i. Students can represent iii. Students can write a percent as a rate per 100. division of fractions using models/diagrams.

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Competency #1: Number and Quantity Reason, describe, and analyze quantitatively, using units and number systems to solve problems. GRADE 6 Task Neutral Scoring Rubric A.

$Students will apply and extend previous understandings of multiplication and division to divide fractions by fractions. [6.NS.1.1] i. Students can identify a ratio. Students can define a unit rate.$

1 Competency #1: Number and Quantity Reason, describe, and analyze quantitatively, using units and number systems to solve problems. GRADE 6 Task Neutral Scoring Rubric A. Students will understand ratio concepts and use ratio reasoning to solve problems. [6.RP.1.1, 6.RP.1.2, 6.RP.1.3] B. Students will apply and extend previous understandings of multiplication and division to divide fractions by fractions. [6.NS.1.1] i. Students can identify a ratio. Students can define a unit rate. i Students can define a percent. i. Students can multiply fractions by fractions. i. Students can represent a ratio visually. Students can find a unit rate. i Students can write a percent as a rate per 100. i. Students can represent division of fractions using models/diagrams. i. Students can use the concept of a ratio to: - describe ratio relationships, - create tables, - make measurement conversions - describe the concept of pi. Students can solve a unit rate problem. i Students can determine the percent of a quantity. i. Students can solve and interpret division of fractions by fractions. i. Students can apply the concept of ratio relationships in real-world situations. Students can solve multistep and real world unit rate problems. i Students can solve real-world problems finding the percent of a quantity and the whole, given a part. i. Students can solve multi-step real-world word problems involving division of fractions and fractions. C. Students will multiply and divide multi-digit numbers and find common factors and multiples. [6.NS.2.2, 6.NS.2.3, 6.NS.2.4] i. Students can fluently divide whole Students can fluently add, subtract, multiply, and divide whole numbers and decimals to the tenths i. Students can divide multi-digit rational numbers (without fluency). Students can add, subtract, multiply, and divide decimals (without fluency). i. Students can fluently divide multi-digit rational Students can fluently add, subtract, multiply, and divide decimals. i. Students can justify the process of dividing multi-digit rational Students can justify the process of adding, subtracting, multiplying, and 1

2 place. i Students can define least common multiple and greatest common factor. i Students can identify factors and multiples of i Students can find the greatest common factor and least common multiple. i dividing decimals. Students can construct equivalent expressions using GCF and LCM. D. Students will apply and extend previous understanding of numbers to the system of rational [6.NS.3.5, 6.NS.3.6, 6.NS.3.7, and 6.NS.3.8] i. Students can identify a rational number. i. Given a rational number, students can describe and graphically represent a quantity. i. Students can use positive and negative numbers to describe, compare, and graphically represent quantities in a real-world context, including absolute value. i. Students can recognize patterns and characteristics of positive and negative Students can explain statements and draw conclusions about real-world situations involving rational GRADE 6 Advanced E. Students will analyze proportional relationships and use them to solve real-world and mathematical problems. [7.RP.1.1, 7.RP.1.2, 7.RP.1.3] i. Students can find a unit rate. Students can describe changes or identify characteristics occurring in a model or representation. i. Students can solve a unit rate problem. Students can decide whether two quantities are proportional and identify the constant of proportionality that models a given representation or situation. i. Students can compute unit rate of two fractions and use unit rate to solve multistep ratio and percent problems in context. Students can model and explain a proportional relationship and/or the constant of proportionality using graphs, diagrams, and tables. i. Students can compute unit rates with mixed numbers and solve complex, multistep ratio and percent problems in context. Students can model a representation with a context that would represent a given proportional equation. 2

