- 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. 1-2 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. 3-4 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. 5-6 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. 7-8 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. 1-2 The student is able to: i. apply, with teacher support, mathematical problem-solving techniquesto recognize simple patterns ii. state predictions consistent with simple patterns. 3-4 The student is able to: i. apply mathematical problem-solving techniques to recognize patterns ii. suggest how these patterns work. 5-6 The student is able to: i. apply mathematical problem-solving techniques to recognize patterns ii. suggest relationships or general rules consistent with findings iii. verify whether patterns work for another example. 7-8 The student is able to: i. select and apply mathematical problem-solving techniques to recognizecorrect 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 problem-solving 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. 1-2 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. 3-4 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. 5-6 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. 7-8 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 Real-life Contexts Year 1

 Achievement Level Descriptor 0 The student does not reach a standard by any of the descriptors below. 1-2 he student is able to: i. identify some of the elements of the authentic real-life situation ii. apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. 3-4 The student is able to: i. identify the relevant elements of the authentic real-life 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 real-life situation. 5-6 The student is able to: i. identify the relevant elements of the authentic real-life situation ii. select adequate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation iv. describe the degree of accuracy of the solution v. state correctly whether the solution makes sense in the context of the authentic real-life situation. 7-8 The student is able to: i. identify the relevant elements of the authentic real-life situation ii. select adequate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation iv. explain the degree of accuracy of the solution v. describe correctly whether the solution makes sense in the context of the authentic real-life situation.

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. 1-2 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. 3-4 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. 5-6 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. 7-8 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. 1-2 The student is able to: i. apply, with teacher support, mathematical problem-solving techniques to discover simple patterns ii. state predictions consistent with patterns. 3-4 The student is able to: i. apply mathematical problem-solving techniques to discover simple patterns ii. suggest relationships and/or general rules consistent with findings. 5-6 The student is able to: i. select and apply mathematical problem-solving 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. 7-8 The student is able to: i. select and apply mathematical problem-solving 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 problem-solving 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. 1-2 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. 3-4 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. 5-6 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. 7-8 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 coherentv. present work that is consistently organized using a logical structure.

Criterion D: Applying Mathematics in Real-life Contexts Year 3

 Achievement Level Descriptor 0 The student does not reach a standard by any of the descriptors below. 1-2 The student is able to: i. identify some of the elements of the authentic real-life situation ii. apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. 3-4 The student is able to: i. identify the relevant elements of the authentic real-life situation ii. select, with some success, adequate mathematical strategies to model the authentic real-life 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 real-life situation. 5-6 The student is able to: i. identify the relevant elements of the authentic real-life situation ii. select adequate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation iv. describe the degree of accuracy of the solution v. discuss whether the solution makes sense in the context of the authentic real-life situation. 7-8 The student is able to: i. identify the relevant elements of the authentic real-life 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 real-life situation.