Middle Level Mathematics (Grades 5–8) Subtest 2

For example:

• applying the concept of patterns (e.g., iteration and recursion, inductive reasoning) to model situations and solve problems
• applying systematic counting techniques (e.g., combinations, permutations) to represent and solve problems
• analyzing algorithms designed to accomplish a task or solve a problem
• applying a variety of models (e.g., vertex-edge graphs, trees, arrays, matrices) to solve problems

For example:

• demonstrating knowledge of key components and processes involved in reading (e.g., vocabulary knowledge, including orthographic and morphological knowledge; background knowledge; knowledge of academic discourse, including the syntactic and organizational structures used in print and digital academic texts; print processing abilities, including decoding skills; use of cognitive and metacognitive skills and strategies)
• demonstrating ability to plan instruction and select strategies to support all students' content-area reading (e.g., differentiating instruction to meet the needs of students with varying reading proficiency levels and linguistic backgrounds, identifying and addressing gaps in students' background knowledge, scaffolding reading tasks for students who experience comprehension difficulties)
• demonstrating knowledge of explicit strategies for facilitating students' comprehension before, during, and after reading content-area texts and for promoting their use of comprehension strategies
• demonstrating knowledge of explicit strategies for promoting students' academic language and vocabulary development, including their knowledge of domain-specific vocabulary words
• demonstrating ability to plan instruction and select strategies that support students' reading and understanding of middle level mathematics texts (e.g., asking students to translate between different mathematical representations, asking students to describe in words or sentences the relationship between symbols and the situation being modeled, matching mathematical representations to differences in learning styles)