Mathematics Scoring Rubric – Problem-Solving (M6) · • uses appropriate math terminology and/or...
Transcript of Mathematics Scoring Rubric – Problem-Solving (M6) · • uses appropriate math terminology and/or...
Mathematics Scoring Rubric – Problem-Solving (M6)
The student: • shows complete understanding of the problem• identifies,relates,andusesallimportantcomponentsoftheproblem• performscomputationscompletelyandcorrectlybutmaymakeoneminorerror
(computation,transposition1,ortranscription2)• usesanappropriatestrategythatshouldleadtoacorrectsolution
Problem-Solving: Understandsproblem/task,plan/strategy,computation/solution
The student: • shows understanding of the problem• identifies,relates,andusesmostoftheimportantcomponentsoftheproblem• performscomputationsthataregenerallycorrectbutmaymakesomeminorerrors
(computation,transposition1,ortranscription2)• usesanappropriatestrategythatshouldleadtoareasonablesolution
The student: • shows some understanding of the problem• identifies,relates,andusessomeimportantcomponentsoftheproblem• performscomputationsthatcontainmajorcomputationalerrors• showssomeevidenceofastrategytosolvetheproblem
The student: • shows limited to no understanding of the problem• failstoidentify,relate,oruseimportantcomponentsoftheproblem• usesaninappropriatestrategyforsolvingtheproblem• places too much emphasis on unrelated components of the problem• attemptsananswer
• Blank(noattemptorcompletelyerasedanswer)
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3
2
1
B
• Correctansweronly(noworkshown)A
• Incorrectansweronly(noworkshown)I
1 Transposition: changetheusualorderofletters,words,ornumbers (e.g.,35/53,triangle/traingle)2 Transcription:copyingfromoneformofrecordeddocumentationtoanother (e.g.,humanerrorindicating55whenyoumeant44)
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Mathematics Scoring Rubric – Communication (M6)Communication: Explanation,mathterminology/notation,anddetails (e.g.,useofgraphs,tables,charts,figures,diagrams,numbers,symbols)
Note: Studentsmaybeabletodemonstratesolidcommunicationoftheirmathematicalthinkingeventhoughtheiranswermaynotreflectacorrectunderstandingoftheproblem.
The student:• givesacompleteandpreciseexplanationoftheirsolutionstrategyusingwords,pictures,
and/orsymbols• providesalogical,organized,andaccurateexplanationoftheirstrategyand/orideas• makesexplicittheirstrategy,computations,andideas• usesappropriatemathterminologyand/ornotation
The student:• givesanexplanationoftheirsolutionstrategyusingwords,pictures,and/orsymbols• providesanexplanationoftheirstrategyorideasthatismostlylogical,organized,andaccurate• providesasolutionwherethestrategy,somecomputationsand/orsomeideashavetobeinferred• usesappropriatemathterminologyand/ornotationinmostsituations,maymakeminorerrors
innotation
• Blank(noattemptorcompletelyerasedanswer)
C4
C3
C2
C1
CB
• Correctansweronly(noworkshown)CA
• Incorrectansweronly(noworkshown)CI
The student:• Givesaminimalexplanationoftheirsolutionstrategy• providesanexplanationoftheirstrategiesorideasthatisvague,disorganized,orsimplyrestatesthe
existingproblem• providesanexplanationwherethestrategy,computations,and/orideascannotbeinferred• doesnotusemathterminologyand/ornotation
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The student:• givesapartialexplanationoftheirsolutionstrategyusingwords,pictures,and/orsymbols• providesanexplanationoftheirstrategyorideasthatissomewhatlogical,organized,andaccurate
for the components that were addressed• providesasolutionwheremuchofthestrategy,manycomputations,and/ormanyideashaveto
be inferred• usesmathterminologyand/ornotationincorrectly
Problem-Solving – 4
Complete understanding of the problem
Uses all important components of the problem
Evidence of an appropriate strategy that leads to a correct solution
Communication – 3
Gives an explanation of the solution strategy that is mostly logical, organized and
accurate.
