Math Guidelines

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V
Area of Focus V

Assessment of Mathematical Content, Practices, and Language

13A
Specification 13A

Teacher materials should provide examples of teacher-student and student-student interactions that model and reflect the intent of mathematical practices

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13B
Specification 13B

Teacher materials present examples in a way that highlight student potential for English proficiency, not deficit-based

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14A
Specification 14A

Assessments prompt student to use math practices through language (including but not limited to vocabulary)

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14B
Specification 14B

Rubrics specifically identify and describe typical mathematical content, practice, and language achievements

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14C
Specification 14C

Teacher materials suggest ways to capture students' progress from everyday language to language for more formal academic and mathematical purposes

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15A
Specification 15A

Teacher materials instruct teachers to avoid interpreting lower level language proficiency as lower level mathematics proficiency

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15B
Specification 15B

Unit Includes a range of assessments for formative purposes that enable students to draw on and make use of their existing language resources

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15C
Specification 15C

Summative assessment tools specifically identify, describe, and measure mathematical and language successes, errors, and misconceptions and guide teachers to score them accordingly

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