Math Quality Rubrics (MQR)

Welcome to Summits Math Quality Rubrics. This document is useful for expressing what Summit values in its math
curricular materials and assessments as well as for assessing the quality of the different curricular or assessment
items. The different pieces of our math curriculum have unique criteria that make them high-quality, so there are
different sections dedicated to specific items. Each section works the same way: there are initial criteria useful for
determining whether a product is READY FOR USE, as well as additional criteria useful for determining whether a
product is EXEMPLARY.

Parts of Summits Math Quality Rubrics have been based upon documents and guidelines made by other
organizations. In some cases, language has been pulled directly from these documents:
Common Core State Standards for Mathematics (CCSSM)
Key Shifts of CCSSM
Publishers Criteria for the CCSS for Mathematics, Grades K8 & High School
Instructional Materials Evaluation Tool
Assessment Evaluation Tool
Illustrative Math Task Review Criteria
Desmos Guide To Building Great Math Activities
TRU Math framework

Start here: what are you assessing the quality of?

If assessing a math task, go to PAGE 2.

If assessing a concept unit, go to PAGE 3.

If assessing a final product (performance task), go to PAGE 4.
Find our glossary on PAGE 5.
 Glossary

Math Tasks

1. Initial Criteria
Scoring: 3 = fully meeting criteria, 2 = partially meeting criteria, 1 = not meeting criteria

1a The task illustrates the specified Concept(s), as defined by the Concept Rubric, as well as the specified 1, 2 or 3
standard(s), cluster(s), domain(s), and/or conceptual category(ies) of CCSS or AP, including practice standards.

1b The purpose of the task is clearly stated and it is likely to be fulfilled. 1, 2 or 3

1c The context supports the purpose of the task. If the context is real-world (it need not be), the choice of context is 1, 2 or 3
productive for mathematical inquiry, and the constraints of the task are realistic and/or logical.

1d The task has at least one appropriate solution. The solution(s) for the task are provided for the teacher. The 1, 2 or 3
mathematics is correct throughout all student- and teacher-facing materials.

1e The task prompts, including expository text, graphics, and diagrams, are clear, unambiguous, and grade-level 1, 2 or 3
appropriate. Graphics and diagrams have a clear mathematical or pedagogical purpose. Task only includes
graphics or diagrams that support comprehension of or provide mathematical meaning for the problem.

1f The task is designed with a low floor and high ceiling. It is accessible, with expository text that is deliberately 1, 2 or 3
focused and concise, and extendable for students to work in depth.

1 If Initial Criteria is 15, concept unit is READY FOR USE. Total: __ of 18

2. Additional Criteria
Scoring: 3 = fully meeting criteria, 2 = partially meeting criteria, 1 = not meeting criteria

2a The tasks design creates an intellectual need for the new mathematical ideas that it intends to develop. 1, 2 or 3

2b The task begins with informal mathematics before moving towards precise, formal, and/or abstract representations 1, 2 or 3
and academic language.

2c The task materials can be used to engage students in thought-provoking questions that elicit mathematical 1, 2 or 3
reasoning and promote mathematical discourse. The tasks visual design supports students in engaging with the
task.

2d The task includes materials and/or guidance for teaching all learners, such as opportunities for scaffolding, 1, 2 or 3
differentiation, intervention, support, and/or extension. Guidance on the use of technology and/or media, when
appropriate, is included.

2e Support for emergent bilinguals and other special populations is explicit and helps those students meet the same 1, 2 or 3
standards as all other students. The language in which problems are posed is carefully considered with these
populations in mind.

2f Task includes teacher-facing materials that support and reward teacher study, including but not limited to: 1, 2 or 3
discussion of the mathematics of the units and the mathematical purpose of the task as it relates to the concepts of
the unit, discussion on anticipated students responses and misconceptions, and guidance on teacher actions or
words to promote student reasoning.

2g Manipulatives suggested in the materials are faithful representations of the mathematical objects they represent 1, 2 or 3
and have mathematical significance and meaning.

2 If concept unit is READY FOR USE, and Additional Criteria is 11, concept unit is EXEMPLARY. Total: __ of 21
 Glossary

Concept Units
1. Initial Criteria

1a All math tasks in the unit are READY FOR USE or EXEMPLARY. 1, 2 or 3

1b Math tasks in the unit, taken together, are sufficient for reasonably teaching the specified Concept(s), as defined 1, 2 or 3
by the Concept Rubric, as well as the specified standard(s) and/or cluster(s) of CCSS or AP.

