Math10c Assessment and Reporting Guide

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Mathematics 10C
Assessment and Reporting Guide
We would like to acknowledge the writers who contributed to this Assessment and Reporting Guide:
Hannah Fisher, Specialist, School Improvement Stephanie Brugos, Joane Cardinal-Schubert High School
Connie Goodwin, Specialist, School Improvement Mandy Friedley, Nelson Mandela High School
Brianne O’Sullivan, Specialist, School Improvement Vernon Liew, Robert Thirsk High School
Peter Rowe, Specialist, School Improvement Sumita Ponnuchamy, Nelson Mandela High School
Kai Kleinitz, Strategist, School Improvement Cheryl Schaub, Robert Thirsk High School
Isabel Lau, Strategist, School Improvement Amanda Whitlow, Joane Cardinal-Schubert High School
Vanessa Yaschuk, Strategist, School Improvement Ali Ziendien, Nelson Mandela High School
What is the Assessment and Reporting Guide?
The Mathematics 10C | Assessment and Reporting Guide is a tool to support teachers in task design, assessment and reporting. The guide outlines criteria
for Program of Studies outcomes that describe what students demonstrate at each level of proficiency. In some cases, outcomes were synthesized to
encourage connections between concepts and skills and to ensure a fully developed learning progression across all levels of proficiency. The learning
progressions outlined in the Guide do not describe the path that every student will take toward the learning target.
Note | While this guide was derived from the Alberta Mathematics Program of Studies, it is not intended to be a replacement. Rather, it should be used in
conjunction with the Mathematics 10C Program of Studies.
How were the criteria written?

The four traits of effective scoring criteria from the Great Schools Partnership were used in developing the progressions within the Guide.
The criteria:
 articulate a clear progression of learning,
 describe the quality of student work,
 describe affirmatively what students can do, and
 are task neutral; i.e., they can be applied to a variety of learning experiences and products.
Key Considerations
 The tags following the description of each outcome indicate which specific outcomes are addressed in the synthesis.
 The criteria at each level of proficiency are inclusive of those described at the prior levels; as such, only additional layers of depth and complexity are
described in each column.
Glossary
 Familiar refers to situations or numbers that students may have encountered previously or are widely known.
 Simple refers to forms, representations, sets, problems or strategies that are uncomplicated in form and may only require a single step to resolve.
 Variety refers to a range of forms, representations, sets, problems or strategies that students may not have encountered previously and may require
multiple steps to resolve.
 Complex refers to forms, representations, sets, problems or strategies that require deep understanding and flexibility to analyze or interpret, and may
require multiple steps and multiple decision points to resolve.
 Flexible refers to having adaptive approaches to problem-solving that may include shifting representations, strategies and procedures.
 Efficient refers to a discernment of strategies to determine which can be carried out to effectively solve a problem.
 For additional support with the Mathematics Directing Words, visit: https://www.alberta.ca/assets/documents/ed-mathematics-directing-words.pdf
 For additional support with mathematics vocabulary, visit: http://www.learnalberta.ca/content/memg/Start/Instructions/index.html
Math Assessment and Reporting Guide August 2021 Page 1 of 13

How might the guides be used?
By using the Assessment and Reporting Guides as consistent reference points throughout the school year, teachers can be confident that the assessment
information they gather and share with students and families is aligned with a consistent system standard. Throughout the reporting period, teachers determine
strengths and next steps in learning for each student and they communicate this information on an ongoing basis in a variety of ways.

Mathematics 10C
Synthesized Outcomes
Outcomes
Measurement
Solve problems involving linear measurement and conversions within and between SI and Imperial units of measure. (M1, M2)
Solve problems, using SI and Imperial units, that involve the surface area and volume of 3-D objects, including, right cones, right cylinders, right prisms,
right pyramids, and spheres. (M3)
Develop and apply the primary trigonometric ratios to solve problems that involve right triangles. (M4)
Algebra and Number

Demonstrate an understanding of factors, multiples, and irrational numbers, and their connection to square and cube roots. (AN1, AN2)
Demonstrate an understanding of powers with integral and rational exponents. (AN3)
Demonstrate an understanding of polynomials and operations involving polynomials. (AN4, AN5)
Relations and Functions

