Learning Targets and Scales Particpants Notebook PDF

PARTICIPANT NOTEBOOK
LEARNING TARGETS AND SCALES

Learning Targets and Scales
Participant Notebook
Contributing Editor:
Robert J. Marzano, Ph.D.
Learning Sciences International

175 Cornell Road, Suite 18
Blairsville, PA 15717
1.877.411.7114
©2016 Learning Sciences International

All rights reserved. Reproduction prohibited without written permission.
A Scale for Your Learning
Level
4.0 Participants will be able to:
• adapt instruction and make instructional decisions that help students demonstrate
understanding of content within a learning progression leading to rigorous standards
No major errors or omissions regarding 4.0 content

3.0 Participants will be able to:
• analyze standards to unpack and establish learning targets
• organize targets into a scale describing levels of expected performance
• design assessments that align to the cognitive complexity of the learning target
• plan lessons that scaffold to rigorous standards efficiently and strategically
• plan to communicate and inspect learning outcomes

2.0 Participants will recognize and recall specific vocabulary including:
• learning targets, performance scale, formative assessment, tracking student progress,
critical content strand
Participants will be able to:

• state the characteristics and purpose of a learning target
• explain the sequence of cognitive complexity targets in a scale
• describe the use of performance scales in assessment
• describe the relationship between standards and instruction

1.0 With help, partial success at level 2.0 content and level 3.0 content
0.0 Even with help, no success
Personal Learning Target

What personal target related to the learning targets listed above do you wish to accomplish today?
-4- ©2016 Learning Sciences International

Inside the Classroom: Learning Targets and Scales
1. How are these teachers helping students identify what they need to learn?
2. How do the teachers know the students can identify what they need to learn?
©2016 Learning Sciences International -5-

TEACHING MAP
Criteria for Success Instruction

• Providing Rigorous Learning • Identifying Critical Content
Standards- Targets and Performance Scales • Previewing New Content
Based • U sing Formative Assessment to • Organizing Students to Interact
Track Student Progress with Content
Planning
• Celebrating Student Progress • Helping Students Process Content WITH STUDENT EVIDENCE
MONITORING FOR LEARNING
• Helping Students Elaborate

on Content MO
NI
• Helping Students Record T
OR
and Represent Knowledge

Conditions
ING
• Establishing Rules and Procedures

THE
• Managing Response Rates with

Using Formative Question Sequence Techniques • Recognizing Adherence and Lack of
LEAR
Assessment Data for Adherence to Rules and Procedures

Instructional Decisions • Reviewing Content
• Using Engagement Strategies
• H elping Students Practice Skills,
when Students are Not Engaged
Strategies, and Processes
• Establishing and Maintaining
• Helping Students Examine
NING ENVIRONME
Effective Relationships
NT
Similarities and Differences

Collaboration • Communicating High
• Helping Students Examine
Expectations for All Students
Their Reasoning
• Helping Students Revise Knowledge
• Helping Students Engage in
Cognitively Complex Tasks

Elementary - Mathematics Grade: Fourth

Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right
triangles.
Students will be able to:
4.0 • Determine the best way to classify two-dimensional figures into groups when comparing more than
one attribute at a time
• Classify two-dimensional figures based on the presence or absence of:
3.0
o Parallel or perpendicular lines
o Angles of a specified size
Students will recognize or recall specific vocabulary, including:
• Absence, angle, parallel lines, perpendicular lines, presence, right triangle
• Describe the key parts of two-dimensional figures, including:
o Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)
2.0 o Triangles (right, acute, obtuse),
o Presence or absence of:
- Parallel or perpendicular lines
- Angles of a specified size
• Identify that right triangles
• Recognize right triangles as a category of two-dimensional figures
Middle – English/Language Arts Grade: Seventh

ELA (RL.7.6): Analyze how an author develops and contrasts the points of view of different characters or narrators in a
text.
ELA (RI.7.6): Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
4.0
• Modify a text so it is written through a different character’s point of view
• Analyze how an author develops and contrasts the points of view of different characters or in a text
3.0
• Analyze how an author distinguishes his or her point of view or purpose in a text from that
of others
Students will recognize or recall specific vocabulary, including:
• Position, perspective, persuade
2.0
• Identify the point of view of characters in a given text
• Describe the point of view of characters ina given text
• Determine an author’s point of view or purpose in a text

