TenMarks
 statistics
 algebra
 geometry
 graphing
 applying information
 memorization
 problem solving
Pros
Lots of control and personalization for teachers and students in this adaptive Common Corealigned math practice program.Cons
While it may bolster students' engagement in class, the program itself could be more engaging; more collaborative components for kids would be a nice touch.Bottom Line
Adaptive K–12 math practice that hones in on students' areas for growth with lots of potential to empower.The teacher dashboard shows progress and performance for classes and individuals. Teachers' searchable data includes: time spent on a task, number of hints and videos used, and number of questions missed. In addition, teachers can see specific questions missed, as well as how the student answered.
With a clean design, the site is very easy for both students and teachers to navigate and use. Its adaptive nature will help keep kids going, and direct instruction presentations are fairly engaging, as slide shows go.
This personalized teaching tool addresses students' constantly changing learning needs. The program offers solid direct instruction that's responsive and adaptive and does a fine job of breaking skills down into understandable chunks.
Both teachers and students will find the program's feedback easy to follow and understand. Students, teachers, and parents can readily access reports and data to get detailed information about progress.
TenMarks suggests that teachers use the tool after first covering the concepts and material in class or after using the Teach tools for instruction  this way, the TenMarks system can help teachers identify individual students who may need interventions. Once students' areas for growth are identified, teachers can reassign content to target a range of specific skills. The TenMarks system will also automatically adapt to each student's needs as they work.
TenMarks can be used to assign work to students as a group based on gradelevel curriculum or to individual students based on specific areas for improvement; it can even be used to autoassign work based on the results of an included preassessment. Teachers can easily track the progress of individual students as well as whole classes, using data to help make decisions about what skills need more coverage in class. The site can be used in a computer lab setting or assigned for athome practice. TenMarks isn't currently supported on iOS devices, but compatibility may be available in the future.
Read More Read LessTenMarks allows teachers to create complete classroom curricula or practice and reviewbased supplements to help teach and reinforce math concepts from first grade through algebra 2. The program is designed to be an individualized, customizable, and adaptable learning program for a variety of classroom uses. Teachers can assign Common Corealigned content for a whole class or create differentiated tracks for small groups and individual students. Students work at their own pace to complete the questions, and the program determines each student's level of mastery, reassigning tracks as necessary based on performance. The program's Teach section includes premade lessons complete with presentations, warmups, and guided practice. TenMarks Teach also provides access to previous grade level content, concept trajectories, common misconceptions, as well as enrichment opportunities.
When students struggle, support is embedded in the curriculum with instructional videos, adaptive hints, and "amplifiers" (interactive diagnostic games for remediation) to guide them toward mastery. Before students submit official answers, they get a score and a chance to check their work using the support tools. All data is reported to the teacher dashboard and can be used to track individual and wholeclass progress. As students complete sets of tracks, they can earn printable certificates and the ability to play some games; teachers and parents can also set up custom, personalized rewards. Students can see their own progress on a home screen, and parents can also get reports. The TenMarks premium version allows teachers more customization, including the ability to assign students tracks from multiple grade levels, as well as expanded use of the assessment tools and "oneclick differentiation."
Read More Read LessOverall, teachers will love the flexibility TenMarks provides, both for them and their students. The track system allows for differentiation as students work at their own pace, and the videos are especially helpful for those working independently. The lessons are clear, and questions are presented in a variety of styles, such as multiplechoice, fillintheblank, and chooseallthatapply. Many problems also include detailed diagrams and charts to help illustrate concepts for students. TenMarks allows for a high level of personalization and can provide students practice, remediation, or extension, as directed by a teacher.
With frequent, sustained use, TenMarks has the potential to help students develop better conceptual skills in some areas. However, this potential may not be as evident with only occasional or sporadic use. TenMarks toes the line of promoting standardizedtestfriendly thinking and problemsolving, rather than more general abstract reasoning and practical skill building. Further, the instruction is fully direct, with few inquiry learning features, which may not suit more adventurous teachers or unmotivated students.
Read More Read LessKey Standards Supported
Building Functions  
HSF.BF: Build A Function That Models A Relationship Between Two Quantities  
HSF.BF.1  Write a function that describes a relationship between two quantities. 
HSF.BF.2  Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★ 
Congruence  
HSG.CO: Experiment With Transformations In The Plane  
HSG.CO.1  Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. 
HSG.CO.2  Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). 
HSG.CO.3  Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. 
Creating Equations  
HSA.CED: Create Equations That Describe Numbers Or Relationships  
HSA.CED.1  Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. 
HSA.CED.2  Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 
HSA.CED.3  Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. 
HSA.CED.4  Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. 
Number And Operations In Base Ten  
1.NBT: Extend The Counting Sequence.  
1.NBT.1  Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 
2.NBT: Understand Place Value.  
2.NBT.1  Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 
2.NBT.2  Count within 1000; skipcount by 5s, 10s, and 100s. 
2.NBT.3  Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 
2.NBT.4  Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 
Use Place Value Understanding And Properties Of Operations To Add And Subtract.  
2.NBT.5  Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 
2.NBT.6  Add up to four twodigit numbers using strategies based on place value and properties of operations. 
2.NBT.7  Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 
2.NBT.8  Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 
2.NBT.9  Explain why addition and subtraction strategies work, using place value and the properties of operations.3 
3.NBT: Use Place Value Understanding And Properties Of Operations To Perform MultiDigit Arithmetic.4  
3.NBT.1  Use place value understanding to round whole numbers to the nearest 10 or 100. 
3.NBT.2  Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 
3.NBT.3  Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. 
5.NBT: Perform Operations With MultiDigit Whole Numbers And With Decimals To Hundredths.  
5.NBT.5  Fluently multiply multidigit whole numbers using the standard algorithm. 
5.NBT.6  Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 
5.NBT.7  Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 
Operations And Algebraic Thinking  
4.OA: Gain Familiarity With Factors And Multiples.  
4.OA.4  Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1–100 is prime or composite. 
Generate And Analyze Patterns.  
4.OA.5  Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 
Use The Four Operations With Whole Numbers To Solve Problems.  
4.OA.1  Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 
4.OA.2  Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 
4.OA.3  Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 
Statistics And Probability  
6.SP: Summarize And Describe Distributions.  
6.SP.4  Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 
6.SP.5  Summarize numerical data sets in relation to their context, such as by: 
7.SP: Draw Informal Comparative Inferences About Two Populations.  
7.SP.3  Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 
7.SP.4  Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventhgrade science book are generally longer than the words in a chapter of a fourthgrade science book. 
8.SP: Investigate Patterns Of Association In Bivariate Data.  
8.SP.1  Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 
8.SP.2  Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 
8.SP.3  Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 
8.SP.4  Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? 
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Explaining, Sharing and Growing as Mathematicians #WithMathICanEnglish Language ArtsGrade 44 steps
February 2, 2016