Demonstrate an understanding of relations and functions by interpreting data, graphs, and situations. Represent linear functions using function
notation. (RF1, RF2, RF8)
Describe and represent linear relations in a variety of ways and determine the characteristics of the graphs of linear relations. (RF3, RF4, RF5)
Represent equations of linear relations in a variety of forms and relate them to their graphs and characteristics. (RF6, RF7)
Solve problems that involve systems of linear equations in two variables, graphically and algebraically. (RF9)
Glossary
 Familiar refers to situations or numbers that students may have encountered previously or are widely known.
 Simple refers to forms, representations, sets, problems or strategies that are uncomplicated in form and may only require a single step to resolve.
 Variety refers to a range of forms, representations, sets, problems or strategies that students may not have encountered previously and may require
multiple steps to resolve.
 Complex refers to forms, representations, sets, problems or strategies that require deep understanding and flexibility to analyze or interpret, and may
require multiple steps and multiple decision points to resolve.
 Flexible refers to having adaptive approaches to problem-solving that may include shifting representations, strategies and procedures.
 Efficient refers to a discernment of strategies to determine which can be carried out to effectively solve a problem.
 For additional support with the Mathematics Directing Words, visit: https://www.alberta.ca/assets/documents/ed-mathematics-directing-words.pdf
 For additional support with mathematics vocabulary, visit: http://www.learnalberta.ca/content/memg/Start/Instructions/index.html

Mathematics 10C
The criteria at each level of proficiency are inclusive of those described at the prior levels.
Beginning Developing Proficient Exemplary

Outcomes
The student can … The student can … The student can … The student can …
Measurement
Solve problems involving Use and interpret Use and interpret Solve problems that involve Use efficient strategies to
linear measurement and measurement devices to measurement devices to a linear measurement, by solve complex problems that
conversions within and measure or construct a measure or construct a selecting an appropriate unit involve converting measures
between SI and Imperial length in SI units length in Imperial units of measurement, and between the SI and the
units of measure. (M1, M2) explain the choice Imperial measurement
Use referents for millimetres, Use referents for millimetres, systems and explain the
centimetres, and metres to centimetres, metres, inches, Use referents for kilometres reasonableness of the
estimate a given length feet, and yards to estimate a and miles to estimate a solution
given length and explain the given length and explain the
Solve problems that involve choice of referent choice of referent
millimetres, centimetres,
metres, and kilometres Solve problems that involve Solve simple problems that
converting measures within involve converting measures
Solve for a missing value the SI and within the between the SI and the
within a proportion, using Imperial measurement Imperial measurement
proportional reasoning systems and explain the systems and explain the
reasonableness of the reasonableness of the
solution solution

Mathematics 10C

Outcomes
Measurement
Solve problems, using SI Determine the surface area Determine the surface area Determine the surface area Determine the surface area
and Imperial units, that and/or volume of right and/or volume of and/or volume of singular and/or volume of composite
involve the surface area and prisms and right cylinders singular and composite 3D and composite 3D 3D objects, when more than
volume of 3-D objects, objects, when all the objects, when one of the one of the required
including: Determine the surface area required dimensions are required dimensions must be
 right cones and/or volume of a given dimensions must be determined from other given
 right cylinders composite object comprised determined from other given information
 right prisms of right prisms and right Solve problems, given the information
 right pyramids cylinders volume of an object and the Solve problems, given the
 spheres. remaining dimensions Solve problems, given the surface area or volume of an
(M3) in which the unknown surface area of an object object and the remaining
dimension can be found and the remaining dimensions in which the
directly from the formula dimensions in which the unknown dimension cannot
unknown dimension can be be found directly from the
Explain the relationship found directly from the formula
between the volumes of: formula
Solve complex contextual
 right cones and right Solve simple contextual problems that involve
cylinders with the same problems that involve surface area or volume
base and height surface area or volume
 right pyramids and right
prisms with the same
base and height

Mathematics 10C

Outcomes
Measurement
Develop and apply the Solve problems involving Verify that the Given similar right triangles, Solve complex problems tha
primary trigonometric ratios similar triangles primary trigonometric ratios explain why the primary t involve one or more right
to solve problems that are equivalent for trigonometric ratios are triangles by applying the
involve right triangles. (M4) Identify the hypotenuse, similar right triangles equivalent primary trigonometric ratios
opposite, and adjacent sides and/or the Pythagorean
of a right triangle, relative to Explain why the opposite Solve for an angle or side theorem, including problems
an angle of reference and adjacent sides of a length of a right triangle with or without a context
triangle vary depending on using trigonometric ratios,
Solve for a missing side of the angle of reference without a given diagram
a right triangle given two
sides State the appropriate Solve right triangles
primary trigonometric ratio
Solve for a missing angle in based on given information
Solve simple contextual
a right triangle, given two problems that involve one
interior angles Solve for an angle or side
length of a right triangle right triangle by applying the
using trigonometric ratios, primary trigonometric ratios
Solve for a missing value
given a diagram and/or the Pythagorean
within a proportion, using theorem
proportional reasoning

