Quantiles http://www.quantiles.com

Example Videohttp://www.quantiles.com/

QuantileDemo_skin.swf

Where Can I Find My Students Quantile Number?Where Can I Find My Students Quantile Number?

How can Quantiles be used in the classroom to Differentiate Instruction?

Student Quantile Measure

Susan 450

Linda 600

Paul 400

Jack 475

Blair 580

Chloe 900

Alexander 1000

Kaitlynn 865

Ben 635

6.1.f The Student is expected to find multiples, common multiplies, and the least common multiple of numbers; explain.

QT-N-221 Numbers and Operations

QMeasure 610Q

Mr. Ritchie6th Grade – TAKS Math

Identification Number for database

Level of Skill

TEKS

How can Quantiles be used in the classroom to differentiate instruction?

Student Quantile

Student Quantile

Student Quantile

Susan 450 Linda 600 Chloe 900

Paul 400 Blair 580 Kaitlynn 865

Jack 475 Ben 635 Alexander 100

Foundational Group

Target Group

Enrichment Group

Students less than 50 below Quantile

Measure

Students needing small group setting and/or remediation of precursor skills

Students within +/- 50 of Quantile

Measure

Ready to learn skill based on level of

skill

Students more than 50 above

Quantile Measure

Require extension of skill

Precursor TaxonsQ Taxon ID Q Measure Description

QT-A-129 360Q Describe and demonstrate patterns in skip counting and multiplication; continue sequences beyond memorized or modeled numbers.

QT-N-165 330Q Multiply 2- and 3-digit whole numbers by a 1-digit whole number or a 2-digit multiple of 10.

Note: Webpage also includes Supportive QTaxons – later concepts that build upon this TEKS

Q Taxon ID Q Measure Description

QT-N-232 780Q Write numbers using prime factorization.

QT-N-222 690Q Find factors, common factors, and the greatest common factor of numbers; explain.

QTaxon DetailsQTaxon ID: QT-A-129 QMeasure: 360Q Strand: Algebra Description: Describe and demonstrate patterns in skip counting and multiplication; continue sequences beyond memorized or modeled numbers.

Goal Description Grade

3.6.b The student is expected to identify patterns in multiplication facts using concrete objects, pictorial models, or technology.

3

4.6.a The student is expected to use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division

number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9).

4

Pre-Cursor QTaxon Details

QTaxon ID QMeasure Description

QT-A-090 40Q Use patterns to continue numerical sequences; identify the rule.

QT-N-121 180Q Use multiplication facts through 144.

Quantile Ranges by LevelGrade Average Student

MeasureQTaxon

K – 1 E EM – 30Q

2 100Q – 480Q 85Q – 250Q

3 340Q – 660Q 250Q – 470Q

4 495Q – 815Q 470Q – 620Q

5 635Q – 955Q 640Q – 840Q

6 700Q – 1070Q 720Q – 900Q

7 750Q – 1070Q 790Q – 990Q

8 820Q – 1140Q 840Q – 1050Q

Algebra 1 870Q – 1190Q 990Q – 1140Q

Geometry 940Q – 1260Q 1100Q – 1220Q

Algebra 2 1000Q – 1320Q 1100Q – 1270Q

Other Features

• Correlates and references TEKS• Textbook Connections – RRISD sixth grade

(Glencoe) – Geometry (Holt)• Vocabulary for lesson• Parent home page – with “cheat sheets” and

activities – under construction• Other resources – websites, literature

connections, games, etc…