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Weekly Problem Solving Rubric

This document outlines a rubric for grading weekly problem solving in grades 7 and 8 mathematics. Students will be scored out of 4 points for each problem based on how clearly they communicate the facts, ideas, methods, results, and conclusions using appropriate mathematical symbols and language. A score of 4 represents a complete and accurate solution shown through clear steps, while lower scores of 3, 2, and 1 represent progressively less clear or partially correct solutions. A score of 0 is given for problems left blank or where the student is off task.

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rurbanik
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110 views

Weekly Problem Solving Rubric

This document outlines a rubric for grading weekly problem solving in grades 7 and 8 mathematics. Students will be scored out of 4 points for each problem based on how clearly they communicate the facts, ideas, methods, results, and conclusions using appropriate mathematical symbols and language. A score of 4 represents a complete and accurate solution shown through clear steps, while lower scores of 3, 2, and 1 represent progressively less clear or partially correct solutions. A score of 0 is given for problems left blank or where the student is off task.

Uploaded by

rurbanik
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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Grade 7 & 8 Mathematics: Weekly Problem Solving Rubric

• Students are expected to communicate FACTS, IDEAS, METHODS,


RESULTS & CONCLUSIONS using appropriate symbols & the language of
mathematics.
• Each problem will be scored out of 4.

4 • The response is clearly communicated and shows a complete and


accurate solution process.
• All of the steps are clearly shown and/or communicated. The process
is clearly focused.
• Knowledge of the mathematics skills needed to solve the problem are
clearly demonstrated, leading to an accurate solution.
3 • The response is significantly communicated and shows a substantial
part of a valid solution process.
• Most of the steps are shown and/or communicated. Minor errors may
exist but do not affect the reasonableness of the solution. The
process for the most part is focused. It may lack focus at one or two
points but still has a basic sense of direction.
• Sufficient knowledge of the mathematics skills needed to solve the
problem are demonstrated, leading to a reasonable solution based on
the process.
2 • The response is partially communicated and shows only part of a valid
solution process.
• Some of the steps are shown and/or communicated. Many minor or a
few major errors effect the reasonableness of the solution.
• The process lacks focus. Some (partial) knowledge of the
mathematics skills needed to solve the problem are demonstrated,
which may or may not lead to a reasonable solution.
1 • The response is insufficiently shown or communicated. The process
seems confused and lacks focus.
• Many significant errors effect the process and reasonableness of the
solution.
• There is overwhelming evidence that there is a lack of knowledge of
the mathematics skills needed to solve the problem, which leads to no
solution or an unreasonable solution.
0 Off Task or NO Attempt

Ms. R. Urbanik Banded Peak School 2007-2008


[email protected]
http://renataurbanik.blogspot.com
Ms. R. Urbanik Banded Peak School 2007-2008
[email protected]
http://renataurbanik.blogspot.com

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