Inside the Classroom: The Power of Scales
1. How do teachers in this video use scales?
2. What part of the video resonated with you?
-8- ©2016 Learning Sciences International

Scale for a Conative Goal

Self-Monitoring
4.0
• Critique how well a self-monitoring strategy helped to deal with upsetting emotions
3.0 • Demonstrate self-monitoring strategies (e.g., deep breathing, visualization) to deal with
upsetting emotions (e.g., sadness, anger, disappointment)
Students will recognize and recall specific vocabulary including:
• visualization, self-regulation, strategy, emotion
2.0
• Recognize or recall examples of different strategies for managing one’s emotions
• Recognize upsetting emotions
• Identify the strengths and weaknesses of different strategies for managing one’s emotions
1.0 With help, partial success at 2.0 content and 3.0 content

Inside the Classroom: Using Targets and Scales
1. How is this teacher helping students identify what they need to learn?
2. How does the teacher know that the students can identify what they need to learn?
- 10 - ©2016 Learning Sciences International

Supportive Accountability
Before You Go ...
Make a plan to implement a scale in your classroom that includes:

1. Identify a standard you will use.
2. Create a scale with targets that show a progression in cognitive complexity.
3. Determine how you will implement this scale.
4. Share your plan with a colleague that is here at the training.
Next ...
5. Pick a date to meet with your colleague to share your reflection of the implementation.
6. After implementation: Did you reach the desired result with all your students? Reflect on the
implementation of your scale.
©2016 Learning Sciences International - 11 -

APPENDIX A:
SAMPLE STANDARDS
©2016 Learning Sciences International - A1 -

Mathematics
Grade 1: Geometry
1.G.A Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-
defining attributes (e.g., color orientation, overall size); build and draw shapes to possess defining
attributes.
Grade 8: Expressions and Equations

8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
7. Solve linear equations in one variable.
a. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
English Language Arts

Grade 3: Phonics and Word Recognition
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade appropriate irregularly spelled words.
Grade 9-10: Craft and Structure

RL.9-10.4 Determine the meaning of words and phrases as they are used in the test including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Grade 9-10: Vocabulary Acquisition and Use

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with similar denotations.
- A2 - ©2016 Learning Sciences International

Science
Grade 2: Earth’s Systems
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the
shape of the land.* [Clarification Statement: Examples of solutions could include different designs of
dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and
trees to hold back the land.]
Middle School: Earth’s Place in the Universe
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of
lunar phase, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models
can be physical, graphical, or conceptual.]
Social Studies
Grades 3-5: Global Interconnections: Changing Spatial Patterns
D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people
living in other places.
Grades 6-8: Processes, Rules, and Laws
D2.Civ.11.6-8 Differentiate among procedures for making decisions in the classroom, school, civil
society, and local, state, and national government in terms of how civic purposes are intended.
Grades 9-12: The Global Economy

D2.Eco.15.9-12 Explain how current globalization trends and policies affect economic growth, labor
markets, rights of citizens, the environment, and resource and income distribution in different nations.
Health
Standard 6: Students will demonstrate the ability to access valid information, products, and services
to enhance health.
Pre-K- Grade 2:
3.2.1 Identify trusted adults and professionals who can help promote health.
Grades 3-5:
3.5.1 Identify characteristics of valid health information, products, and services.
Grades 6-8:
3.8.1 Analyze the validity of health information, products, and services.
Grades 9-12:
3.12.1 Evaluate the validity of health information, products, and services.
©2016 Learning Sciences International - A3 -

