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# Note for MATH 109 at KU

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Date Created: 02/06/15

MIDDLE 58 MATHEMATICS STANDARD 1 Withdraw Assessment 2 since the assessment of geometric knowledge on this assessment contributes only in a small way to the measure of candidates content knowledge of mathematics Withdraw Assessment 3 since the large part of this assessment is focused on pedagogical performance Insert here the response to Assessment 5 Assessment 6 Standard 1 is a comprehensive standard encompassing all four broad areas of the K12 mathematics curriculum The knowledge indicators for this standard are the following 1 The teacher has knowledge of number and computation including number sense number systems and their properties estimation and computation using a variety of methods 2 The teacher has knowledge of algebra including patterns variables equations inequalities functions and models 3 The teacher has knowledge of geometry including figures and their properties measurement and from multiple perspectives 4 The teacher has knowledge of data analysis including probability and statistics Content in universitylevel mathematics courses provides candidates with the depth of understanding in these areas This content knowledge is assessed in the mathematics courses and reported as course grades Assessment 5 Candidates are assessed on their understanding of the ma iematics zey WIYI teach in grades 58 which is also a focus of this standard in these broad areas while completing the undergraduate mathematics methods course TampL 443 Teaching Mathematics in the Middle Secondary School this assessment is a set of curriculum assignments listed as Assessment 6 The assessment of knowledge of 58 mathematics curriculum assignments and assessment of depth of mathematical knowledge university course grades are needed to address the standard Revised rubrics for the curriculum assignments are included in the appendix Each area of mathematical content eg number systems is addressed separately The rubric includes the topics and the level of mastery expected is indicated Revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g geometry algebra The review indicated that points earned are not linked to a specific grade Candidates do not receive a letter grade for any set of curriculum assignments Instead the points earned are part of the total points earned for the course grade Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Withdraw Assessment 7 since the assessment of knowledge of mathematics on this assessment contributes only in a small way to the measure of candidates content knowledge Assessment 8 Revised data tables for the nal exam in MATH 109 Mathematics for Elementary School Teachers I are included in the appendix Each area of mathematical content e g number and number systems is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g algebra Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Assessment 9 Revised data tables for the nal exam in MATH 110 Mathematics for Elementary School Teachers 11 are included in the appendix Each area of mathematical content eg data statistics and probability is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g geometry Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided STANDARD 2 Withdraw Assessment 3 since the large part of this assessment is focused on pedagogical performance Insert here the response to Assessment 5 Assessment 6 Content in universitylevelmathematics courses provides candidates with the depth of understanding in number and number systems This content knowledge is assessed in the mathematics courses and reported as course grades Assessment 5 Candidates are assessed on their understanding of number and number systems topics which they W171 teach which is also a focus of this standard while completing the undergraduate mathematics metnods course TampL 443 Teaching Mathematics in the Middle Secondary School this assessment is a set of curriculum assignments listed as Assessment 6 The assessment of knowledge of 58 mathematics curriculum assignments and assessment of depth of mathematical knowledge university course grades is needed to address the standard Revised rubrics for the curriculum assignments are included in the appendix Number and number systems as an area of mathematical content is addressed separately The rubric includes the topics and the level of mastery expected is indicated Revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in this topic area Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Withdraw Assessment 7 since the assessment of knowledge of number and number systems on this assessment contributes only in a small way to the measure of candidates content knowledge in this area Assessment 8 Revised data tables for the nal exam in MATH 109 Mathematics for Elementary School Teachers I are included in the appendix Each area of mathematical content e g number and number systems is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g algebra Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided STANDARD 3 Withdraw Assessment 3 since the large part of this assessment is focused on pedagogical performance Insert here the response to Assessment 5 Assessment 6 Content in universityeve mathematics courses provides candidates with the depth of understanding in patterns functions and algebra This content knowledge is assessed in the mathematics courses and reported as course grades Assessment 5 Candidates are assessed on their understanding of patterns mctions and algebra topics which iey Will teach which is also a focus of this standard while completing the undergraduate mathematics metiods course TampL 443 Teaching Mathematics in the Middle Secondary School this