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# Mathematics Performance Descriptors for Grades 3,5 and 7

Alabama Performance Descriptors
Mathematics

Level IV (Exceeds Standards)

Third-grade students performing at Level IV demonstrate a thorough knowledge of
number sense by comparing, ordering, and expanding whole numbers through 9999.
These students consistently solve word problems that involve addition, subtraction,
multiplication, and division of whole numbers involving two- and three-digit numbers
with and without regrouping; multiply whole numbers with and without regrouping using
single-digit multipliers; divide whole numbers using two-digit dividends and one-digit
divisors; model equivalent fractions with concrete objects or pictorial representations;
and use coins to make change up to \$1.00. Students performing at Level IV complete
numeric or geometric patterns and identify points, lines, perpendicular lines , parallel
lines, angles, and rays. They measure length in metric units and determine time to the day
with a calendar and to the hour with a clock. Fourth-grade students at Level IV recognize
data as either categorical or numerical and can determine the likelihood of different
outcomes.

Level III (Meets Standards)

Third-grade students performing at Level III demonstrate a fundamental knowledge of
number sense by comparing, ordering, and expanding whole numbers through 9999.
These students often solve word problems that involve addition, subtraction,
multiplication, and division of whole numbers involving two-and three-digit numbers
with and without regrouping; multiply whole numbers with and without regrouping using
single-digit multipliers; divide whole numbers using two-digit dividends and one-digit
divisors; model equivalent fractions with concrete objects or pictorial representations;
and use coins to make change up to \$1.00. Students performing at Level III frequently
complete numeric or geometric patterns and identify points, lines, perpendicular lines,
parallel lines, angles, and rays. They measure length in metric units and determine time to
the day with a calendar and to the hour with a clock. Fourth-grade students at Level III
recognize data as either categorical or numerical and can determine the likelihood of
different outcomes in a simple experiment .

Level II (Partially Meets Standards)

Third-grade students performing at Level II demonstrate a limited knowledge of number
sense by comparing, ordering, and expanding whole numbers. These students sometimes
solve word problems, multiply whole numbers, divide whole numbers; and use coins to
make change. Students performing at Level II may complete some numeric or geometric
patterns and may identify points and lines. They sometimes measure length and
determine time. Fourth-grade students at Level II inconsistently recognize data as either
categorical or numerical and can sometimes determine the likelihood of different
outcomes in a simple experiment.

Level I (Does not Meet Standards)

Third-grade students performing at Level I demonstrate little or no ability to use the
mathematics skills and abilities required in Level II.

Alabama Performance Descriptors
Mathematics

Level IV (Exceeds Standards)

Fifth-grade students performing at Level IV demonstrate thorough computational
accuracy and fluency when comparing, ordering, rounding, and expanding whole
numbers through millions and decimals to thousandths. These students solve problems
involving basic operations on whole numbers and word problems that involve decimals,
fractions, or money. They consistently determine the sum and difference of fractions with
common and uncommon denominators and can identify numbers less than zero by
extending
the number line. They demonstrate the commutative, associative, and identity
properties of addition and multiplication of whole numbers. They can write a number
sentence for a problem expressed in words. Level IV students consistently identify
regular polygons and congruent polygons; identify components of the Cartesian plane,
including the x-axis, y-axis, origin, and quadrants; and identify the center, radius, and
diameter of a circle. Students at Level IV estimate perimeter and area of irregular shapes
using unit squares and grid paper, calculate the perimeter of rectangles, and convert
larger units of measurement to smaller units of measurement within either customary or
metric units. Students performing at Level IV consistently analyze data collected from a
survey or experiment and use common fractions to represent the probability of events that
are neither certain nor impossible.