APPENDIX B:
TAXONOMY TOOLS
©2016 Learning Sciences International - B1 -

Bloom/Marzano Taxonomy Crosswalk
Bloom’s Revised Taxonomy Marzano’s Taxonomy
Retrieval:
Remembering:
Activation and transfer of knowledge from
Recall previous learned information
permanent memory to working memory
(define, duplicate, list, memorize, recall,
The processes at this level are sequential.
repeat, reproduce, state)
Recognizing → Recalling → Executing
Understanding:
Explain ideas or concepts; Comprehension:
state a problem in one’s own words
Identification of the critical or defining
(classify, describe, discuss, explain, identify, locate, attributes of knowledge
recognize, report, select, translate, paraphrase)
Integrating • Symbolizing
Applying:
Use the information
(concept) in a new way
(choose, demonstrate, dramatize, employ, illustrate, Analysis:

interpret, operate, schedule, sketch, solve, use, write)
Reasoned extensions of knowledge and generation
Analyzing: of new information not already processed
Distinguish between facts and inferences –
separating into component parts Matching • Classifying • Analyzing Errors •
Generalizing • Specifying
(compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test)
Evaluating:
Justify a stand or decision; making judgments
Knowledge Utilization:
(appraise, argue, defend, judge,
select, support, value, evaluate) Application or use of knowledge
to accomplish a specific task
Creating:
Construct a new product, Decision Making • Problem Solving •
point of view, or structure Experimenting • Investigating
(assemble, construct, create, design,

develop, formulate, write)
- B2 - ©2016 Learning Sciences International

Webb/Marzano Taxonomy Crosswalk

Webb’s Depth of Knowledge Marzano’s Taxonomy
Retrieval:
Recall and Reproduction:
Recall a fact, information, or procedure
Activation and transfer of knowledge from
permanent memory to working memory
(arrange, calculate, define, draw, identify, list,
label, illustrate, match, measure, memorize, quote,
The processes at this level are sequential.
recognize, repeat, recall, recite, state, tabulate, use,
tell who‐ what‐ when‐ where- why)
Recognizing → Recalling → Executing
Skill/Concept:
Engages mental process beyond habitual response
using information or conceptual knowledge - Requires Comprehension:
two or more steps
Identification of the critical or defining
(apply, categorize, determine cause and effect, classify, attributes of knowledge
collect and display, compare, distinguish, estimate,
graph, identify patterns, infer, interpret, make Integrating • Symbolizing
observations, modify, organize, predict, relate, sketch,
show, solve, summarize, use context clues)
Strategic Thinking:
Requires reasoning, developing plan or a sequence
Analysis:
of steps, some complexity, more than one possible
answer, higher level of thinking than previous 2 levels
Reasoned extensions of knowledge and generation
of new information not already processed
(apprise, assess, cite evidence, critique, develop a
logical argument, differentiate, draw conclusions,
Matching • Classifying • Analyzing Errors •
explain phenomena in terms of concepts, formulate,
Generalizing • Specifying
hypothesize, investigate, revise, use concepts to solve
non‐routine problems)
Extended Thinking:
Requires investigation, complex reasoning,
planning, developing, and thinking‐probably Knowledge Utilization:
over an extended period of time.
Longer time period is not an applicable factor Application or use of knowledge to
if work is simply repetitive and/or does not accomplish a specific task
require higher‐order thinking.
Decision Making • Problem Solving •
(analyze, apply concepts, compose, connect, create, Experimenting • Investigating
critique, defend, design, evaluate, judge, propose,
prove, support, synthesize)

- B4 -
Marzano Taxonomy - Terms and Phrases, Question Stems, Products*
Mental
Taxonomy Level Terms and Phrases Question Stems Products
Process
Can you select…?
Recognizing Which is the best way to
choose from; determine if the following
Validating the demonstrate...?
is true; identify accurate statements;
accuracy of Which of the following…?
information match; recognize; select the correct fact
Which one…? Definition
Retrieval: Which would not be correct about…? Description
Can you list…? Fact
Activation answer who- what- when- where Describe … Fill-in-the-blank
and transfer Recalling questions; define; describe; from Give an example of… Highlight
Producing
of knowledge memory; label; list; name; provide Name one way... Label
accurate
from permanent information examples of; quote; recall; recite; What do you recall…? List
memory to remember; retell; state What is…? Where is…? Who is…? Matching
working memory When did…? Multiple-choice
add; apply; calculate; conduct; Wordle
Demonstrate each step…
Executing demonstrate; divide; draft; employ;
Execute the procedure…
Carrying out execute; implement; know how to; make;
a procedure
What is the next step…?
multiply; perform; read; solve; subtract;
Use your knowledge to implement…
use; write

