Using Concept Checklists in Math Class

In both seventh and eighth grade math, a tool called the “concept checklist” is one of the most valuable pieces of information for both students and parents.

When used well, the concept checklist is the best way for...

• Parents to know how their child is doing
• Students to track personal progress toward mastery
• Students to visualize the path of learning: what already happened, what’s happening now, and what will be learned next

So, what is a concept checklist? This convenient at-a-glance form lists the standards covered in a unit and breaks them down into a checklist of the mathematical concepts that students need to master, written in student-friendly “I can” statements.

Here’s how the routine works:

• Questions addressing each concept will appear on up to four quizzes; the scores of these quizzes then appear on the concept checklist.
• A student’s goal is to earn a mark of 4 twice, which shows repeated or maintained mastery of the concept. (Students do not have to earn these two 4’s on consecutive quizzes.)

• Once the student earns a 4 two times on the topic, Ms. Nentwich signs the concept checklist to verify that he/she has mastered the concept and can proceed to the next one.
• Concept checklists go home in Friday folders every week to be reviewed and signed by a parent. The signature is the parent’s acknowledgment of the student’s scores that week; the checklist is also a prompt communication tool illustrating whether a student is struggling with or succeeding with a topic.

Given this routine, here’s how students and parents can utilize the concept checklist to its full potential.

• Parents: Each weekend when signing the checklist, please take a moment to review the scores your student has earned. If your child earned a score of 0, 1, or 2, then ask him or her to show you these quizzes and review the questions missed.
• Students: Use the concept checklist as a guide. If you are not improving on a topic, use the checklist as a starting point to ask the teacher questions. (For example: “Miss Nentwich, can you help me with a problem from concept 4?” or “Miss Nentwich, do you have any extra practice on concept 7?”)
• Both: Look for patterns.  A student who is consistently receiving a score of a 3 may be struggling with small details (ex: he/she forget to simplify a fraction or add a negative sign.) Patterns within just certain topics might also give ideas for topics that need more review, whether that’s in the form of more practice problems or additional time spent on ALEKS.

Here’s a copy of the rubric used for math quizzes:

0	1	2	3	4
No work was shown or no meaningful work was shown.	Work shown has significant errors or omissions.	Meaningful work which demonstrates some understanding was shown, but the work contains more than one error or omission.	Meaningful work which demonstrates understanding was shown, but the work includes one error or omission.	All work is shown without errors or omissions.  The final answer is clearly identified and reported in appropriate units (if applicable).

If a student does NOT earn a “4” two times within four quiz attempts, he or she will receive a math corrections sheet with the concept that needs to be corrected. Students fill out this corrections sheet based on ALL FOUR quizzes that contain a question for the concept being corrected. The form asks students to reflect on mistakes and correctly solve the problem.

If the corrections and reflection are of high quality, the corrections MAY be enough to pass the concept. If Miss Nentwich needs more evidence of growth, the student will be prompted to take a retake assessment.

If students or parents ever have more questions about this process or understanding the concept checklist each week, please email Ms. Nentwich.

Thank you for reading!