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)

4

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