A **Math Unit** is a collection of math tasks that lead to students learning one or multiple mathematical concepts and getting summative assessment scores that reflect their learning. Because in Math Units students grapple with unfamiliar problems which lead to understanding big and complex mathematical ideas, teachers are advised to select the tasks students do and facilitate their learning experience. Math Units are graded on the concept rubric.

A **Focus Area** is a place where students practice procedures, moving toward fluency. Students can work mostly individually, accessing resources of their choice at their own pace. To pass a Focus Area, students must pass a Content Assessment. A Focus Area is not a prerequisite for a Math Unit, nor vice versa. There’s no *one way* for a Math Unit and a Focus Area to interact; learning doesn’t necessarily happen linearly, nor in a uniform way for all learners. In some instances, a Math Unit can provide an experience that illuminates big ideas, making a procedure or set of procedures in a Focus Area seem easier or even self-evident. In other instances, gaining familiarity and even fluency with a procedure in a Focus Area can help set students up for success in understanding the bigger mathematical ideas in the Math Unit.

**In Projects, with the teacher’s guidance, students engage in a prolonged inquiry into a complex problem and develop a set of Cognitive Skills. The Projects may be quantitative and require some mathematical skills or knowledge. Materials are available to students right away and students often go at their own pace through the activities, resources, and checkpoints. Projects are scored on the Cognitive Skills Rubric, not the math concept rubric.**

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