Students who "attend" in class should be able to understand and do three levels of tasks. The following are a sampling of the complexity of problems.

Levels of proficiency

How well do you know or "can do" the concept?

Below is a sample rubric based on Robert Marzano's work.
4.0 I know (can do) it well enough to make connections that weren't taught.
3.0 I know (can do) everything that was taught without making mistakes.
2.0 I know (can do) all the easy parts, but I don't know (can do) the harder parts.
1.0 With help, I know (can do) some of what was taught.

Type 2 items or tasks addressing:

basic details and mathematical procedures that are relatively easy

Vocabulary such as:
ratio
rate
unit rate

Problems such as

Calculate the missing values of the equivalent ratios
in the table.
3 to 6
6 to ?
? to ?

A classroom has 16 boys to 12 girls. Write the ratio
in simplest form.

Type 3 items or tasks addressing:

more complex ideas and procedures

Draw a tape diagram to answer the following: Jonah had 50 m&m's in a bag and gave 60% away.
How many pieces of candy did he give away?

Type 4 items or tasks addressing:

inferences and applications that go beyond what was taught in class.

The ratio of stickers in Anna's bag to those in Susan's bag was 6:1. After Anna gave half of her
stickers to Susan, Susan had 9 more stickers than Anna. How many stickers did Anna have at first?

## Levels of proficiency

How well do you know or "can do" the concept?Below is a sample rubric based on Robert Marzano's work.

4.0 I know (can do) it well enough to make connections that weren't taught.

3.0 I know (can do) everything that was taught without making mistakes.

2.0 I know (can do) all the easy parts, but I don't know (can do) the harder parts.

1.0 With help, I know (can do) some of what was taught.

## Type 2 items or tasks addressing:

basic details and mathematical procedures that are relatively easyVocabulary such as:

ratio

rate

unit rate

Problems such as

in the table.

3 to 6

6 to ?

? to ?

in simplest form.

## Type 3 items or tasks addressing:

more complex ideas and proceduresHow many pieces of candy did he give away?

## Type 4 items or tasks addressing:

inferences and applications that go beyond what was taught in class.stickers to Susan, Susan had 9 more stickers than Anna. How many stickers did Anna have at first?