MATH
 | Demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths. |
| Solve problems involving basic operations on whole numbers, including addition and subtraction of seven digit numbers, multiplication with two digit multipliers, and division with two digit divisors. |
| Solve word problems that involve decimals, fractions, or money. |
| Determine the sum and difference of fractions with common and uncommon denominators. |
| Identify numbers less than zero by extending the number line. |
| Demonstrate the commutative, associative, and identify properties of addition and multiplication of whole numbers. |
| Write a number sentence for a problem expressed in words. |
| Identify regular polygons and congruent polygons |
| Identify components of the Cartesian plane including the x-axis, y-axis, origin, and quadrants. |
| Identify the center, radius, and diameter of a circle. |
| Estimate perimeter and area of irregular shapes using unit squares and grid paper. |
| Calculate the perimeter and area of irregular shapes using squares and grid paper. |
| Calculate the perimeter of rectangles from measured dimensions. |
| Convert a larger unit of measurement to a smaller unit of measurement with the same system (customary or metric). |
| Analyze data collected from a survey or experiment to distinguish between what the data show and what might account for the results. |
| Use common fractions to represent the probability of events that are neither certain nor impossible. |
Bloom's Taxonomy:
Bloom’s Taxonomy attempts to divide cognitive objectives into subdivisions ranging from the simplest behavior to the most complex. Knowing students’ levels is central to being able to meet their needs and move them forward. Traditional grading is not able to accomplish this to the degree that we feel is necessary, therefore, students are assessed according to this taxonomy. This allows us to communicate with parents on their child’s specific understanding of a skill or concept.
Our Grading System:
E – EMERGING: The student is at a "readiness" level and is prepared to begin to learn skill/concept.
K – KNOWING: The student demonstrates the ability to know, remember, or recall specific bits of information. This is shown through the student's ability to list, define, state, repeat, name and recognize.
C – COMPREHENDING: The student can explain and understand a new skill/concept. This is shown through the student's ability to explain, demonstrate, paraphrase, interpret, restate and describe.
A – APPLYING: The student uses the demonstrated skills/concepts in new situations. This is shown through the student's ability to apply solve, demonstrate, show and report.
TBA – TO BE ADDRESSED: Skill has not yet been introduced, covered or assessed. |
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Ms. Jenna Chavis
Science & Math
Temple University - BS Elementary & Early Childhood Education Neumann College
Mr. Ira Somers
Language Arts & Science
Penn State University - BA
Holy Family University MA
Laura Klink
Math & Writing
Ithaca College TV/Radio (Screenwriting)
Boston University M.Ed Elementary
Education
Ms. Meagan Steiner
Language Arts & Social Studies
University of Pennsylvania
B.A. in Political Science and Spanish Education
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