Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. 3g 11 Limited; 13 Limited; – – Monitor students’ progress, make instructional decisions, and measure 15 Limited – students’ mathematical understanding and ability using formative and summative assessments. 4b 1 Limited; 3 Moderate; – – Plan and create developmentally appropriate, sequential, and challenging 7 Limited – learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences. 4c 2 Limited; 4 Limited – – Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and include culturally relevant perspectives as a means to motivate and engage students. 5a 8 Limited; 11 Limited – – Verify that middle grades students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning; productive disposition toward mathematics; and the application of mathematics in a variety of contexts within major mathematical domains. 5b 7 Limited – Engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. 5c 10 Limited; 11 Limited; – – Collect, organize, analyze, and reflect on diagnostic, formative, and summative 13 Limited – assessment evidence and determine the extent to students’ mathematical proficiencies have increased as a result of their instruction.
Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. 3g Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. 11 – Limited; 13 – Limited; 15 – Limited 4b Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences. 1 – Limited; 3 – Moderate; 7 – Limited 4c Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and include culturally relevant perspectives as a means to motivate and engage students. 2 – Limited; 4 – Limited 5a Verify that middle grades students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning; productive disposition toward mathematics; and the application of mathematics in a variety of contexts within major mathematical domains. 8 – Limited; 11 – Limited 5b Engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. 7 – Limited 5c Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to students’ mathematical proficiencies have increased as a result of their instruction. 10 – Limited; 11 – Limited; 13 – Limited
edTPA%20Alignment%20NCTM%20CAEP%20Standards%202012%20for%20MG%204.2.2015.docx