In addition to the student Quantile measure, individual skills and concepts also have measures. A skill measure describes the difficulty, or mathematical demand, of learning that skill. The skill Quantile measures are based on introductory instruction of the skill or concept.
If the student Quantile measure and skill Quantile measure are well matched, the student is likely to be ready for instruction on all skills that have the same Quantile measure. Note that the measure does not indicate a student has mastered a particular skill.
The chart below includes some examples of the skills and concepts defined and measured by the Quantile Framework. The measure of the skill increases as the mathematical demand increases. The relative difficulty of skills can also be compared.
Examples of Quantile Skills and Concepts (QSCs):
|Description||Quantile Measure||Typical Grade/Course in which Skill is Introduced|
|Identify and name: hexagon, trapezoid, parallelogram, and rhombus.||250Q||K, 1|
|Solve problems involving elapsed time.||450Q||3|
|Divide two fractions or a fraction and a whole number.||870Q||5|
|Solve linear inequalities using the properties of inequality.||980Q||Algebra I, Math I|
|Use properties of circles to solve problems involving arcs formed by central angles or inscribed angles.||1140Q||Geometry, Math II|
|Solve quadratic inequalities graphically or algebraically.||1250Q
||Algebra II, Math II|