Q: Is student work saved in the activities?
A: Yes! All student work is automatically saved in Applied Mathematics so students can work on
problems over time.
Q: Do my students have to complete all of the problems?
A: No. We developed the activities with flexibility in mind. Students can complete all or only
certain problems as verbally directed by you, the teacher. Refer to the “Uses” section of this job
aid for more details.
Q: What is the purpose of the “I'm Finished” button?
A: The “I'm Finished” button is a way for the student to let you know that they are done working
on the problem and are ready for you to review their work. This allows the student to move on to
another problem and gives you time to conference and provide feedback prior to the student prior
to turning it in for grading. Students can return to the problem to make necessary edits as long as
they have not clicked the “Turn In” button on the Introduction screen.
Q: What is the purpose of the “Turn In” button?
A: The “Turn In” button should only be clicked when the student is finished with all of the
required problems s/he was supposed to complete. Any problems marked “I'm Finished”,
indicated with a checkered flag, will be auto-scored (if applicable) when the student clicks “Turn
In”. If a problem has not been marked as finished, Classworks will not score it when it is turned
Q: How do I know which differentiated problem my students should complete?
A: The differentiated problems all address the same grade level standard but allow for different
entry points to support all learners. You know your students best and their level of
understanding will vary for each concept. Here is a general guideline:
Progressing: For students that are still working towards mastery of the concept.
Meeting: For students who have a foundational understanding of the concept but are
still developing the conceptual understanding.
Expanding: Students who are ready for a more in-depth exploration of the standard, are
able to make connections and apply the skills necessary to communicate and provide
reasoning for the conclusions made.
Q: How is the investigative problem unique?
A: The complexity of the investigative question is similar to a meeting problem; however, it
requires higher order thinking in the way students must critique, reason, and communicate their