Achievement Level Definitions, Mathematics Grade 6

Mathematics achievement level definitions describe the quality of a student’s responses on state-level alternate assessments in relation to the alternate mathematics standards. These definitions serve as the foundation for achievement level definitions for the alternate grade level expectations in mathematics.

Skills associated with these achievement level definitions may include some of the following:

  • Indicating, comparing and/or ordering rational numbers limited to fractions with denominators of 2, 3, 4 and/or 5
  • Identifying and/or classifying 2-D shapes and/or angles
  • Matching quantities that are equal
  • Finding the value that will make an open sentence true

Appropriate performance at grade six is clarified by the level of complexity within the standard.

Proficient with Distinction
The student’s performance demonstrates an understanding of essential concepts in mathematics, including the ability to make connections among central ideas. The student’s responses demonstrate the ability to utilize information and solve problems including implementing strategies, accurately performing procedures and providing solutions.

Proficient
The student’s performance demonstrates an understanding of basic concepts in mathematics and connections among central ideas. The student’s responses demonstrate basic ability to solve problems, including performing procedures and providing solutions. The student’s work may contain minor errors.

Partially Proficient
The student’s performance demonstrates an incomplete understanding of basic concepts in mathematics and inconsistent connections among central ideas. The student’s responses demonstrate limited ability to solve problems, including performing procedures and providing solutions. Problem-solving strategies may be flawed and procedures performed inaccurately.

Substantially Below Proficient
The student’s performance demonstrates limited understanding of basic concepts in mathematics and inaccurate connections among central ideas. The student’s responses demonstrate minimal ability to solve problems. Problem-solving strategies may be flawed or inappropriate and there may be many omissions.