assessment is a set of curriculum assignments listed as Assessment 6 The assessment of knowledge of 58 mathematics curriculum assignments and assessment of depth of mathematical knowledge university course grades is needed to address the standard Revised rubrics for the curriculum assignments are included in the appendix Patterns functions and algebra as an area of mathematical content is addressed separately The rubric includes the topics and the level of mastery expected is indicated Revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in this topic area Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Withdraw Assessment 7 since the assessment of knowledge of patterns functions and algebra on this assessment contributes only in a small way to the measure of candidates content knowledge in this area Assessment 8 Revised data tables for the nal exam in MATH 109 Mathematics for Elementary School Teachers I are included in the appendix Each area of mathematical content e g number and number systems is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g algebra Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided STANDARD 4 Withdraw Assessment 2 since the assessment of geometric knowledge on this assessment contributes only in a small way to the measure of candidates content knowledge of mathematics Withdraw Assessment 3 since the large part of this assessment is focused on pedagogical performance Insert here the response to Assessment 5 Assessment 6 Content in universitylevel mathematics courses provides candidates with the depth of understanding in geometry measurement and spatial visualization This content knowledge is assessed in the mathematics courses and reported as course grades Assessment 5 Candidates are assessed on their understanding of geometry measurement and spatial wsualization topics which they W171 teach which is also a focus of this standard while completing the undergraduate mathematics methods course TampL 443 Teaching Mathematics in the Middle Secondary School this assessment is a set of curriculum assignments listed as Assessment 6 The assessment of knowledge of 58 mathematics curriculum assignments and assessment of depth of mathematical knowledge university course grades is needed to address the standard Revised rubrics for the curriculum assignments are included in the appendix Geometry measurement and spatial visualization as an area of mathematical content is addressed separately The rubric includes the topics and the level of mastery expected is indicated Revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation metrating to achieve masteryon the assignments in this topic area Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Withdraw Assessment 7 since the assessment of knowledge of geometry and measurement on this assessment contributes only in a small way to the measure of candidates content knowledge in this area Assessment 9 Revised data tables for the final exam in MATH 110 Mathematics for Elementary School Teachers 11 are included in the appendix Each area of mathematical content eg data statistics and probability is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g geometry Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided STANDARD 5 Withdraw Assessment 3 since the large part of this assessment is focused on pedagogical performance Insert here the response to Assessment 5 Assessment 6 Content in universityeve mathematics courses provides candidates with the depth of understanding in data statistics and probability This content knowledge is assessed in the mathematics courses and reported as course grades Assessment 5 Candidates are assessed on their understanding of data statistics and probabzh39tytopics Which they WIT teach which is also a focus of this standard while completing the undergraduate mathematics methods course TampL 443 Teaching Mathematics in the Middle Secondary School this assessment is a set of curriculum assignments listed as Assessment 6 The assessment of knowledge of 58 mathematics curriculum assignments and assessment of depth of mathematical knowledge university course grades is needed to address the standard Revised rubrics for the curriculum assignments are included in the appendix Data statistics and probability as an area of mathematical content is addressed separately The rubric includes the topics and the level of mastery expected is indicated Revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in this topic area Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided Withdraw Assessment 7 since the assessment of knowledge of data statistics and probability on this assessment contributes only in a small way to the measure of candidates content knowledge in this area Assessment 9 Revised data tables for the final exam in MATH 110 Mathematics for Elementary School Teachers 11 are included in the appendix Each area of mathematical content eg data statistics and probability is addressed separately and aligned with the relevant standards The revised data tables now indicate level of mastery Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon the assignments in each topic area e g geometry Candidates whose scores place them in the expectation not met category or at the lower end of the range in the expectation met category are counseled on an individual basis When necessary additional content work in areas of misunderstanding is provided STANDARD 6 Insert here the response to Assessment 5 STANDARD 7 Insert here the response to Assessment 5 STANDARD 8 Insert here the response to Assessment 5 STANDARD 9 Assessment 2 Candidates complete this lesson plan assignment during their undergraduate methods course TampL 443 Teaching Mathematics in the MiddleSecondary School This assignment is evaluated in three broad