Mathematics 10C

Outcomes
Algebra and Number
Demonstrate an Identify whether a Determine the prime factors Use an efficient strategy to Apply flexible and efficient
understanding of factors, number is prime or composite of whole numbers determine the GCF or LCM strategies to solve problems
multiples, and irrational of whole numbers that involve prime factors,
numbers, and their Classify a number as belonging Determine the GCF or LCM square roots, cube roots,
connection to to one or more of the of whole numbers Determine, and justify, the rational and irrational
square and cube following number systems: decimal approximation of an numbers
roots. (AN1, AN2) natural, whole, integer, rational, Determine the cube root irrational number using
or irrational of perfect cubes estimation strategies Order, with justification, a
complex set of irrational
Determine the square root Estimate cube roots of non- Order, with numbers using a variety of
of perfect squares perfect cubes justification, a simple set of strategies
irrational numbers using a
Estimate the square roots of non- Explain the difference variety of strategies
perfect squares between rational and
irrational numbers Use reasoning and mental
math strategies to solve a
Compare and order the variety of problems
values of a simple set of involving rational and
irrational numbers from irrational numbers
least to greatest
Justify whether
Express radicals in mixed a radical is in simplest form
and entire form

Mathematics 10C

Outcomes
Algebra and Number
Demonstrate an Express repeated Explain, using patterns, the Explain, using patterns, the Justify the restrictions on
understanding of powers with multiplication as a power and negative exponent law rational exponent law variables applicable to the
integral and rational a power as repeated exponent laws
exponents. (AN3) multiplication Express powers with Express powers with
𝑚𝑚
negative exponents as exponents in the form of as Apply flexible and efficient
𝑛𝑛
Model and apply the laws for equivalent powers with radicals and vice versa strategies to simplify or
multiplication and division of positive exponents solve complex problems that
powers with numerical Model and apply the involve exponent laws or
bases Express powers with exponent laws to simplify radicals
1
exponents in the form of as powers with variable
𝑛𝑛
Evaluate simple powers with bases, and integral and
a radical and vice versa
integral bases and whole rational exponents
number exponents
Model and apply the
exponent laws to simplify
powers with variable
bases, and whole number
exponents

Mathematics 10C

Outcomes
Algebra and Number
Demonstrate an Model a polynomial Simplify the product of Apply personal strategies to Generalize, explain and
understanding of polynomials concretely, pictorially and polynomials (limited to simplify the product of apply flexible and efficient
and operations involving symbolically binomial by binomial) polynomials and factor strategies to multiply and
polynomials. (AN4, AN5) concretely, pictorially and trinomials of the form factor a variety of
Combine like terms symbolically ax2+bx+c, where a≠1, and b polynomials
concretely, pictorially and and c are integers, recording
symbolically Verify that expanded form the process symbolically
and factored form of a
Simplify the product or polynomial are equivalent Explain the relationship
quotient of a polynomial (by between multiplication and
a monomial) concretely, Express a polynomial in factoring of trinomials
pictorially and symbolically factored form by determining
the greatest common factor
Model the factoring of

trinomials of the form
ax2+bx+c (for integral values
a, b, c) and differences of
squares, concretely and
pictorially, and record the
process symbolically
Apply personal strategies to

simplify the product of
polynomials and factor
trinomials of the form
x2+bx+c, where b and c are
integers, recording the
process symbolically
Model the relationship

between multiplication and
factoring of trinomials

Mathematics 10C

Outcomes
Demonstrate an Describe the relationship Interpret and describe Represent, interpret, and Determine effective
understanding of relations between graphs, equations, relations presented in familiar describe relations presented representations of relations
and functions by interpreting tables of values and forms in a variety of forms and functions and justify the
data, graphs, and situations. scenarios for a variety choice of representation
Represent linear functions of relations Describe, in words, the Express, using set builder or
using function domain and range of interval notation, the domain Determine, and
notation. (RF1, RF2, RF8) Identify a pattern or rule continuous relations and range of continuous justify, characteristics of
relating two sets of data relations relations and functions,
Express, using set builder including restrictions on the
Identify whether a notation, the domain and Justify whether a given domain and range of
relation is discrete or range of discrete relations relation is a function relations, given contextual
continuous and justify the information
choice Identify if a given relation is a Determine the domain value
function given a range value when
State that the domain and presented with a linear
range of a relation function
Express, using function
corresponds to x and y-
notation, the equation of
values, respectively
linear functions in two
variables
Interpolate and
extrapolate information,
Determine the range value
given a set of data
given a domain value when
presented with a linear
function

