 Winston Churchill Middle School
 IB Rubrics  Mathematics
International Baccalaureate Program  Middle Years Program
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 IB Rubrics  Mathematics
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 MIRA LOMA HIGH SCHOOL IB Middle Years Program

IB Rubrics
 Mathematics 
Year 1 Rubrics:
Criterion A: Knowing and Understanding Year 1
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. select appropriate mathematics when solving simple problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.34
The student is able to:
i. select appropriate mathematics when solving more complex problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.56
The student is able to:
i. select appropriate mathematics when solving challenging problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.78
The student is able to:
i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.Criterion B: Investigating Patterns Year 1
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. apply, with teacher support, mathematical problemsolving techniques
to recognize simple patterns
ii. state predictions consistent with simple patterns.34
The student is able to:
i. apply mathematical problemsolving techniques to recognize patterns
ii. suggest how these patterns work.56
The student is able to:
i. apply mathematical problemsolving techniques to recognize patterns
ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.78
The student is able to:
i. select and apply mathematical problemsolving techniques to recognize
correct patterns
ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether patterns work for other examples.Note: A task that does not allow students to select a problemsolving technique is too guided and should result in students earning a maximum achievement level of 6 (for years 1 and 2).
Criterion C: Communicating Year 1
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to understand.34
The student is able to:
i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present information adequately
iii. communicate through lines of reasoning that are able to be understood, although these are not always coherent
iv. adequately organize information using a logical structure.56
The student is able to:
i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present information correctly
iii. communicate through lines of reasoning that are usually coherent
iv. present work that is usually organized using a logical structure.78
The student is able to:
i. consistently use appropriate mathematical language
ii. consistently use different forms of mathematical representation to present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical structure.Criterion D: Applying Mathematics in Reallife Contexts Year 1
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
he student is able to:
i. identify some of the elements of the authentic reallife situation
ii. apply mathematical strategies to find a solution to the authentic reallife situation, with limited success.34
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. apply mathematical strategies to reach a solution to the authentic real life situation
iii. state, but not always correctly, whether the solution makes sense in the context of the authentic reallife situation.56
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. select adequate mathematical strategies to model the authentic reallife situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic reallife situation
iv. describe the degree of accuracy of the solution
v. state correctly whether the solution makes sense in the context of the authentic reallife situation.78
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. select adequate mathematical strategies to model the authentic reallife situation
iii. apply the selected mathematical strategies to reach a correct solution to the authentic reallife situation
iv. explain the degree of accuracy of the solution
v. describe correctly whether the solution makes sense in the context of the authentic reallife situation.Year 2 Students [7th Grade]: Students in year two of MYP will be assessed using Year 1 rubrics for the first semester, and Year 3 rubrics for the second semester. There are no Year 2 specific rubrics for IBMYP.
Year 3 Rubrics:Criterion A: Knowing and Understanding Year 3
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. select appropriate mathematics when solving simple problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.34
The student is able to:
i. select appropriate mathematics when solving more complex problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.56
The student is able to:
i. select appropriate mathematics when solving challenging problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.78
The student is able to:
i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.Criterion B: Investigating Patterns Year 3
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. apply, with teacher support, mathematical problemsolving techniques to discover simple patterns
ii. state predictions consistent with patterns.
34
The student is able to:
i. apply mathematical problemsolving techniques to discover simple patterns
ii. suggest relationships and/or general rules consistent with findings.
56
The student is able to:
i. select and apply mathematical problemsolving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify these relationships and/or general rules.
78
The student is able to:
i. select and apply mathematical problemsolving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with correct findings
iii. verify and justify these relationships and/or general rules.
Note: A task that does not allow students to select a problemsolving technique is too guided and should result in students earning a maximum achievement level of 4 (year 3 and higher). However, teachers should give enough direction to ensure that all students can begin the investigation.
For year 3 and higher, a student who describes a general rule consistent with incorrect findings will be able to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.Criterion C: Communicating Year 3
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.34
The student is able to:
i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present information adequately
iii. communicate through lines of reasoning that are able to be understood, although these are not always clear
iv. adequately organize information using a logical structure.56
The student is able to:
i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present information correctly
iii. move between different forms of mathematical representation with some success
iv. communicate through lines of reasoning that are clear although not always coherent or complete
v. present work that is usually organized using a logical structure.78
The student is able to:
i. consistently use appropriate mathematical language
ii. use different forms of mathematical representation to consistently present information correctly
iii. move effectively between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is consistently organized using a logical structure.Criterion D: Applying Mathematics in Reallife Contexts Year 3
Achievement Level
Descriptor
0
The student does not reach a standard by any of the descriptors below.
12
The student is able to:
i. identify some of the elements of the authentic reallife situation
ii. apply mathematical strategies to find a solution to the authentic reallife situation, with limited success.34
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. select, with some success, adequate mathematical strategies to model the authentic reallife situation
iii. apply mathematical strategies to reach a solution to the authentic real life situation
iv. describe whether the solution makes sense in the context of the authentic reallife situation.56
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. select adequate mathematical strategies to model the authentic reallife situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic reallife situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the authentic reallife situation.78
The student is able to:
i. identify the relevant elements of the authentic reallife situation
ii. select appropriate mathematical strategies to model the authentic real life situation
iii. apply the selected mathematical strategies to reach a correct solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic reallife situation.