and apply mathematics in contexts outside of the mathematics classroom. 7. Students will The teacher models the Manipulatives are visible in understand and Decision-making process for choosing The teacher scaffolds students’ the classroom, but not use manipulatives Manipulatives may appropriate manipulatives to give understanding so they become less reliant readily accessible to appropriately. not be visible in the meaning to abstract concepts. on manipulatives. students. classroom or
5. Students will represent mathematics in multiple ways. (tables, charts, graphs, pictures, symbols and The teacher models only one way to represent a concept. The teacher does not expect students to represent mathematical thinking and ideas. Students represent their mathematical thinking in the form of an answer only. The teacher models the use of multiple representations to teach concepts, but does not expect students to represent their work in multiple ways. Students represent their mathematical thinking symbolically. The teacher uses multiple representations not only to teach concepts and expects students to represent their work in multiple ways. Students represent their mathematical thinking in various ways when prompted. The teacher releases responsibility by providing opportunities for students to independently select and use various representations to organize, record, and communicate mathematical ideas. Students select and appropriate mathematical representations to solve problems, and explain and interpret the connections between those representations. 6. Students will make connections mathematical ideas and to other disciplines. ______ Mathematical skills and concepts are taught in isolation. Students do not connect new concepts to prior knowledge or other disciplines. The teacher connections between mathematical concepts and other disciplines. Students connect mathematical concepts to prior learning. The teacher makes connections between mathematical ideas and other content areas and supports students with connecting new concepts to those within previous strands or domains. Students mathematical concepts to prior knowledge and other disciplines when prompted. The teacher expects students to independently make connections without prompting. Students make connections between mathematical and other content areas and connect new concepts to those within previous strands or domains. Students understand how mathematical ideas interconnect and build on one another to produce a coherent whole. Students recognize and apply mathematics in contexts outside of the mathematics classroom. 7. Students will understand and use manipulatives appropriately. Manipulatives may not be visible in the classroom or Manipulatives are visible in the classroom, but not readily accessible to students. The teacher models the Decision-making process for choosing appropriate manipulatives to give meaning to abstract concepts. The teacher scaffolds students’ understanding so they become less reliant on manipulatives.
Teaching%20and%20Learning%20in%20the%20Mathematics%20Classroom%20Rubric%20and%20Data%20Sheet.docx