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Slide 26 of 34
| MATH GR-4 (ME4RNA) | A | A | A |
|---|---|---|---|
| Uses a variety of strategies to solve problems; communicates math ideas | 1 | 3 | 4 |
| Uses place value to read, write, represent, compare numbers | 1 | 4 | 4 |
| Identifies and generates equivalent forms of fractions and decimals | 1 | 3 | 4 |
| Models operation properties and relationships; uses models and words to c relationships in computation |
1 | 3 | 4 |
| Demonstrates fluency in basic facts, counting and changing money | 1 | 4 | 4 |
| Estimates/measures length, wt., volume, temp., time, money, area, perimete | 1 | 4 | 4 |
| Describes, classifies, compares, and models triangles and 2D and 3D shap | 1 | 4 | 4 |
| Identifies and models points, lines, planes, ordered pairs, transformations | 1 | 3 | 4 |
| Graphs, interprets, predicts, analyzes, draws conclusions about data | 1 | 4 | 4 |
| Conducts and interprets simple probability experiments | 1 | 4 | 4 |
Explanation of slide contents: This is an actual excerpt of a 4th grade student's report card in Cleveland after the 3rd marking period of 2002-2003. It shows the student's 4th grade math grade and the student's 10 math course outcome indicators. In the first quarter, the student had all ones for course outcome indicators and an "A" for a grade. In the second quarter, there was a mix of 3s and 4s and an "A." In the 3rd quarter, the student had all 4s and an "A." While the consistency and completeness of the course outcomes is unusual and raises questions about what records were used to assign the indicators, the relationship between the indicators and the quarterly grades accurately reflects the Cleveland policy that outcome indicators be tied to end of year standards and quarterly grades reflect expected progress thus far this year.
