Reflection: Grade Book and Data Analysis Problem Set: Number Lines - Section 2: Number Line Problems


This problem set is a pre-assessment of what students know about scale and the order of numbers on a number line.  As we dive deeper into building this knowledge next week, I'll want to see that each student can grow from wherever they already are.  

In a mixed-ability classroom, grading can be relative.  My use of standards-based grading allows for mastery to be a moving target.  On a larger scale this should feel obvious.  For example, being able to solve equations means something very different to a 12th grader than it means to a 7th grader.  I believe that the same distinction can be made on a more immediate scale, in how different students experience success on the same learning target.

Take the work of these two students for example:

My job is to teach both students something beyond what they already know, and when they learn something new, to celebrate that.  In the case of the first student, this means that I'll push her to do the most perfect work she can on Part 1c of the Number Line Project.  For the second student, it means that I will pay close attention to her work on Part 1b of the Number Line Project, and I'll offer as much time and help as she needs to get it right.

If the work that each student does provides evidence that they're better than before on SLT 1.2, I will congratulate both on a job well done, and their grades will reflect how far they've come.

  Grade Book and Data Analysis: Moving Targets in Standards-Based Grading
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Problem Set: Number Lines

Unit 1: Number Tricks, Patterns, and Abstractions
Lesson 11 of 12

Objective: SWBAT draw number lines with attention to scale.

Big Idea: A number line gives us a way to visualize order of operations, bridging the gap between abstract and quantitative reasoning . As we begin, students pay close attention to scale.

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