Mathematics 10C

Outcomes
Describe and represent Use a given linear Given a graph of a linear Explain the meaning of the Solve contextual problems
linear relations in a variety of equation to create a table relation, identify and state the intercepts and slopes/rate of that involve intercepts,
ways and determine the of values, or list of intercepts change, given a context slope/rate of change,
characteristics of the graphs ordered pairs, and graph domain, range, parallel or
Identify and explain whether Represent, interpret, and
of linear relations. (RF3, the relation perpendicular lines of linear
relations represented in a describe linear relations
RF4, RF5) relations
Describe and compare variety of forms are linear or presented in a variety of forms
the graphs of linear non-linear
Determine the slope/rate of
relations as increasing,
Interpret and describe linear change of a linear relation,
decreasing, more steep or
relations presented in familiar using flexible and efficient
less steep
forms strategies, when presented in
Determine the slope of a variety of forms
Determine the slope, given two
linear graphs with a 1:1
points on a line or line Explain the meaning of the
scale
segment slopes of horizontal and
Identify parallel and vertical lines
Determine the slope of linear
perpendicular lines, given
graphs with different scales on Determine another point on a
a visual representation
each axis line, given the slope and a
State that the domain and point on the line
Classifying lines as parallel or
range of a linear relation
perpendicular by comparing Describe the relationships
corresponds to x and y-
slopes between the slopes of parallel
values, respectively
and perpendicular lines
Describe, in words, the domain
and range of continuous linear Express, using set builder or
relations interval notation, the domain
and range of continuous linear
Express, using set builder
relations
notation, the domain and
range of discrete linear
relations

Mathematics 10C

Outcomes
Represent equations of Solve linear equations, Identify significant Graph linear relations in a Solve contextual problems
linear relations in a variety of verifying the solution and characteristics of a linear variety of forms, with and involving linear equations
forms and relate them to record the process equation and relate linear without technology
their graphs and symbolically equations to their graphs Interpret, justify, and derive
characteristics. (RF6, RF7) Determine an equation in a the most appropriate form of
Use a given linear equation Graph linear relations in specified form, where one of a linear equation, given a
to create a table of values, or slope intercept form, with the required parameters
variety of information
list of ordered pairs, and and without technology must be determined from
graph the relation other given information, such
Write an equation in slope- as from a graph Determine an equation in a
Determine an equation for a intercept or slope-point form, specified form, where more
simple linear relation, using given all required parameters Determine whether linear than one of the required
patterning for that form, including from a equations are parallel or parameters must be
graph perpendicular when determined from other given
presented in a variety of information
Identify and explain whether forms
linear equations, in slope-
intercept form, are parallel, Given a linear equation, with
perpendicular or neither rational parameters, use
algebraic operations to
Given a linear equation with convert it to a specified form,
integral parameters, use including general form
algebraic operations to
convert it to a specified form Algebraically prove whether
a variety of linear equations
are equivalent

Mathematics 10C

Outcomes
Solve problems that involve Solve linear equations, Algebraically determine Explain the meaning of the Model and solve a system of
systems of linear equations verifying the solution and whether a given point point of intersection of a linear equations in context.
in two variables, graphically record the process satisfies a system of linear system of linear equations Relate the solution and
and algebraically. (RF9) symbolically equations variable restrictions to the
Apply flexible and efficient larger context
State the solution to a Graphically determine and strategies to algebraically
system of linear equations verify algebraically the solve systems of linear
Solve complex problems
when given a graph solution to a given system of equations
involving systems of linear
linear equations, with and
without technology Model and solve systems of equations
linear equations given
Identify the number of contextual information
solutions to a system of
linear equations given a Determine and explain why a
graph system of linear equations
may have no solutions, one
solution, or an infinite
number of solutions

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cbe.ab.

How were the criteria written?

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Math Assessment and Reporting Guide August 2021 Page 2 of 13

Algebra and Number

Relations and Functions

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

Model the factoring of

Apply personal strategies to

Model the relationship

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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Beginning Developing Proficient Exemplary

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