Georgia's K-12 Mathematics Standards Quality Assurance Rubric

According to the Georgia's K-12 Mathematics Standards Quality Assurance Rubric, what is essential for a resource to be considered Fully Aligned in terms of Alignment?

• The resource must include a variety of mathematical practices.

• The resource must show alignment with the mathematics standards for the grade level and include the Essential Instructional Guidance components.

• The resource should focus on teacher-centered activities.

• The resource must provide support for all learners, regardless of variability.

What is a characteristic of Instruction through a lens of Mathematical Modeling for a resource that is Fully Aligned?

• It includes real-world problems with limited emphasis on process-based thinking.

• It is largely teacher-centered with limited guidance on creating environments that promote student thinking.

• It engages students in real-life contexts and phenomena through interdisciplinary learning tasks.

• It focuses on answer-getting in isolation of comprehension and understanding.

What Student Actions are encouraged in a Fully Aligned resource according to the rubric?

• The resource includes lessons that are teacher-centered and limit student thinking and ownership.

• The resource regularly engages students in productive discourse and collaboration when learning mathematics.

• The resource focuses on answer-getting in isolation of reasoning and sense-making.

• The resource includes activities that lead to understanding; however, they are chosen less than student thinking and ownership.

Tags

CCSS.8.EE.C.7B

For a resource to be Fully Aligned in Mathematical Practices, what must the tasks, activities, and lessons do?

• They must align to the 8 Mathematical Practices at the surface level, providing some support in some lessons.

• They must be teacher-centered and focus on computation and problem-solving without student voice.

• They must help to bring to life the 8 Mathematical Practices and include engagement to ensure mathematical practices in each lesson.

• They must not include targeted, specific supports for learner variability within the lessons.

What does the rubric suggest about Student Supports for Learner Variability in a Fully Aligned resource?

• The resource should include targeted support only for a few learners.

• The resource should include embedded tiered supports for all lessons.

• The resource should focus on answer-getting in isolation.

• The resource should not include any mathematical practice.

According to the rubric, what is expected in the area of Mathematical Reasoning and Sense-Making for a Fully Aligned resource?

• The resource should focus on procedures and answer-getting in isolation.

• The resource should encourage higher-order thinking and mathematical modeling through instructional lessons outlined.

• The resource should present concepts that focus on an answer-getting in isolation of reasoning and sense-making.

• The resource should limit student voice and choice in the selection of strategies and problem-solving methods.

What is required for Flexibility in Strategy Selection and Problem Solving in a Fully Aligned resource?

• The resource should encourage students to use their own reasoning flexibly and allow choice in their strategy selection and problem-solving methods.

• The resource should be teacher-centered and include limited to no involvement from students in strategy selection.

• The resource should focus on computation and problem-solving without allowing for student input.

• The resource should not include any mathematical practice or support for learner variability.

According to the document, what is the importance of investigative questions in statistical thinking?

• They help students memorize statistical formulas.

• They encourage students to engage with statistical problem solving.

• They are not important for statistical reasoning.

• They focus on procedural knowledge rather than conceptual understanding.

Tags

CCSS.HSS.IC.B.3

What is the role of technology tools for students as mentioned in the document?

• To limit students' thinking and exploration.

• To help students visualize the mathematics presented and make connections.

• To provide a distraction from learning mathematical concepts.

• To focus solely on teacher use with limited focus on student exploration.

Tags

CCSS.HSF-IF.C.7C

What type of assessments are included in the resource to support mathematical reasoning and comprehension?

• Assessments that align with the mathematical content and are contextual in nature.

• Assessments that focus on rote memorization of facts.

• Assessments that induce anxiety and time restraints.

• Assessments that are non-contextual and focus on the non-rigor of mathematics.

Tags

CCSS.8.EE.C.7B