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Problem Solving Rubric: Criteria Getting Started Moving Forward Got It Going Beyond

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Christine Demeter

This rubric evaluates student problem solving skills across four criteria from getting started to going beyond. For each criteria, it describes the expectations at different performance levels including getting started, moving forward, got it, and going beyond. The criteria are problem solving, reasoning and proof, communication, and representation. At the highest level, students can choose efficient strategies, justify reasoning, communicate approaches clearly, and use multiple representations to analyze patterns.

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Problem Solving Rubric: Criteria Getting Started Moving Forward Got It Going Beyond

Uploaded by

Christine Demeter
15 views1 page
This rubric evaluates student problem solving skills across four criteria from getting started to going beyond. For each criteria, it describes the expectations at different performance levels including getting started, moving forward, got it, and going beyond. The criteria are problem solving, reasoning and proof, communication, and representation. At the highest level, students can choose efficient strategies, justify reasoning, communicate approaches clearly, and use multiple representations to analyze patterns.

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This rubric evaluates student problem solving skills across four criteria from getting started to going beyond. For each criteria, it describes the expectations at different performance levels including getting started, moving forward, got it, and going beyond. The criteria are problem solving, reasoning and proof, communication, and representation. At the highest level, students can choose efficient strategies, justify reasoning, communicate approaches clearly, and use multiple representations to analyze patterns.

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© All Rights Reserved
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
15 views1 page

Problem Solving Rubric: Criteria Getting Started Moving Forward Got It Going Beyond

Uploaded by

Christine Demeter
This rubric evaluates student problem solving skills across four criteria from getting started to going beyond. For each criteria, it describes the expectations at different performance levels including getting started, moving forward, got it, and going beyond. The criteria are problem solving, reasoning and proof, communication, and representation. At the highest level, students can choose efficient strategies, justify reasoning, communicate approaches clearly, and use multiple representations to analyze patterns.

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Problem Solving Rubric

Criteria Getting Started Moving Forward Got It Going Beyond


 No strategy is chosen, or a  A partially correct strategy is  A correct strategy is chosen  An efficient and creative
strategy is chosen that will chosen, or a correct strategy based on the mathematical strategy is chosen and
not lead to a solution. for only solving part of the situation in the task. progress towards a solution
Problem  Little or no evidence of task is chosen.  Planning or monitoring of is evaluated.
Solving engagement in the task is the strategy is evident.  Adjustments in strategy, if
present.  A correct answer is necessary, are made along
achieved. the way, and/or alternative
strategies are considered.
 No correct reasoning or  Some correct reasoning or  A systematic approach and  Evidence is used to justify
Reasoning &
justification for reasoning is justification for reasoning is justification of correct and support decisions made
Proof present. present. reasoning is present. and conclusions reached.
 No awareness of audience  Some awareness of  A sense of audience or  A sense of audience and
or purpose is evident. audience or purpose is purpose is evident. purpose is evident.
 No formal mathematical communicated.  Communication of  Explanation and justification
terms or symbolic notations  Some communication of an approaches is evident of approaches is clear and
are evident. approach is evident through through an organized, concise.
written accounts and sequenced, and labeled  Reasoning is communicated
explanations. response. with precision.
Communication
 Attempts to use formal  Formal math language and  Connections to other math
math language and notations are used. topics are made and extend
notations. the solution.
 Formal math language and
notations are used to give
an in-depth explanation of
reasoning.
 No attempt is made to  An attempt is made to  At least 2 appropriate and  3 or more appropriate and
construct a mathematical construct a mathematical accurate mathematical accurate mathematical
representation. representation to record representations are representations are
Representation and communicate a constructed and refined to constructed and are used to
problem solving strategy, convey and communicate a analyze patterns or
but it is not accurate. problem solving strategy. relationships and extend
thinking.
Grade 4, 2016-2017

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