1c Unit connects content and math practice standards, where connections are natural and important. 1, 2 or 3

1d Unit reflects the grade-by-grade progressions in the standards. Units tasks use grade-level appropriate rigor. 1, 2 or 3

1e Unit outlines an effective sequence designed to strengthen students conceptual understanding, especially where 1, 2 or 3
called for in specific content standards or cluster headings. The unit has a detailed progression of learning where
the concepts advance and deepen over time.

1f Unit contains embedded checkpoints aligned to the units enduring understandings. The checkpoints elicit 1, 2 or 3
formative evidence of student progress towards the units desired outcomes.

1g Unit relates materials explicitly to prior knowledge from earlier grades or courses, or from earlier in the course. 1, 2 or 3
Materials are designed to activate and extend prior knowledge to form new knowledge.

1h The units materials include explicit connection to the focus areas. Materials illuminate conceptual understanding 1, 2 or 3
related to the fluencies and procedural skills of the focus areas.

1 If Initial Criteria is 21, concept unit is READY FOR USE. Total: __ of 24

2. Additional Criteria

2a Materials provide appropriate scaffolding and support throughout the unit for all learners. Materials have gradual 1, 2 or 3
removal of supports to allow students to demonstrate their mathematical understanding independently.

2b Support for emergent bilinguals and other special populations is explicit and helps those students meet the same 1, 2 or 3
standards as all other students.

2c Unit reflects multiple levels of the CCSS/AP content hierarchy. The unit supports a coherent view of mathematics 1, 2 or 3
by connecting concepts, where connections are natural and important.

2d Unit provides an in-depth treatment of the major work of the course OR 1, 2 or 3

A unit targeting supporting work of the course has visible connection to the major work of the course and is
sufficiently brief.

2e Design of materials throughout the unit allows for a mix of instructional approaches for a variety of learners, e.g. 1, 2 or 3
including models, using a range of questions, checking for understanding, flexible grouping, pair-share.

2f The unit includes both problems and exercises. Each problem or set of exercises has a clearly-defined purpose: in 1, 2 or 3
solving problems, students typically are learning new mathematics, whereas in doing exercises, students are
applying what they have already learned to build mastery.

2g Unit includes teacher-facing materials that support and reward teacher study including, but not limited to: 1, 2 or 3
discussion of the mathematics of the units and the mathematical point of each lesson as it relates to the organizing
concepts of the unit, guidance on flow of the unit, and discussion of desired mathematical behaviors being elicited
among students.

2h Materials include a variety of curriculum-embedded assessments beyond the checkpoints and performance task. 1, 2 or 3
Examples include pre-, formative, and/or self-assessment resources.

2 If concept unit is READY FOR USE, and Additional Criteria is 12, concept unit is EXEMPLARY. Total: __ of 24
 Glossary

Final Products (Performance Tasks)

1. Initial Criteria
Scoring: 3 = fully meeting criteria, 2 = partially meeting criteria, 1 = not meeting criteria

1a Final product(s) are aligned to specified Concept(s), as well as specified standard(s) and/or cluster(s) of CCSS or 1, 2 or 3
AP. Prompts elicit direct, observable evidence of the degree to which a student can independently demonstrate the
criteria in the Concept Rubric.

1b Final product(s) reflect the grade-by-grade progressions in the standards. The assessment prompts and numbers 1, 2 or 3
used in those prompts are grade-level appropriate.

1c Final product(s) connect content and practice standards, where connections are natural and important. 1, 2 or 3

1d Final product(s), including expository text, graphics, and diagrams, are clear, unambiguous and grade-level 1, 2 or 3
appropriate. Contexts, and the graphics and diagrams that communicate them, have a clear mathematical or
pedagogical purpose. Final product(s) only include graphics or diagrams that support comprehension of or provide
mathematical meaning for the prompt.

1e Each component of the final product(s) has at least one appropriate solution. Final product(s) have accompanying 1, 2 or 3
teacher-facing materials that provide sufficient guidance for interpreting student performance. For open-ended
items, there are exemplars that give clear guidance for scoring. The procedure to use these materials to score
student work is clear. The mathematics is correct throughout all student- and teacher-facing materials.

1f Item sequences do not cue the student to use a certain solution process during problem solving. 1, 2 or 3

1 If Initial Criteria is 15, concept unit is READY FOR USE. Total: __ of 18

2. Additional Criteria
Scoring: 3 = fully meeting criteria, 2 = partially meeting criteria, 1 = not meeting criteria

2a Final product(s) have questions of varying difficulty, for accessibility as well as for better eliciting evidence of the 1, 2 or 3
Concept Rubric from students with a wide variety of proficiencies.