3 F. Students will apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational [7.NS1.1, 7. NS.1.2, 7.NS.1.3] i. Students can identify the properties of operations. i. Students can represent the 4 mathematical foundational operations with rational numbers using number lines and other manipulatives. i. Students can apply properties of operations with rational numbers to solve real-world problems. i. Students can create a real-world situation to model a given algebraic equation. Competency #2: Algebra Create, interpret, use, and analyze expressions, equations and inequalities. Task Neutral Scoring Rubric A. Students will apply and extend previous understandings of arithmetic to algebraic expressions. [6.EE.1.1, 6.EE.1.2, 6.EE.1.3, 6.EE.1.4] i. Students can identify an expression involving an exponent. Students can identify that an expression can be generated from a written statement. i. Students can write and evaluate a single term in a numerical expression involving whole number bases and exponents. Students can identify an expression that matches a written statement. i Students can evaluate expressions for specific values and includes expressions that arise from formulas. i i. Students can write and evaluate multi-term expressions with whole number exponents. Students can write expressions given written statements, including statements with exponents. Students can perform arithmetic operations and apply properties of operations to generate and identify equivalent expression. i. Students can write and evaluate expressions that record operations involving real-world and mathematical contexts. Students can evaluate multi-step real-world problems, involving rational numbers and whole number exponents. i Students can apply multiple properties to generate equivalent expressions and apply the properties of operations to generate multiple equivalent expressions. 3

4 B. Students will reason about and solve one-variable equations and inequalities. [6.EE.2.5, 6.EE.2.6, 6.EE.2.7, 6.EE.2.8] i. Students can identify the difference between an expression and an equation and an inequality. i. Students can use substitution to determine whether a given number makes an equation true Students can write a single operation expression (with one variable) to represent a mathematical problem. i Students can solve one step equations with nonnegative whole iv. Students can recognize that inequalities in the form x>c or x<c have infinitely many solutions. i. Students can solve an equation or inequality, using substitution, to determine whether a given number in a specific set makes and equation or inequality true. i Students can use variables to represent numbers and write expressions when solving real-world or mathematical problems. Students can solve real-world and mathematical problems by writing and solving one step equations with all nonnegative, rational i. Students can create real-world situations that corresponds to a given expression Students can solve/justify and interpret/analyze one step real-world and mathematical problems. i Student can write an inequality in the form x>c or x<c given a number line diagram and/or create a real-world situation and graph given an inequality in the form x>c or x<c. C. Students will represent and analyze quantitative relationships between dependent and independent variables. [6.EE.3.9] i. Students can define dependent variable and independent variable. i. Students can identify dependent and independent variables, and match tables and graphs given a graph/table in a real-world or mathematical problem. iv. Students can write inequalities in the form x>c or x<c to represent solutions of such inequalities on a number line diagram. i. Students can write an equation to express the relationship between the dependent and independent variables given graphs and tables of real-world situations. i. Students can write an equation, given as a real-world situation, to express the relationship between dependent and independent variables without graphs and tables provided. The students can analyze and describe the 4

5 relationship between variables. GRADE 6 Advanced D. Students will use properties of operations to generate equivalent expressions. [7.EE.1.1, 7.EE.1.2] i. Students can identify the properties of operations. Students can identify the elements of an expression. i. Students can apply properties of operations as strategies to add and subtract rational coefficients; factors and expands linear expressions with integer coefficients. Students can rewrite an expression in a different form. i. Students can apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational coefficients. Students can show that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. i. Students can apply/justify and/or analyze errors in the use of properties of operations as strategies to add, subtract, factor and expand linear expressions with rational coefficients. Students can explain the key terms and factors for each expression in a given problem context and/or create equivalent expressions given in the problem context. E. Students will solve real-life and mathematics problems using numerical and algebraic expressions and equations. [7.EE.2.3] i. Students can solve mathematical problems posed with whole i. Students can solve mathematical problems posed with positive rational i. Students can solve multistep and real-world problems posed with rational numbers, using tools strategically; apply properties of operations, conversions between forms and assesses the reasonableness of answers. i. Students can create a model using rational numbers using tools strategically and can justify a solution and/or analyze errors in a real-world problem. Competency 5

6 Task Neutral Scoring Rubric 6

7 Competency #4: Task Neutral Scoring Rubric 7

8 Competency #5: Task Neutral Scoring Rubric 8

9 Competency #6: Task Neutral Scoring Rubric 9

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AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic