Mathematics Scoring Rubric Problem-Solving (M6)

Transcription

1 Mathematics Scoring Rubric Problem-Solving (M6) Problem-Solving: Understands problem/task, plan/strategy, computation/solution B A I shows complete understanding of the problem identifies, relates, and uses all important components of the problem performs computations completely and correctly but may make one minor error (computation, transposition 1, or transcription 2 ) uses an appropriate strategy that should lead to a correct solution shows understanding of the problem identifies, relates, and uses most of the important components of the problem performs computations that are generally correct but may make some minor errors (computation, transposition1, or transcription2) uses an appropriate strategy that should lead to a reasonable solution shows some understanding of the problem identifies, relates, and uses some important components of the problem performs computations that contain major computational errors shows some evidence of a strategy to solve the problem shows limited to no understanding of the problem fails to identify, relate, or use important components of the problem uses an inappropriate strategy for solving the problem places too much emphasis on unrelated components of the problem attempts an answer Blank (no attempt or completely erased answer) Correct answer only (no work shown) Incorrect answer only (no work shown) 1 Transposition: change the usual order of letters, words, or numbers (e.g., 35/53, triangle/traingle) 2 Transcription: copying from one form of recorded documentation to another (e.g., human error indicating 55 when you meant 44) 02/2014

2 Mathematics Scoring Rubric Communication (M6) Communication: Explanation, math terminology/notation, and details (e.g., use of graphs, tables, charts, figures, diagrams, numbers, symbols) C4 C3 C2 C1 CB CA CI gives a complete and precise explanation of their solution strategy using words, pictures, and/or symbols provides a logical, organized, and accurate explanation of their strategy and/or ideas makes explicit their strategy, computations, and ideas uses appropriate math terminology and/or notation gives an explanation of their solution strategy using words, pictures, and/or symbols provides an explanation of their strategy or ideas that is mostly logical, organized, and accurate provides a solution where the strategy, some computations and/or some ideas have to be inferred uses appropriate math terminology and/or notation in most situations, may make minor errors in notation gives a partial explanation of their solution strategy using words, pictures, and/or symbols provides an explanation of their strategy or ideas that is somewhat logical, organized, and accurate for the components that were addressed provides a solution where much of the strategy, many computations, and/or many ideas have to be inferred uses math terminology and/or notation incorrectly Gives a minimal explanation of their solution strategy provides an explanation of their strategies or ideas that is vague, disorganized, or simply restates the existing problem provides an explanation where the strategy, computations, and/or ideas cannot be inferred does not use math terminology and/or notation Blank (no attempt or completely erased answer) Correct answer only (no work shown) Incorrect answer only (no work shown) Note: Students may be able to demonstrate solid communication of their mathematical thinking even though their answer may not reflect a correct understanding of the problem. 02/2014

3 Mathematics in Grade 6, Problem-Solving Exemplar 1 Mathematics in Grade 6, Problem-Solving Exemplar 1 Justification 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

4 Mathematics in Grade 6, Problem-Solving Exemplar 2 Mathematics in Grade 6, Problem-Solving Exemplar 2 Justification 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

5 Mathematics in Grade 6, Problem-Solving Exemplar 3 Mathematics in Grade 6, Problem-Solving Exemplar 3 Justification 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

6 Mathematics in Grade 6, Problem-Solving Exemplar 4 Mathematics in Grade 6, Problem-Solving Exemplar 4 Justification 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

7 Grille de correction en mathématiques résolution de problèmes (M6) Résolution de problème : comprend le problème, le plan/la stratégie, le calcul/la solution B A I comprend parfaitement le problème identifie, reconnait et utilise tous les volets importants du problème effectue parfaitement et correctement les calculs, même s il lui arrive de faire une erreur mineure (calcul, transposition 1 ou transcription 2 ) utilise une stratégie appropriée qui devrait mener à une solution correcte montre qu il comprend le problème identifie, reconnait et utilise la plupart des volets importants du problème effectue des calculs qui sont généralement corrects, mais qui contiennent parfois des erreurs mineures (calcul, transposition 1 ou transcription 2 ) utilise une stratégie appropriée qui devrait mener à une solution correcte montre qu il comprend partiellement le problème identifie, reconnait et utilise certains volets importants du problème effectue des calculs qui contiennent des erreurs majeures de calcul montre certains indices de l utilisation d une stratégie pour résoudre le problème montre une compréhension limitée du problème ou ne le comprend pas est incapable d identifier ou d utiliser les volets importants du problème, ou de faire des liens entre ces derniers utilise une stratégie inappropriée pour résoudre le problème se concentre sur les volets qui n ont pas de rapport avec le problème tente de répondre ne tente pas de répondre ou efface complètement la réponse bonne réponse seulement (sans montrer son travail) mauvaise réponse seulement (sans montrer son travail) 1 Transposition : changement à l ordre habituel des lettres, mot ou nombres (p. ex. : 35/53, triangle/traingle) 2 Transcription : copier d un format de documentation à un autre (p. ex. : erreur indiquant 55 plutot que 44) 02/2014

8 Grille de correction en mathématiques communication (M6) Communication : explication, terminologie/notation mathématique et détails (utilisation de graphiques, de tableaux, de figures, de schémas, de nombres, de symboles, etc.) C4 C3 C2 C1 CB CA CI fournit une explication complète et précise de la stratégie en utilisant des mots, des images ou des symboles explique la stratégie ou les idées de façon logique, organisée et précise indique explicitement la stratégie, les calculs ou les idées utilise une terminologie/notation mathématique appropriée fournit une explication de sa stratégie en utilisant des mots, des images ou des symboles explique, la plupart du temps, sa stratégie ou ses idées de façon logique, organisée et précise fournit une solution qui oblige le lecteur à déduire la stratégie, certains calculs ou certaines idées utilise une terminologie/notation mathématique appropriée la plupart du temps, fais parfois des erreurs mineures dans la notation fournit une explication partielle de sa stratégie en utilisant des mots, des images ou des symboles explique sa stratégie ou ses idées de façon plus ou moins logique, organisée et précise fournit une solution qui oblige le lecteur à déduire une bonne partie de la stratégie, des calculs ou des idées utilise une terminologie/notation mathématique de façon incorrecte L élève fournit une explication vague de la solution explique la stratégie ou les idées de façon vague et désordonnée ou reformule simplement la question fournit un travail dont le lecteur est incapable de déduire la stratégie, les calculs ou les idées n utilise pas une terminologie/notation mathématique ne tente pas de répondre ou efface complètement la réponse bonne réponse seulement (sans montrer son travail) mauvaise réponse seulement (sans montrer son travail) Note : L élève pourrait être capable de démontrer une bonne communication de son raisonnement mathématique même si la réponse ne réflète pas une bonne compréhension du problème. 02/2014

9 Mathematics in Grade 6, Problem-Solving Exemplar 1 Mathematics in Grade 6, Problem-Solving Exemplar 1 Justification 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

10 Mathematics in Grade 6, Problem-Solving Exemplar 2 Mathematics in Grade 6, Problem-Solving Exemplar 2 Justification 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

11 Mathematics in Grade 6, Problem-Solving Exemplar 3 Mathematics in Grade 6, Problem-Solving Exemplar 3 Justification 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

12 Mathematics in Grade 6, Problem-Solving Exemplar 4 Mathematics in Grade 6, Problem-Solving Exemplar 4 Justification 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