2b Final product(s) provide accessibility to all students, including emergent bilinguals and other special populations. 1, 2 or 3
They are developed in accordance with the principles of universal design, so that the testing interface, whether
paper- or technology-based, does not impede student performance. Allowable accommodations and modifications
that maintain the concepts being assessed are offered where appropriate.

2c Final product(s) give opportunities for students to produce a variety of responses. For example, items require 1, 2 or 3
students to produce answers and solutions, but also arguments, explanations, diagrams, models, etc.

2d Final product(s) present mathematical content in a variety of ways so that students must thoughtfully engage with 1, 2 or 3
various mathematical representations and contexts.

2e Final product(s) reflect multiple levels of the CCSS/AP content hierarchy. They support a coherent view of 1, 2 or 3
mathematics by connecting concepts, where connections are natural and important.

2f Final product(s) focuses on the major work of the course OR 1, 2 or 3

Final products use of supporting work enhances focus and coherence simultaneously by engaging students in the
major work of the course.

2 If concept unit is READY FOR USE, and Additional Criteria is 9, concept unit is EXEMPLARY. Total: __ of 18
 Glossary

Glossary
Important terms are defined below, alphabetically.

checkpoints - formative assessments that are built into each concept unit. Checkpoints operate like exit tickets; they occur
after some instruction has occurred, and are used to gauge students conceptual understanding to this point in the unit.
Units are designed to have ~1 checkpoint per week of instruction.

concept unit - the collection of math tasks that leads to students learning one or multiple concepts. A concept unit does not
have a minimum or maximum length of time, but most take between 2 and 5 weeks.

conceptual understanding - the ability to reason in a setting involving application of concepts, definitions, relations, or
representations.

concepts and the concept rubric - each course in the Summit Learning Platform has a unique list of concepts, which are
big mathematical ideas. Each concept has a row in the 5-level concept rubric, which codifies Summits interpretation of
the range of complexity of each concept. When students show evidence of their understanding on performance tasks,
teachers score their work on the rubric.

content hierarchy - many standards documents, such as the Common Core State Standards, are written so as to provide
views of the standards at many grain sizes or altitudes. CCSS spells out not only standards, but also clusters, domains
and conceptual categories (see here). AP Calculus uses enduring understandings, learning objectives, and essential
knowledge (see here). AP Statistics uses themes, standards, and substandards (see here).

emergent bilinguals - students who are learning English, sometimes referred to as English Language Learners (ELL) or
simply English Learners (EL).

final product (performance task) - math problems that elicit individual evidence of a students understanding. Students
final products are scored by the teacher using the concept rubric.

focus area - each course in the on the Summit Learning Platform has focus areas which contain the relevant procedural
skills. Each focus area has a playlist that contains digital materials that students can learn from independently. To
demonstrate their learning of the objectives, students must pass a content assessment, which can be taken multiple
times as necessary.

informal mathematics - an unofficial term, best characterized as the unpolished mathematical thinking that comes from
ones intuition or gut-sense, and, if verbalized, in colloquial language. Summits math curriculum advocates for using
informal math before more formal, abstract, and notation-heavy mathematics, for example: ask for estimations before
calculations, conjectures before proofs, sketches before graphs, verbal rules before algebraic rules, and home language
before school language (from Desmos guide).

intellectual need - refers to the design of curricular materials such that students experience cognitive conflict that they are
positioned to resolve. That cognitive conflict could refer to the need for certainty, causality, computation, communication,
or connection. For more, see here.

math practice standards - mathematical habits and proficiencies that go across grade levels and conceptual categories of
mathematics. Common Core has identified 8 math practices; the AP Calculus standards identified 6 math practices.

math task - a math problem, or set of problems, that is used as an in-class activity. Math tasks typically range from
approximately 30 min to 120 min.

major work of the course - shorthand reference to two documents that detail the prioritization of the Common Core
standards for each grade:
Major Focus of each Grade (K-8)
CCSSM Content Widely Applicable as Prerequisites for a Range of College Majors, Postsecondary Programs and
Careers (HS)
Standards that are not highlighted in these documents as major or widely-applicable are considered in this document as
supporting work of the course.
 Glossary

special populations - refers particularly to students with documented special needs and/or disabilities, as indicated by an
Individualized Education Plan (IEP) and/or a 504 Plan.

supporting work of the course - see major work of the course.

standards progressions - topics in mathematics develop over a number of grade levels. The authors of the CCSS have
provided narratives to catalog how these progressions unfold (here).