areas mathematical accuracy lesson delivery and written lesson plan Although the project involves actually presenting the lesson and evaluation of the candidates mathematical accuracy for the purposes of presenting the data here the rubric provided has been revised to include more information on the components of the written lesson plan and to indicate the level of mastery expected This revised rubric with a revised data table is provided in the appendix Candidates are expected to achieve an exemplaryor expectation met rating to achieve masteryon this assignment in each broad rubric category of mathematical accuracy lesson delivery and written lesson plan This assignment occurs during methods class and at this point in their program 60 or above of the total points possible in each broad rubric category is the lowest level of mastery allowed in order to meet this standard in this course and not have to repeat this assignment Insert here the response to Assessment 3 Assessment 4 During student teaching or internship mathematics candidates complete the entire Kansas Performance Assessment This document was created and distributed by the Kansas State Department of Education Within the document there are seven criteria The assessment of each criterion involves either a checklist and a rubric criteria 16 or a rubric alone criterion 7 Each rubric indicates a level of mastery by using headings of performance not demonstrated or criterion indicator not met performance partially demonstrated or criterionindicator partially met and performance is demonstrated or criterion indicator met Each checklist requires a rating of 0 not present or 1 present The KPA requires a total score for each criterion Thus for criterion 1 the score from the checklist out of 5 possible is added to the score from the rubric out of 2 possible to create a total for the criterion Points can be lost by not having all of the components of the checklist or having less than a full rating on any indicator in the rubric To present the data and give an indication of performance overall on each criterion a range for the total possible scores was established to use with these preservice teachers who are new to unit planning and unit delivery that indicates mastery at the exemplary level mastery at the expectation met level and lack of mastery using the phrase expectation not met Candidates are expected to achieve an exemplaryor emectation met rating on each criterion Since this assessment was implemented for the first time in Spring 2005 data presented are a baseline in gathering information for review of candidates performance The range of values for exemplary mastery at a high level expectation met mastery at a satisfactory level and expectation not met no mastery may be adjusted based on a review of candidates work and as adjustments are made to the sequence of professional education courses that may provide candidates opportunities earlier in their program to develop unit planning skills Insert here the response to Assessment 5 Withdraw Assessment 7 since the assessment of pedagogical knowledge on this assessment contributes only in a small way to the measure of candidates knowledge in this area ASSESSMENT 2 REVISED RUBRIC FOR THE WRITTEN LESSON PLAN PART OF THE LESSSON PLAN ASSIGNMENT Rubric Scoring Guide Category of Level of Mastery Level of Mastery No Mastery Performance Exemplary Expectation Met Expectation Not 84 100 of 8360 of Met possible points possible points below 60 of possible points Mathematical Few errors in Some errors made Errors made in Accuracy mathematical in mathematical mathematical accuracy in oral accuracy in oral accuracy in oral andor written andor written andor written presentation presentation though presentation either none of signi cant many of various consequence types or some of signi cant consequence Lesson Strong performance Adequate Inadequate Delivery in all or most of the performance in all performance in following introduction and closure to the lesson appropriate use of materials use of questioning monitoring of students ow and or most of the following introduction and closure to the lesson appropriate use of materials use of questioning monitoring of several of the following introduction and closure to the lesson appropriate use of materials use of questioning monitoring of pacing of the students ow and students ow and lesson and active pacing of the pacing of the student lesson and active lesson and active involvement student student involvement involvement Written Lesson Level of students is Level of students is Level of students is Plan addressed not fully addressed not mentioned Topics to be e g grade level or One or no topics to covered prior to this subject area is not be covered prior to lesson are included this lesson are thoroughly Some topics to be presented described covered prior to this One or no Objectives for the lesson are objectives for this lesson are listed and presented lesson are listed are in the Some objectives for andor all or most appropriate format List of materials needed for the lesson is complete Description of the lesson clearly the lesson are listed andor some objectives for the lesson are not in the appropriate format Some of the objectives for the lesson are not in the appropriate format No materials for the lesson are mentioned describes instructional strategies that support learning outcomes the use of technology to enhance students learning opportunities for student engagement and how closure to the lesson is achieved Topics to be covered following this lesson are thoroughly described A journal task of appropriate topic and format is presented materials needed for the lesson are listed Description of the lesson somewhat clearly describes instructional strategies that