Learning Goals and Assessment

FAQs

Where are the learning goals?

How do I know students learned the math concepts, skills, and fluencies during my IM unit?

How do I respond to students who struggled on the assessments?

Where are the learning goals?

Unit Level Learning Goals

Section Level Learning Goals

Lesson Level Teacher-Facing Learning Goals

These appear at the top of lesson plans. They describe, for a teacher audience, the mathematical and pedagogical goals of the lesson.

Lesson Level Student-Facing Learning Goals

These appear in student materials at the beginning of each lesson and start with the word "Let's."

They are intended to invite students into the work of that day without giving away too much and spoiling the problem-based instruction.
They are suitable for writing on the board before class begins.

How do I know students learned the math concepts, skills, and fluencies during my IM unit?

Pre-Unit Practice Problems (Diagnostic "Check your readiness") in Grades 1-5 or Check Your Readiness Assessment in Grade 6

These problems address prerequisite concepts and skills for the unit. They can help check for students' readiness for the upcoming unit. Teachers can use these problems to identify unfinished learning that can be carefully addressed during the unit.

Grade 4 Unit 3 Pre-unit Practice Problems.pdf

Grade6-1-Check-Your-Readiness-(A)-assessment.pdf

Unit Adaptation Guides

Did the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt the grade level unit.

Teachers are encouraged to address prerequisite skills while continuing to work through on-grade tasks and concepts of each unit, instead of abandoning the current work in favor of material that only addresses prerequisite skills.

Use the Unit Adaptation Guides for grades 1–6.

Includes standards addressed by the current grade level unit and dependencies from prior grade levels.
Prior grade-level lessons to teach before the current unit (“Just in Time” support).

Cool-downs (Formative)

The cool-down (also known as an exit slip or exit ticket) is to be given to students at the end of the lesson. This activity serves as a brief check-in to determine whether students understood the main concepts of that lesson. Teachers can use this as a formative assessment to plan further instruction.

A Cool-down is included in each lesson in grades 2–6. For Kindergarten and Grade 1, Centers and Cool-downs are both used as opportunities to assess student learning from the lesson.

In Grades K-5, when appropriate, guidance for unfinished learning, evidenced by the cool-down, is provided in two categories: next-day support and prior-unit support. This guidance is meant to provide teachers ways in which to continue grade-level content while also giving students the additional support they may need.

Section Checkpoints (Formative) in Grades 2-5 or Mid-unit Assessment (Formative) in Grade 6

Each section in grades 2–5 has a 3–4 problem checkpoint to assess the section learning goals. Some units in Grade 6 have a Mid-unit assessment. These can be used for extra practice or to check student understanding before the end of the unit. Each section also has a monitoring sheet that can be used to indicate that students are meeting the section goals.

Each section in kindergarten and grade 1 has a checklist to indicate that students are meeting the section goals.

End of Unit Assessment (Summative)

Each unit (starting in Kindergarten, Unit 2) includes an end-of-unit written assessment that is intended for students to complete individually to assess what they have learned at the conclusion of the unit. In K–2, the assessment may be read aloud to students, as needed.

How do I respond to students who struggled on the assessments?

Check out the IM Unit Assessment Teacher Guidance (including Checkpoints and End-of-Unit Assessments) for Your Next Steps for Instruction

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