CATEGORY 4 3 2

Explanation shows Explanation shows Explanation shows some

complete understanding substantial understanding understanding of the
Mathematical of the mathematical of the mathematical mathematical concepts
Concepts concepts used to solve concepts used to solve needed to solve the
the problem(s). the problem(s). problem(s).

Mathematical Uses complex and refined Uses effective Some evidence of

Reasoning mathematical reasoning. mathematical reasoning mathematical reasoning.

90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the
Mathematical solutions have no steps and solutions have steps and solutions have
Errors mathematical errors. no mathematical errors. no mathematical errors.

Student sometimes
Student typically listens
Student always listens listens and follows
and follows directions and
Use of and follows directions and
uses manipulatives as
directions and uses
Manipulatives only uses manipulatives manipulatives
instructed most of the
as instructed. appropriately when
time.
reminded.

Student was an engaged

Student was an engaged
partner, listening to Student cooperated with
Working with suggestions of others and
partner but had trouble
others, but needed
Others listening to others and/or
working cooperatively prompting to stay on-task.
working cooperatively.
throughout lesson.

Explanation is a little
Explanation is detailed difficult to understand, but
Explanation and clear.
Explanation is clear.
includes critical
components.
 The work has been The work has been
Work has been checked
checked by two checked by one
by one classmate but
Checking classmates and all classmate and all
some corrections were
appropriate corrections appropriate corrections
not made.
made. made.

The work is presented in The work is presented in The work is presented in

Neatness and a neat, clear, organized a neat and organized an organized fashion but
Organization fashion that is easy to fashion that is usually may be hard to read at
read. easy to read. times.

Diagrams and/or
sketches are clear and Diagrams and/or Diagrams and/or
Diagrams and greatly add to the sketches are clear and sketches are somewhat
Sketches reader\'s understanding of easy to understand. difficult to understand.
the procedure(s).

All problems are All but one of the All but two of the
Completion completed. problems are completed. problems are completed.

Correct terminology and Correct terminology and Correct terminology and

Mathematical notation are always used, notation are usually used, notation are used, but it is
Terminology and making it easy to making it fairly easy to sometimes not easy to
Notation understand what was understand what was understand what was
done. done. done.

Sometimes uses an
Strategy/Procedur Typically, uses an efficient Typically, uses an
and effective strategy to effective strategy to solve
effective strategy to solve
es problems, but does not do
solve the problem(s). the problem(s).
it consistently.

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Explanation shows very

limited understanding of
the underlying concepts
needed to solve the
problem(s) OR is not
written.

Little evidence of
mathematical reasoning.

More than 75% of the

steps and solutions have
mathematical errors.

Student rarely listens and

often \"plays\" with the
manipulatives instead of
using them as instructed.

Student did not work

effectively with others.

Explanation is difficult to
understand and is
missing several
components OR was not
included.
Work was not checked by
classmate OR no
corrections were made
based on feedback.

The work appears sloppy

and unorganized. It is
hard to know what
information goes together.

Diagrams and/or
sketches are difficult to
understand or are not
used.

Several of the problems

are not completed.

There is little use, or a lot

of inappropriate use, of
terminology and notation.

Rarely uses an effective

strategy to solve
problems.