***Note: Days/Times are flexible.

***Mathematical Philosophy***

 Math can be challenging and exciting to learn. Engaging in math skills assessment allows learners to identify their strengths and weaknesses, empowering them to become better mathematicians throughout their numerical journey. Celebrate mathematical strengths, address misconceptions and remediate early, if needed, to prevent chronic conceptual and procedural errors. Elementary math scholars can seize the opportunity and develop the habit of thinking like mathematicians, which will benefit them throughout their numerical journey. Ideally, early math learners experience an "a-ha" moment, realizing that math too is a literacy to explore and enjoy.

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Note: This fall assessment is a benchmark analysis of Common Core math skills mastered and unmastered from the previous academic year.  Learners entering third grade will perform cumulative math skills taught in second grade, new fourth graders will assess on cumulative third grade math mastery; and new fifth graders will assess on end-of-year fourth grade math skills. This fall assessment identifies learners who may need math instruction intervention to understand and engage in new grade-level concepts and procedures.
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**Scope and Sequence**

Most course curriculums provide a scope and sequence, which is a guideline when students should learn a particular skill in a given academic year. For example, most students would learn place value (i.e. Ones, Tens, Hundreds, etc.) before instruction on how to regroup in addition and subtraction. Assessment follows this philosophy, evaluating skills typically reviewed or taught by the beginning, middle and end of a school year.

**Assessment Timeline**

***Ideally, learners engage in assessment three times in one academic year: 

**Fall: This assessment identifies skills not yet mastered from the previous year. 

**Winter. This assessment monitors skills typically taught by mid-year for either third, fourth or fifth grade. 

**Spring: This assessment is a comprehensive analysis of skills taught by the end of the year for third, fourth or fifth grade.

**Assessment Domains**

**This assessment is based on Common Core mathematical standards in five domains: 
1.  Geometry
2.  Measurement and Data
3. Number and Operations in Base 10
4. Number and Operations-Fractions
5. Operations and Algebraic Thinking

**Conceptual vs. Procedural**

*Mathematics can be conceptual or procedural; and the questions asked for this assessment evaluate both.

Learners complete this assessment solely with pencil and paper, no physical objects (manipulatives) are needed. Learners view and answer questions that appear on the Zoom screen in different formats, including True/False,  short answer and multiple choice.

***Math Interview (Formative assessment)***

This class features a 10-15-minute math interview. Learners engage in two to three highly targeted grade-level skill probes to gain insight into their mathematical thinking process, which will be summarized in writing. Probes help gather information that can be used to plan and teach targeted instruction that's responsive to students' strengths and needs. This interview provides a safe space for learners to express their thinking process where they may not feel the same way in a classroom setting.