support learning outcomes the use of technology to enhance students learning opportunities for student engagement and how closure to the lesson is achieved Some topics to be covered following this lesson are presented The journal task is presented but is not on an appropriate topic and or the format is not appropriate Description of the lesson lacks a clear description of instructional strategies that support learning outcomes the use of technology to enhance students learning opportunities for student engagement and how closure to the lesson is achieved One or no topics to be covered following this lesson are presented The journal task is missing or the journal task is not on an appropriate topic and the format is not appropriate Revised Data TableAssessment 2 LESSON PLAN ASSIGNMENT Mean Scores for Three Categories of Performance in Lesson Planning SemesterNumber of Mathematical Lesson Delivery Written Lesson Total Project students Accuracy mean out mean out of 25 Plan mean out of Score mean of 25 points points 50 points out of 100 points Fall 20057 2114 2214 4386 8714 candidates Percent of Candidates at each Level for Mathematical Accuracy SemesterNumber of students Level of Mastery Exemplary 21 25 points Level of Mastery Expectation Met 1520 points No Mastery Expectation Not Met below 15 points Fall 20057 43 57 0 candidates Percent of Candidates at each Level for Lesson Delivery SemesterNumber of Level of Mastery Level of Mastery No Mastery students Exemplary Expectation Met Expectation Not Met 2125 points 1520 points below 15 points Fall 20057 candidates 71 29 0 Percent of Candidates at each Level for Written Lesson Plan SemesterNumber of Level of Mastery Level of Mastery No Mastery students Exemplary Expectation Met Expectation Not M t 4250 points 3041 points 6 below 30 points Fall 20057 86 14 0 candidates Percent of Candidates at each Level for Total Project Score SemesterNumber of Level of Mastery Level of Mastery No Mastery students Expectation Not Exemplary Expectation Met Met 84100 points 6083 points below 60 points Fall 20057 100 0 0 candidates Assessment 6 MATH CURRICULUM ASSIGNMENTS IN TampL 443 Revised Rubric for TampL 443 Curriculum Assignment Items Assessing Understanding of Number and Number Systems Standards 1 and 2 Level of Mastery Exemplary 84100 of possible points Level of Mastery Expectation Met 8360 ofpossible points No Mastery Expectation not Met below 60 ofpossible points Exemplary mastery of content items addressing models of fractions and decimals representations of information using ratios solving proportions solving percent problems and operations with integers Satisfactory mastery of content items addressing models of fractions and decimals representations of information using ratios solving proportions solving percent problems and operations with integers Unsatisfactory performance no mastery on content items addressing models of fractions and decimals representations of information using ratios solving proportions solving percent problems and operations with integers Revised Rubric for TampL 443 Curriculum Assignment Items Assessing Understanding of Patterns Functions and Algebra Standards 1 and 3 Level of Mastery Exemplary 84 100 of possible points Level of Mastery Expectation Met 8360 ofpossible points No Mastery Expectation not Met below 60 ofpossible points Exemplary mastery of content items addressing solving equations inequalities and systems of equations operations with polynomials and rational expressions uses of variables meaning of slope generalizing patterns and matrix operations Satisfactory mastery of content items addressing solving equations inequalities and systems of equations operations with polynomials and rational expressions uses of variables meaning of slope generalizing patterns and matrix operations Unsatisfactory performance no mastery on content items addressing solving equations inequalities and systems of equations operations with polynomials and rational expressions uses of variables meaning of slope generalizing patterns and matrix operations Revised Rubric for TampL 443 Curriculum Assignment Items Assessing Understanding of Geometry Measurement and Spatial Visualization Standards 1 and 4 Level of Mastery Exemplary 84 100 of possible points Level of Mastery Expectation Met 8360 ofpossible points No Mastery Expectation not Met below 60 ofpossible points Exemplary mastery of content items addressing units of measure geometric formulas dimensional analysis properties of geometric gures spatial visualization triangle congruence proofs solving problems using trigonometry and working with trigonometric identities Satisfactory mastery of content items addressing units of measure geometric formulas dimensional analysis properties of geometric gures spatial visualization triangle congruence proofs solving problems using trigonometry and working with trigonometric identities Unsatisfactory performance no mastery on content items addressing units of measure geometric formulas dimensional analysis properties of geometric gures spatial visualization triangle congruence proofs solving problems using trigonometry and working with trigonometric identities Revised Rubric for TampL 443 Curriculum Assignment Items Assessing Understanding of Data Statistics and Probability Standards 1 and 5 Level of Mastery Exemplary 84100 of possible points Level of Mastery Expectation Met 8360 ofpossible points No Mastery Expectation not Met below 60 ofpossible points Exemplary mastery of content items addressing utilizing various types of data displays creating and interpreting descriptive statistics interpreting a line of best t understanding basic concepts of probability using probability to describe a fair game and creating simulations to make predictions and decisions