All grades are formative until a date set a few weeks prior to the end of the course. Continued learning is encouraged. Resources for continued learning and ongoing assessment are in the second table below. Click ‘how to upgrade’.
| # | Type | Description | Proficiency |
|---|---|---|---|
| i | Numeracy number patterns | Continue number patterns given at least two, not necessarily consecutive, terms | Emg, Dev, Prf |
| ii | Numeracy Cartesian plane | Use coordinates to calculate horizontal and vertical distances. Determine and simplify the rise/run ratio. | Emg, Dev, Prf, |
| iii | Cartesian plane (test) | Analyse line segments on the Cartesian plane | Emg, Dev, Prf |
| iv | Table/formula to graph (test) | Plot linear patterns beginning with a table or a formula | Emg, Dev, Prf, Ext |
| v | Using the formula (test) | Determine the formula from a graphed linear pattern | Emg, Dev, Prf, Ext |
| vi | Project – communication | Apply linear interpolation/extrapolation to a new context | Emg, Dev, Prf, Ext |
| vii | Project – reasoning | Use technology | Emg, Dev, Prf, Ext |
| viii | Classwork | Understanding and reasoning | Emg, Dev, Prf, Ext |
To continue learning at your own pace after the conclusion of a unit, use the following resources.
| # | Type | Learn | Assess |
|---|---|---|---|
| i | Numeracy number patterns | Review the class set of exercises | Repeat quiz |
| ii | Numeracy Cartesian plane | Review the class set of exercises | Repeat quiz |
| iii | Cartesian plane (test) | Review the classwork | lunch quiz |
| iv | Table/formula to graph (test) | Practice formula to table to graph; Practice table with gaps to graph | lunch quiz |
| v | Using the formula (test) | Practice calculating the formula from two known points | lunch quiz |
| vi | Project – communication | Respond to feedback and resubmit | |
| vii | Project – reasoning | Respond to feedback and resubmit | |
| viii | Classwork | Respond to feedback and resubmit |
‘Proficient’ is the goal. Students who reach proficiency in content and competencies can focus on building on and extending their knowledge in their next math course. With continued math study students will begin to use this math flexibly, fluently, creatively, by their own initiative and in a variety of new contexts. This is ‘extending’ knowledge. Some students may already be demonstrating extending knowledge.