ask questions; clarify; convey; describe Diagram
Integrating Draw a diagram…
how or why; describe the effects; Graphic Organizer
Articulating the Explain what is happening…
describe the key parts of; describe the Illustration
critical versus Explain the logic behind…
Comprehension: relationship between; emphasize; explain Log/Journal entry
noncritical How will you rephrase this…?
elements of how; explain ways in which; identify why; Mind Map
Describe how…

Identification information interpret; make connections between; Open-ended
How would you represent…?
of the critical paraphrase; summarize; understand response
How would you summarize…?
or defining Outline
Put in your own words…
attributes of Symbolizing Performance
act out; chart; conceptualize; depict; What is meant by…?
knowledge Depicting Picture
diagram; draw; exhibit; graph; illustrate; What can you say about…?
critical elements Recitation
map; represent; sequence; show; What facts or ideas show…?
in nonlinguistic Summary
What is the main idea of…?
or abstract form symbolize; use models; visualize Timeline
Use a graphic organizer to…
Twitter
* Some terms are classified at more than one level depending upon their application.
Mental
Process
associate; categorize; compare/
Matching contrast; correlate; create an
Identifying analogy or metaphor; differentiate;
similarities and discriminate; distinguish between; Distinguish between…
differences examine similarities and differences; Determine the reasonableness of…
link; match; open sort; relate Explain the relationship between… Blog post
How is ____ related to…? Comparison
Classifying How can you apply what you learned matrix
Identifying the arrange by; classify; closed sort; file;
to develop…? Database
superordinate group; identify a broader category;
How would you categorize…? Debate
and subordinate identify different types; organize; rank
categories How would you classify the type of…? Demonstration
Analysis: How would you compare/contrast…? Double bubble
assess; critique; determine the How would you organize and show…? map
Reasoned accuracy of; diagnose; edit; examine Make use of these facts to…? Essay
Analyzing Errors
extensions of Identifying logical a claim; evaluate; identify errors; Select facts that demonstrate… Interview
knowledge and or processing identify misunderstandings; identify Under what conditions would...? Log/Journal entry
generation of errors what is plausible/implausible; judge What conclusions can you draw…? Media product
new information the validity; revise What elements would you change in Review/Critique

not already order to…? Open-ended
processed Generalizing What evidence can you find…? response
Inferring new What ideas justify…? Presentation
conclude; create a principle or rule;
generalizations What inference can you make…? Report
form conclusions; generalize; identify
and principles What is the theme…? Simulation

from known patterns; infer; interpret; reason
What motive is there…? Speech/Podcast
information What other way could you plan to…? Survey
What questions would you ask in an Venn diagram
Specifying interview with…? Video
Making and deduce; develop an argument for; What would have to happen if…?
defending Why do you think…?
identify the circumstances; identify
predictions about
what might or will
what might happen; make and defend
happen in a given a claim; predict; specify; speculate
situation
- B5 -
- B6 -
Mental
Process
Decision Assess the value or importance of…?
Making choose from alternatives; decide; Formulate and test a theory for…?
Selecting between determine the best way; establish and How can you modify _____ in order
two or more
use criteria for; select the best among to…?
alternatives that Advertisement
initially appear the alternatives How can you overcome…?
Blog post
equal How will you determine…?
Board game
How will you decide…?
Debate
accomplish a goal with limiting How will you design…?
Decision-making
conditions; adapt and test; determine How will you improve…?
Problem matrix
a way to; develop a strategy to; How will you justify…?
Solving Essay
Overcoming identify how to problem solve; invent; How will you overcome…?
Illustration
an obstacle to a modify and try; overcome an obstacle; How will you prove…? Disprove…?
goal
Interview
propose a solution; recommend and How will you reach your goal under
Knowledge Media product
prove; resolve; solve these conditions…?
Utilization: Model
How will you solve _____ to achieve
Open-ended
Experimenting your goal…?
Application or response
Generating and based on observation, predict; How will you test…?
use of knowledge testing hypotheses
Panel
devise a way to test; experiment; Predict the outcome if…
to accomplish a to understand Poem

generate and test; hypothesize and Suppose you could _____ what would
specific task physical or Presentation
psychological test; simulate; test the idea that you do…?
Plan
phenomenon What are the differing features of…?
Play
What changes will you make to
Report
solve…?
Short Story