Error in notation with the incorrect use of the equal sign
Mathematics in Grade 6, Problem-Solving Exemplar 1 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 1
Problem-Solving – 4
Complete understanding of the problem
Uses all important components of the problem
Evidence of an appropriate strategy that leads to a correct solution
Communication – 3
Gives an explanation of solution strategy that is mostly logical
Incorrect use of the equal sign
Have to infer what “33” means
Mathematics in Grade 6, Problem-Solving Exemplar 2 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 2
Problem-Solving – 4
Complete understanding of the problem
Uses all important components of the problem
Strategy leads to a correct solution
Communication – 3
Gives an explanation of solution strategy that is mostly logical and organized
Mathematics in Grade 6, Problem-Solving Exemplar 3 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 3
Problem-Solving – 4
Complete understanding of the problem
Uses all important components
Complete evidence of an appropriate strategy that leads to a correct solution Communication – 3
Gives an explanation of solution strategy that is mostly logical, organized and accurate
Conversion of 1 m = 100 cm not made explicit
Incorrect use of the equal sign
Mathematics in Grade 6, Problem-Solving Exemplar 4 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 4
Grille de correction en mathématiques – résolution de problèmes (M6)Résolution de problème : comprendleproblème,leplan/lastratégie,lecalcul/lasolution
1 Transposition :changementàl’ordrehabitueldeslettres,motounombres (p.ex.:35/53,triangle/traingle)2 Transcription :copierd’unformatdedocumentationàunautre (p.ex.:erreurindiquant55plutotque44)
4
3
2
1
I
B
A
L’élève:• comprend parfaitement le problème• identifie,reconnaitetutilisetouslesvoletsimportantsduproblème• effectueparfaitementetcorrectementlescalculs,mêmes’illuiarrivedefaireuneerreurmineure
(calcul,transposition1outranscription2)• utiliseunestratégieappropriéequidevraitmeneràunesolutioncorrecte
L’élève:• montre qu’il comprend le problème• identifie,reconnaitetutiliselaplupartdesvoletsimportantsduproblème• effectuedescalculsquisontgénéralementcorrects,maisquicontiennentparfoisdeserreurs
mineures(calcul,transposition1outranscription2)• utiliseunestratégieappropriéequidevraitmeneràunesolutioncorrecte
L’élève:• montrequ’ilcomprendpartiellementleproblème• identifie,reconnaitetutilisecertainsvoletsimportantsduproblème• effectuedescalculsquicontiennentdeserreursmajeuresdecalcul• montrecertainsindicesdel’utilisationd’unestratégiepourrésoudreleproblème
L’élève:• montreunecompréhensionlimitéeduproblèmeounelecomprendpas• estincapabled’identifieroud’utiliserlesvoletsimportantsduproblème,oudefairedesliensentre
ces derniers• utiliseunestratégieinappropriéepourrésoudreleproblème• se concentre sur les volets qui n’ont pas de rapport avec le problème• tentederépondre
• bonneréponseseulement(sansmontrersontravail)
• mauvaiseréponseseulement(sansmontrersontravail)
• netentepasderépondreoueffacecomplètementlaréponse
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Grille de correction en mathématiques – communication (M6)Communication :explication,terminologie/notationmathématiqueetdétails(utilisationdegraphiques, detableaux,defigures,deschémas,denombres,desymboles,etc.)
Note : L’élèvepourraitêtrecapablededémontrerunebonnecommunicationdesonraisonnementmathématiquemêmesilaréponseneréflètepasunebonnecompréhensionduproblème.
L’élève:• fournituneexplicationcomplèteetprécisedelastratégieenutilisantdesmots,desimagesoudes
symboles• expliquelastratégieoulesidéesdefaçonlogique,organiséeetprécise• indiqueexplicitementlastratégie,lescalculsoulesidées• utiliseuneterminologie/notationmathématiqueappropriée
L’élève:• fournituneexplicationdesastratégieenutilisantdesmots,desimagesoudessymboles• explique,laplupartdutemps,sastratégieousesidéesdefaçonlogique,organiséeetprécise• fournitunesolutionquiobligelelecteuràdéduirelastratégie,certainscalculsoucertainesidées• utiliseuneterminologie/notationmathématiqueappropriéelaplupartdutemps,faisparfoisdes
erreursmineuresdanslanotation
L’élève:• fournituneexplicationpartielledesastratégieenutilisantdesmots,desimagesoudessymboles• expliquesastratégieousesidéesdefaçonplusoumoinslogique,organiséeetprécise• fournitunesolutionquiobligelelecteuràdéduireunebonnepartiedelastratégie,descalculsou
desidées• utiliseuneterminologie/notationmathématiquedefaçonincorrecte
L’élève• fournituneexplicationvaguedelasolution• expliquelastratégieoulesidéesdefaçonvagueetdésordonnéeoureformulesimplementla
question• fournituntravaildontlelecteurestincapablededéduirelastratégie,lescalculsoulesidées• n’utilisepasuneterminologie/notationmathématique
• netentepasderépondreoueffacecomplètementlaréponse
C4
C3
C2
C1
CB
• bonneréponseseulement(sansmontrersontravail)CA
• mauvaiseréponseseulement(sansmontrersontravail)CI
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Problem-Solving – 4
Shows complete understanding of the problem
Performs operations correctly
Shows complete evidence of an appropriate strategy that leads to a correct solution Communication – 2
Units used only once
M to cm conversion not made explicit
Incorrect use of the equal sign
Mathematics in Grade 6, Problem-Solving Exemplar 1 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 1
Problem-Solving – 4
Complete understanding of the problem
Performs computations correctly
Uses all important components of the problem
Evidence of an appropriate strategy that leads to a correct solution Communication – 3
Incorrect use of the equal sign
Units not used consistently
Minor inferences required
Mathematics in Grade 6, Problem-Solving Exemplar 2 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 2
Problem-Solving – 4
Shows complete understanding of the problem
Uses all important components of the problem
Shows complete evidence of an appropriate strategy that leads to a correct solution Communication – 3
Gives a partial explanation of the solution strategy that is somewhat logical, organized and accurate for the components that were addressed
Conversion of 1 m = 100 cm not made explicit
Inconsistent use of units
Mathematics in Grade 6, Problem-Solving Exemplar 3 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 3
Problem-Solving – 4
Complete understanding of the problem
Uses all important components of the problem
Evidence of an appropriate strategy that leads to a correct solution
One minor error in computation Communication – 2
Error in notation with the incorrect use of the equal sign
Does not use units
Conversion of 1 m = 100 cm not made explicit
Mathematics in Grade 6, Problem-Solving Exemplar 4 Justification
Mathematics in Grade 6, Problem-Solving Exemplar 4