[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-538018-105":59,"doc-detail-538018-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","mathematics-grade-6-summary-of-plds","Mathematics Grade 6 - Summary of PLDs","","Mathematics Grade 6 summarizes how academic standards connect to statewide assessment through theory of action and performance level descriptors (PLDs). It explains how proficiency is defined as an observable range of student performance and how multiple pathways to proficiency reflect different strengths. The summary details how performance on ratios, the number system, expressions and equations, statistics and probability, and geometry progresses from below proficient to above proficient, including increasing complexity of texts, tasks, and contexts.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-grade-6-summary-of-plds/538018/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-grade-6-summary-of-plds/538018.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What skills are expected for students across proficiency levels in ratios and proportional relationships?","Question",{"text":112,"@type":113},"The document outlines a progression from recognizing ratio and unit-rate problems with guided support to creating, translating, analyzing, and applying ratios and rates for real-world problem solving, including unit rates, percent calculations, and conversions.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},538018,1791710546,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":24,"preview_page_count":4},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>MATHEMATICS GRADE 6 | Theory of Action: Academic standards represent a collective commitment around what students should learn each year. The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of PLDs in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance.\u003Cbr>Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contextsin which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently |\n| --- | --- |\n\nClaim 1: Ratios and Proportional Relationshipsi Student performance indicates the ability to ...  \n\n| Above Proficient | Create, translate, analyze, and apply ratios and rates to solve real-world problems, including unit rates, percent calculations, and conversions, with increasing levels of proficiency and complexity in problem-solving strategies. |\n| --- | --- |\n| Proficient | Identify, articulate, and apply ratio and rate reasoning through various methods to solve realworld and mathematical problems, including identifying relationships between quantities, finding unit rates and percents, and converting measurement units. |\n| Approaching Proficient | Identify and apply ratios; translate between ratios and rates; and use ratios to solve problems involving percents and unit rates, including applying percent as a rate per 100. |\n| Below Proficient | Recognize problems related to ratios and unit rates, including finding the percent of a quantity, with a foundational understanding of percent as a rate per 100, requiring guided support for further development. |\n\nClaim 2: The Number Systemii Student performance indicates the ability to ...  \n\n| Above Proficient | Explain advanced arithmetic operations with fractions and decimals, understand the properties of integers, and use them to analyze real-world mathematical situations. |\n| --- | --- |\n| Proficient | Perform arithmetic operations with fractions, decimals, and the concept of integers, using this knowledge to solve problems involving real-world contexts. Graph points on the coordinate plane. |\n| Approaching Proficient | Solve problems with fractions, decimals, and integers, relating to the coordinate plane when applicable. |\n| Below Proficient | Identify unit fractions, perform multi-digit multiplication, and recognize decimal operations. Graph points in Quadrant I of the coordinate plane. |\n\nClaim 3: Expressions & Equationsiii Student performance indicates the ability to ...  \n\n| Above Proficient | Derive, evaluate, and simplify numerical and algebraic expressions and apply them to solve realworld problems. |\n| --- | --- |\n| Proficient | Write, read, and evaluate numerical and algebraic expressions. Understand their components, apply arithmetic operations, solve equations and inequalities in real-world contexts, and analyze the relationships between dependent and independent variables using graphs and tables. |\n| Approaching Proficient | Read and evaluate numerical and algebraic expressions, use variables to represent numbers, solve mathematical problems, and identify relationships between variables. |\n| Below Proficient | Identify algebraic expre","cbCaijYSwivBhaNv","https://ap.wps.com/l/cbCaijYSwivBhaNv","pdf",204786,"English","# Theory of Action\n## Role of PLDs in Defining Proficiency\n## Proficiency and Difficulty\n# Claim 1: Ratios and Proportional Relationships\n# Claim 2: The Number System\n# Claim 3: Expressions & Equations\n# Claim 4: Statistics & Probability\n# Claim 5: Geometry","[{\"question\":\"What skills are expected for students across proficiency levels in ratios and proportional relationships?\",\"answer\":\"The document outlines a progression from recognizing ratio and unit-rate problems with guided support to creating, translating, analyzing, and applying ratios and rates for real-world problem solving, including unit rates, percent calculations, and conversions.\"}]","Mathematics Grade 6 - Summary of PLDs | PDF",1791606002]