What is your opinion of…?
Speech/Podcast
What judgment would you make
conduct an inquiry into; construct Student
Investigating about…?
an argument; debate; dissect demonstration
Examining a past, What would have happened if…?
an argument; find out about; Song
present, or future What will you cite to defend your
situation investigate; prove; research; take a Video
actions…?
position on Which among the following would be
the best…?
Which of these is most suitable…?
Notes

APPENDIX C:
NOW YOU TRY ACTIVITIES
©2016 Learning Sciences International - C1 -

Now You Try – Group, Identify, and Unpack Standards
1. Identify the standard(s) for your Measurement Topic scale.
2. Identify the Essential (E) vs. Supplemental (S) standards.
Standard E/S
3. Examine your standard(s):
• Circle the procedural knowledge
• Underline the declarative knowledge
• Box any conative skills
- C2 - ©2016 Learning Sciences International

Now You Try – Unpack the Standards to Create Learning Targets
Use the template on the next page to create targets from the standard(s).
1. List the essential skills (verbs + action phrases) needed to demonstrate the standard.
• The first step in unpacking standards is to break apart the essential skills needed to demonstrate
mastery in relation to the verbs previously identified. List each essential skill beginning with the
verb and include the words that relate to or convey the action implied. For standards with multiple
verbs, determine if the verbs indicate a new action or if they are used to describe a previously
mentioned process. Those that indicate a new action or skill should be listed as a separate learning
target.
2. Identify the taxonomy levels (cognitive complexity) of each essential skill.

• Once the essential knowledge and skills have been defined the next step is to analyze each verb
and its related action to identify the level of cognitive complexity required by each essential skill.
Although the verbs in the essential skills will almost always lead you straight to the appropriate
level of the taxonomy and thus to the cognitively complexity of the standard, do not overlook
the importance of the objects of those verbs. There may be subtle nuances that, if overlooked,
can inadvertently lead you to water down and totally change the intent and cognitive level of the
standard.
3. I ntegrate the remaining knowledge and other basic processes to provide the underpinning necessary
to reach the essential skills.
• The essential knowledge (nouns) identified when unpacking the standard helps determine the
specific vocabulary students need to recognize and recall when demonstrating proficiency. New
terminology implied but not specifically listed in the standard should be added to the list of
Foundational Knowledge. Once the list is complete, the nouns associated with previous levels of
learning should be deleted or marked through. Only new terminology required by the standards
or previously introduced vocabulary applied in a new way should be included as a foundational
vocabulary target.
• Other basic processes required to support and provide the underpinning necessary to reach the
essential skills should be added as well. Care should be taken to ensure a clear and comprehensive
progression in thinking is created to reach the essential skills previously identified.

Foundational Knowledge Essential Skills Taxonomy
Scale Level
(Nouns – Basic Processes) (Verbs - Action Phrases) Level

Now You Try – Organize Targets to Scale
Organize the existing targets and create a cognitively complex learning target. Use the scale template on
the next page to consolidate all targets into a scale.
4. Use the taxonomy to designate Learning Goal Target(s) and Foundational Targets.
• Using the template on the previous page, designate the essential skills with the highest taxonomy
level (cognitive complexity) as the level 3.0 Learning Goal Targets. All other essential skills become
part of the Foundational Targets and will be placed at the 2.0 level of the scale.
5. Extend the learning progression by building Cognitively Complex Target(s).

