SWYK Response Table

LS SLO, Achievement Indicator and Process, Assessment or Tier, as well

Explanation as Explanation

1. 3.N.11, Demonstrate an understanding A OF L – Assessment OF Learning

of multiplication to 5 × 5 by n
representing and explaining The child explained how they figured out
multiplication using equal grouping the problem letting the adult determine
and arrays n creating and solving the level of the child’s knowledge and
problems in context that involve what they already know.
multiplication n modelling
multiplication using concrete and
visual representations, and recording
the process symbolically n relating
multiplication to repeated addition n
relating multiplication to division

AI: Represent a multiplication

expression using an array.

Explanation: The student used their

knowledge of array and connected
multiplication and addition.

2. 2.N.7, llustrate, concretely and A FOR L - Assessment FOR Learning

pictorially, the meaning of place value
for numbers to 100. The adult asked several kids to see what
they may or may not know and whether
AI: Illustrate using 10 frames and to move on, do more activities on the
diagrams that a numeral consists of a
same tier, or lower the tier.
certain number of groups of 10 and a
certain number of 1s

Explanation: Students are determining

what the place value or how many
units 1 represents in 16 using number
blocks.

3. 4.SS.1, . Read and record time using A AS L - Assessment AS Learning

digital and analog clocks, including 24-
hour clocks Students attempted to read the analog
clock but got the wrong answer, they see
AI: Express the time orally and that they got a wrong answer, and now they
numerically from a 12-hour analog will be aware of what they know and don’t
clock know.

Explanation: Students are trying to

 read an analog clock.

4. CN – Connections
8.N.5, . Solve problems that involve
rates, ratios, and proportional The video made a connection between how
reasoning. much sugar was in a pop that the lady was
drinking vs how many packets of sugar the
guy ate.
AI: Provide a context that represents a
fraction rate ratio quotient probability Example:

Explanation: The video shows no 1 pack(s) of sugar: __ packs 20 oz bottle of

number but only the amount of sugar soda
packets in ratio to the amount of sugar
in sodas.

4.N.11: Demonstrate an understanding

5. of addition and subtraction of decimals E - Estimation
(limited to hundredths) by n using
compatible numbers n estimating The child will be estimating how much
sums and differences n using mental money they have in total before they use
math strategies to solve problems the machine.
AI: Determine the approximate
solution of a problem not requiring an
exact answer

Explanation:

Coins are counted by machine which

helped the kid count his money.
7.PR.7, Model and solve problems that
6. can be represented by linear Tier-up
equations of the form: n ax + b = c n
ax = b n x a = b, a ≠ 0 concretely, Students show the step-by-step process
pictorially, and symbolically, where a, of mirroring and elimination.
b, and c, are whole numbers.
8.PR.2.
AI: Draw a visual representation of the
steps used to solve a linear equation. AI: Draw a visual representation of the
steps used to solve a linear equation, and
Explanation: The video shows a linear
record each step symbolically.
equation 2x+5=11 and shows how to
get x.

6.SS.8, Identify and plot points in the

7. first quadrant of a Cartesian plane CM – Communication
 using whole-number ordered pairs
Students were communicating using math
AI: Match points in the first quadrant of terminology (y-axis, x-axis) to attack each
a Cartesian plane with their other’s battleship.
corresponding ordered pair.

Explanation: Students are to match

the coordinates that their partner says.
7.SP.3, Construct, label, and interpret
8. circle graphs to solve problems Tier-down

AI: Translate percentages displayed in There is no construction of a graph, only

a circle graph into quantities to solve a being introduced to a graph and
problem. collecting data to be portrayed in the
circle graph.
Explanation:
The lady is introducing and labeling
the circle graph. 6.SP.3

AI: Select a type of graph for displaying a

set of collected data, and justify the
choice of graph
8.N.7, Demonstrate an understanding
9. of multiplication and division of V - Visualization
integers, concretely, pictorially, and
symbolically.

The man is showing a visualization of

AI: Model the process of multiplying multiplying negative and positive integers
two integers using concrete materials by using chips as manipulatives.
or pictorial representations and record
the process.

Explanation: The man is using

concrete materials to show the
multiplication of integers
7.SP.1, . Demonstrate an
10. understanding of central tendency and DR - Deductive Reasoning
range by n determining the measures
of central tendency (mean, median, The video showed deductive reasoning by
mode) and range n determining the showing that by getting the range, and the
most appropriate measures of central average (mean), you’ll be able to
tendency to report findings understand the central tendency.

AI: Provide a context in which the

mean, median, or mode is the most
appropriate measure of central
tendency to use when reporting
findings.
 Explanation: The video demonstrated
the relationship between the range,
the mean, and the central tendency.
7.N.5, . Demonstrate an understanding PS - Problem Solving
11. of adding and subtracting positive
fractions and mixed numbers, with like The trees served as the new problem to
and unlike denominators, concretely, solve instead of just the numerical
pictorially, and symbolically (limited to problem. Students then are supposed to
positive sums and differences). show their strategies on how they’ll solve
this word problem.
AI: Solve a problem involving the
addition or subtraction of positive
fractions or mixed numbers, and
determine if the solution is reasonable

Explanation: This question gives a

word problem (symbolical) to
demonstrate subtracting positive
fractions.
4.N.7, Demonstrate an understanding
12. of division (1-digit divisor and up to 2- MM - Mental Math
digit dividend) to solve problems by n
using personal strategies for dividing The student showed mental
with and without concrete materials n understanding by doing the calculations
estimating quotients n relating division in her head instead of using visuals or
to multiplication writing her solutions down.

AI: Estimate a quotient using a

personal strategy (e.g., 86 ÷ 4 is close
to 80 ÷ 4 or close to 80 ÷ 5)

Explanation: While orally stating her

strategies, the girl is also doing mental
calculations using her own strategies
to get to the answer.

Student is given questions: Fill in the blanks

13.
1,2,3,4,_,6
_,34,35,36_,37
63,62,_,_,_,58
77,78,79,_,_,82
_,_,_,43,_,45

2.N.5 Compare and order numbers up to 100

AI: Identify missing numbers in a hundred chart

Explanation: Students are filling in the blanks with the help of a hundred chart.

A FOR L – The teacher will give students a number chart with fill-in-the-blanks.
A OF L - The teacher makes a child count 1-100 without any visuals.
A AS L – teacher will ask students ‘why’ questions like: Why is 35 is 10 more than
25 using a number chart
Tier Up -3.N.3- up to 1000
Tier Down – 1.N.5- only up to 20