Level III (Meets Standards)

Fifth-grade students performing at Level III demonstrate fundamental computational
accuracy and fluency when comparing, ordering, rounding, and expanding whole
numbers through millions and decimals to thousandths. These students solve problems
involving basic operations on whole numbers and word problems that involve decimals,
fractions, or money. They often can determine the sum and difference of fractions with
common and uncommon denominators and can identify numbers less than zero by
extending the number line. They often demonstrate the commutative, associative, and
identity properties of addition and multiplication of whole numbers. They can write a
number sentence for a problem expressed in words. Level III students frequently identify
regular polygons and congruent polygons; components of the Cartesian plane; and
identify the center, radius, and diameter of a circle. Students at Level III estimate
perimeter and area of irregular shapes using unit squares and grid paper, calculate the
perimeter of rectangles, and convert larger units of measurement to smaller units of
measurement. Students performing at Level III analyze data collected from a survey or
experiment and use common fractions to represent the probability of events that are
neither certain nor impossible.

Level II (Partially Meets Standards)

Fifth-grade students performing at Level II demonstrate limited computational accuracy
and fluency when comparing, ordering, rounding, and expanding whole numbers. These
students sometimes solve problems involving basic operations on whole numbers,
decimals, fractions, or money. They may determine the sum and difference of fractions
with common denominators. They demonstrate the commutative and identity properties
of addition and multiplication of whole numbers, identify regular polygons and congruent
polygons, and identify the center and diameter of a circle. Students at Level II sometimes
calculate the perimeter of rectangles, and convert larger units of measurement to smaller
units of measurement. Students performing at Level II analyze data collected from a
simple survey or experiment and sometimes use common fractions to represent the
probability of events.

Level I (Does not Meet Standards)

Fifth-grade students performing at Level I demonstrate little or no ability to use the
mathematics skills and abilities required in Level II.

Alabama Performance Descriptors
Mathematics

Level IV (Exceeds Standards)

Seventh-grade students performing at Level IV demonstrate thorough computational
fluency with addition, subtraction, and multiplication of integers; using order of
operations to evaluate numerical expressions; solving problems requiring the use of
operations on rational numbers; expressing a pattern shown in a table, graph, or chart as
an algebraic
equation; translating verbal phrases into algebraic expressions and algebraic
expressions into verbal phrases; and solving one- and two-step equations. These students
are consistently able to determine the transformations used to alter the position of a
polygon on the coordinate plane and recognize geometric relationships among two-
dimensional and three-dimensional objects. They routinely solve problems involving
circumference and area of circles and find the perimeter of polygons and the area of
triangles and trapezoids. Level IV students solve problems involving ratios or rates using
proportional reasoning, determine measures of central tendency and the range using a
given set of data or graphs , and determine the probability of a compound event.

Level III (Meets Standards)

Seventh-grade students performing at Level IIII demonstrate fundamental computational
fluency with addition, subtraction, and multiplication of integers; using order of
operations to evaluate numerical expressions; solving problems requiring the use of
operations on rational numbers; expressing a pattern shown in a table, graph, or chart as
an algebraic equation; translating verbal phrases into algebraic expressions and algebraic
expressions into verbal phrases; and solving one- and two-step equations. These students
often determine the transformations used to alter the position of a polygon on the
coordinate plane and recognize geometric relationships among two-dimensional and
three-dimensional objects. They can solve problems involving circumference and area of
circles; find the perimeter of polygons and the area of triangles and trapezoids. Level III
students solve problems involving ratios or rates using proportional reasoning, determine
measures of central tendency and the range using a given set of data or graphs, and
determine the probability of a compound event .

Level II (Partially Meets Standards)

Seventh-grade students performing at Level II demonstrate limited computational fluency
with addition, subtraction, and multiplication of integers and using order of operations to
evaluate numerical expressions. These students sometimes determine the transformations
used to alter the position of a polygon on the coordinate plane and recognize geometric
relationships among two-dimensional and three-dimensional objects. They occasionally
solve problems involving circumference and area of circles and find the perimeter of
polygons and the area of triangles. Level II students sometimes solve problems involving
ratios or rates using proportional reasoning. They can determine mean and range given
data or a graph.

Level I (Does not Meet Standards)

Seventh-grade students performing at Level I demonstrate little or no ability to use the
mathematics skills and abilities required in Level II.

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