• Brainstorm targets that extend learning and require students to apply and integrate the content of
the standard. Cognitively Complex Target(s) require students to engage in higher levels of thinking
than the academic standard so consider verbs that are identified at the level of processing on
the taxonomy above the Learning Goal Targets. You may want to consider ways the learning goal
targets might be used in the real world. Take caution and DO NOT add new content at this level of
the scale. Students should extend the level of processing related to the content knowledge they
currently possess. This target will be placed at the 4.0 level of the scale.
Cognitively Complex Targets Taxonomy Level
6. Move all learning targets to the scale template.

Organize Targets to Scale (continued)
Create a scale (or scales) from the knowledge and skills previously identified.
Standard(s):
4.0 Students will be able to:

•

•
2.0 Students will recognize or recall academic vocabulary including:

•

•
1.0 With help from the teacher, student has partial success with unit content.
0.0 Even with help, student has no success with unit content.

Organize Targets to Scale (continued)

Standard(s):

•

•
2.0 Students will recognize or recall academic vocabulary including:

•

•
1.0 With help from the teacher, student has partial success with unit content.
0.0 Even with help, student has no success with unit content.

Now You Try – Routines for Using Targets and Scales
Suggested Routines How will you establish routines for targets and scales in your classroom?
Explain the what,

how, and why
Make them
accessible
Begin and close

with a focus on
the target
Relate instruction
to the target
Refer to the
learning progression
of the scale
How will you monitor that students know what they are learning?

Notes

For implementation inquiries, contact:
Learning Sciences Marzano Center
MarzanoCenter.com
1.877.411.7114

2016-05-11


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PARTICIPANT NOTEBOOK

LEARNING TARGETS AND SCALES

Learning Sciences International

©2016 Learning Sciences International

No major errors or omissions regarding 4.0 content

No major errors or omissions regarding 3.0 content

Participants will be able to:

No major errors or omissions regarding 2.0 content

Personal Learning Target

-4- ©2016 Learning Sciences International

Inside the Classroom: Learning Targets and Scales

©2016 Learning Sciences International -5-

Criteria for Success Instruction

• Helping Students Elaborate

and Represent Knowledge

• Establishing Rules and Procedures

• Managing Response Rates with

Assessment Data for Adherence to Rules and Procedures

Similarities and Differences

©2015 Learning Sciences International

Elementary - Mathematics Grade: Fourth

Middle – English/Language Arts Grade: Seventh

©2016 Learning Sciences International -7-

1. How do teachers in this video use scales?

2. What part of the video resonated with you?

-8- ©2016 Learning Sciences International

Scale for a Conative Goal

©2016 Learning Sciences International -9-

- 10 - ©2016 Learning Sciences International

Before You Go ...

Make a plan to implement a scale in your classroom that includes:

2. Create a scale with targets that show a progression in cognitive complexity.

3. Determine how you will implement this scale.

4. Share your plan with a colleague that is here at the training.

©2016 Learning Sciences International - 11 -

©2016 Learning Sciences International - A1 -

Grade 8: Expressions and Equations

English Language Arts

Grade 9-10: Craft and Structure

Grade 9-10: Vocabulary Acquisition and Use

b. Analyze nuances in the meaning of words with similar denotations.

- A2 - ©2016 Learning Sciences International

Grades 9-12: The Global Economy

©2016 Learning Sciences International - A3 -

©2016 Learning Sciences International - B1 -

(choose, demonstrate, dramatize, employ, illustrate, Analysis:

(assemble, construct, create, design,

- B2 - ©2016 Learning Sciences International

Webb/Marzano Taxonomy Crosswalk

©2016 Learning Sciences International - B3 -

©2016 Learning Sciences International

All rights reserved. Reproduction prohibited without written permission.

©2016 Learning Sciences International

All rights reserved. Reproduction prohibited without written permission.

©2016 Learning Sciences International

All rights reserved. Reproduction prohibited without written permission.

©2016 Learning Sciences International - B7 -

©2016 Learning Sciences International - C1 -

1. Identify the standard(s) for your Measurement Topic scale.

2. Identify the Essential (E) vs. Supplemental (S) standards.

3. Examine your standard(s):

• Circle the procedural knowledge

• Underline the declarative knowledge

• Establishing Rules and Procedures