Satisfactory mastery of content items addressing utilizing various types of data displays creating and interpreting descriptive statistics interpreting a line of best t understanding basic concepts of probability using probability to describe a fair game and creating simulations to make predictions and decisions Unsatisfactory performance no mastery on content items addressing utilizing various types of data displays creating and interpreting descriptive statistics interpreting a line of best t understanding basic concepts of probability using probability to describe a fair game and creating simulations to make predictions and decisions Assessment 6 MATH CURRICULUM ASSIGNMENTS IN TampL 443 Revised Data Table which now indicates level of mastery Mean Score and Percent of Candidates at each Level for items on Curriculum Assignments in TampL 443 related to Standard 1 topics covered are number and number systems patterns functions and algebra geometry measurement and spatial visualization and data statistics and probability Semester of Mean Score for Level of Level of No Mastery candidates items related to Mastery Mastery Expectation Standard 1 Exemplary Expectation Not Met below 114135 Met 11381 81 points points points Fall 20057 1271 100 0 0 candidates Mean Score and Percent of Candidates at each Level for items on Curriculum Assignments in TampL 443 related to Standard 2 topics covered number and number systems Semester of Mean Score for Level of Level of No Mastery candidates items related to Mastery Mastery Expectation Standard 2 Exemplary Expectation Not Met below 2226 points Met 2116 16 points points Fall 20057 250 100 0 0 candidates Mean Score and Percent of Candidates at each Level for items on Curriculum Assignments in TampL 443 related to Standard 3 topics covered patterns functions and algebra Semester of Mean Score for Level of Level of No Mastery candidates items related to Mastery Mastery Expectation Standard 3 Exemplary Expectation Not Met below 4047 points Met 3928 28 points points Fall 20057 432 100 0 0 candidates Mean Score and Percent of Candidates at each Level for items on Curriculum Assignments in TampL 443 related to Standard 4 topics covered geometry measurement and spatial visualization Semester of Mean Score for Level of Level of No Mastery candidates items related to Mastery Mastery Expectation Standard 4 Exemplary Expectation Not Met below 3845 points Met 39 27 points 27points Fall 20057 429 100 0 0 candidates Mean Score and Percent of Candidates at each Level for items on Curriculum Assignments in TampL 443 related to Standard 5 topics covered data statistics and probability Semester of Mean Score for Level of Level of No Mastery candidates items related to Mastery Mastery Expectation Standard 5 Exemplary Expectation Not Met below 1315 points Met 129 9 points points Fall 20057 139 86 14 0 candidates Assessment 8 Revised Data Table with indicated level of mastery FINAL EXAM FOR MATH 109 Mean Scores for Final Exam in MATH 109 Semester of Final Exam candidates Score mean out of 180 points Fall 20039 1629 candidates Fall 20044 1558 candidates Fall 20053 1695 candidates Percent of Candidates at each Level for MATH 109 Total Exam Score Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 152180 Met 151108 108 points points points Fall 2003 89 11 0 9 candidates Fall 2004 75 25 0 4 candidates Fall 20053 100 0 0 candidates Percent of Candidates at each Level on MATH 109 Final Exam items related to Standard 1 topics covered number and number systems patterns functions and algebra Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 152180 Met 151108 108 points points points Fall 2003 89 11 0 9 candidates Fall 2004 75 25 0 4 candidates Fall 20053 100 0 0 candidates Percent of Candidates at each Level on MATH 109 Final Exam items related to Standard 2 topics covered number and number systems Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 130154 Met 129 7 92 92 points points points Fall 2003 78 22 0 9 candidates Fall 2004 75 25 0 4 candidates Fall 20053 100 0 0 candidates Percent of Candidates at each Level on MATH 109 Final Exam items related to Standard 3 topics covered patterns functions and algebra Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 2226 points Met 2116 16 points points Fall 2003 100 0 0 9 candidates Fall 2004 75 25 0 4 candidates Fall 20053 100 0 0 candidates Assessment 9 Revised Data Table with indicated level of mastery FINAL EXAM FOR MATH 110 Mean Score for Final Exam in MATH 110 Semester of Final Exam candidates Score mean out of 150 points Spring 2005 1323 3 candidates Percent of Candidates at each Level for MATH 110 Total Exam Score Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 126150 Met 125 7 90 90 points points points Spring 2005 67 33 0 3 candidates Percent of Candidates at each Level on MATH 110 Final Exam items related to Standard 1 topics covered geometry measurement spatial visualization data statistics and probability Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 126150 Met 125 7 90 90 points points points Spring 2005 67 33 0 3 candidates Percent of Candidates at each Level on MATH 110 Final Exam items related to Standard 4 topics covered geometry measurement spatial visualization Semester of candidates Level of Mastery Exemplary 77 92 points Level of Mastery Expectation Met 7655 points No Mastery Expectation Not Met below 55 points Spring 2005 100 0 0 3 candidates Percent of Candidates at each Level on MATH 110 Final Exam items related to Standard 5 topics covered data statistics and probability Semester of Level of Level of No Mastery candidates Mastery Mastery Expectation Exemplary Expectation Not Met below 4958 points Met 4835 35 points points Spring 2005 67 33 0 3 candidates

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