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Math - Problem Solving Exemplars
Student Name: _________________________________________ Date: ___________________
Items
Beginning
(1 Point)
Developing
(2 Points)
Accomplished
(3 Points)
Exemplary
(4 Points)
The students will choose and apply an
effective strategy.
No strategy is chosen, or a strategy is
chosen that will not lead to a solution.
A partially correct strategy is chosen, or a
correct strategy for only solving part of the
task is chosen.
A correct strategy is chosen based on the
mathematical situation in the
task.Planning or monitoring of strategy is
evident. A correct answer is achieved.
An efficient strategy is chosen and
progress towards a solution is evaluated.
Adjustments in strategy, if necessary, are
made along the way and/or alternative
strategies are considered. A correct
answer is achieved and there is evidence
that the student verified the correct
answer.
The student will provide explanations
and/or visual models to support the
solution.
Arguments are made with no
mathematical basis.
No correct reasoning nor justification for
reasoning is present.
Arguments are made with some
mathematical basis.
Some correct reasoning or justification for
reasoning is present.
Arguments are constructed with adequate
mathematical basis.
A systematic approach and/or justification
of correct reasoning is present.
Deductive arguments are used to justify
decisions and may result in formal proofs.
Evidence is used to justify and support
decisions made and conclusions reached.
The student will communicate accurate
mathematical procedures through the use
of mathematical symbols and
mathematical language/vocabulary.
No awareness of audience or purpose is
communicated.
No formal mathematical terms or symbolic
notations are evident.
Some awareness of audience or purpose
is communicated.
An attempt is made to use formal math
language. One formal math term of
symbolic notation is evident.
A sense of audience or purpose is
communicated.Communication of an
approach is evident through an organized,
coherent, and labeled response.Formal
math language is used to share and clarify
ideas. At least two formal math terms or
symbolic representations are evident.
Communication of an approach and
audience is evident through an organized
and coherent and labeled response. An
argument is supported by mathematical
properties.Formal math language and
symbolic notation is used to model math
thinking. At least one of the math terms or
symbolic notations is beyond grade level.
The student will make mathematical
connections to demonstrate deeper
understanding of the task.
No connections are made or connections
are mathematically or contextually
irrelevant.
A mathematical connection is attempted
but is partially incorrect or lacks contextual
relevance.
A mathematical connection is made.
Proper contexts are identified that link
both the mathematics and the situation in
the task.
Mathematical connections are used to
extend the solution to other mathematics
or to a deeper understanding of the
mathematics in the task.
The student will incorporate mathematical
representations that helps to solve the
problem in more than one way.
No attempt is made to construct a
mathematical representation.
An attempt is made to construct a
mathematical representation to record and
communicate problem solving but is not
accurate.
An appropriate and accurate mathematical
representation is constructed and refined
to solve problems or portray solutions.
An appropriate mathematical
representation is constructed to analyze
relationships, extend or clarify thinking.