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iRubric: Math Problem Solving rubric

iRubric: Math Problem Solving rubric

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Math Problem Solving 
Math Problem Solving
Created rcampus.com
Rubric Code: Q33X8C
By chaveric
Ready to use
Public Rubric
Subject: Math  
Type: (Other)  
Grade Levels: K-5

Powered by iRubric Problem Solving
For take home assignments, tests, and specific math questions.
  Not Yet (-)

0 pts

Not Yet (+)

"D" student caliber

1 pts

Got It (-)

"C" student caliber

2 pts

Got It "+"

"B" student caliber

3 pts

Above and Beyond

"A" student caliber

4 pts

Understanding of Problem
Understanding
10 %

Knows what to do. Able to get needed information from problem.
Not Yet (-)

Goal of problem NOT restated. Student may seem to attempt to demonstrate understanding but ultimately does not. Student does not attempt the problem
Not Yet (+)

Goal of problem restated but student appears unclear of the goals of the problem. Student may have minimal understanding.
Got It (-)

Goal of problem restated. Some understanding evident of the problem and concepts.
Got It "+"

Goal of problem restated. Clearly understands the problem and concepts.
Above and Beyond

Goal of problem restated. Excellent understanding of the problem. Shows and explains more than the problem asks.
Solution
Solution Process
40 %

Student formulated an appropriate way or method to solve the problem.
Not Yet (-)

Unable to generate any strategies to solve the problem.
Not Yet (+)

Begins, but fails to complete the problem.
Got It (-)

Partial answer, information missing, unfinished.
Got It "+"

Begins in a resonable way some essential information missing but finished. Steps unnumbered.
Above and Beyond

Clear, organized method. Process and equations can stand alone without written explanation. Process numbered sequentially.
Explanation
20 %

Went out his/her way to make sure reader understands solution.
Not Yet (-)

Explanation is confusing or non-existent.
Not Yet (+)

Explanation is unclear or incomplete.
Got It (-)

Explanation is basic, no elaboration.
Got It "+"

Explanation is clear with some elaboration.
Above and Beyond

Demonstrates thinking with a clear, complete, sequential explanation.
Accuracy of Answer
10 %

Answer and Work provided must be clear.
Not Yet (-)

Incorrect answer, no work or explanation. Correct answer achieved with improper process. {No attempt to estimate or check answer.}
Not Yet (+)

Correct answer but no work or explanation. Some evidence of understanding. {No evidence of estimated answer and/or reasonableness check.}
Got It (-)

No answer present. Correct process started and mostly carried out, but did not complete. Average evidence of understanding. {Evidence of estimated answer and/or reasonableness check.}
Got It "+"

Answer may be inaccurate, but shows significant amount of work with careless error throwing off final answer. Measurement label missing. (Evidence of estimated answer and reasonableness check.}
Above and Beyond

Correct answer. Minor items excluded do not affect understanding. Ans. circled, measurement label incl. (Evidence of estimated answer and reasonableness check.}
Organization of Work
10 %

Looking for clear steps. Name on paper, assignment details.
Not Yet (-)

Lacks clear organization of thought, math vocabulary, math concepts. Reader totally unable to follow work process.
Not Yet (+)

Approach to the problem and presentation difficult for reader to follow. Steps may be skipped, computations performed mentally, little intent to use math vocabulary.
Got It (-)

Work demonstrates some organization with limited vocabulary. Work present but not in flow.
Got It "+"

Attempt made to organized and check work. Some attention to math vocabulary. Left-to-right, top to bottom.
Above and Beyond

Work is exceptionally neat and clearly organized, includes step-by-step approach, and appropriate vocabulary. Left-to-right, top to bottom.
Extras
Graphic
5 %

When appropriate to problem, graphics should include keys, sketches, graphs, tables, etc.
Not Yet (-)

No use of graphics in any form, or graphics provided are confusing. Neither ruler not used nor graph paper used.
Not Yet (+)

Some graphics, significant inaccuracies or parts missing, big problems with neatness. Ruler not used or graph paper not used.
Got It (-)

Average use of graphic, little attention to detail. Some minor essential parts missing. Ruler not used or graph paper not used. Answers accurate.
Got It "+"

Graphics included, but only some attention to visual appeal. Graph paper used. All required parts evident, but may not be completely neat or accurate.
Above and Beyond

Extra attention paid to neatness and visual appeal. Answer and conclusions are accurate. Used graph paper and ruler. All essential parts provided.
Use of Calculator/Computer
5 %

Includes working with a partner
Not Yet (-)

Cannot perform the task during class time due to significant amount of off-task behavior. Requires reteaching or follow-up lab to complete task.
Not Yet (+)

Uses technology incorrectly or shows some off-task behavior, but eventually returns to task and obtains answer.
Got It (-)

Needs direct instruction on procedures already learned. Has no notes or cannot understand the ones he/she has. Obtains correct answer through significant help.
Got It "+"

Uses partner or accurate notes to correctly employ technology. Has learned or relearned processes by end of problem. Obtains correct answer.
Above and Beyond

Complete evidence of familiarity and procedures. Considered an expert in the process being used. Obtains correct answer. Can teach other students. Student may experiment with different approaches after task complete.




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