PYP Mathematics Rubric
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Got It!
Evidence shows that the student
essentially has the target math
concept or mathematical idea; and
demonstrates consistency and
Level 3—Student demonstrates consistency and
application of concepts and
evidence of learning
procedures.
Not Yet!
Evidence shows that the student
demonstrates inconsistency; has
misunderstandings in concept;
incorrect procedures; and failure
to engage in the mathematical
task.
--Developed by Abby Benson, IC for Mathematics
Scale
Level 4—Student demonstrates independence
and has an advance level of understanding
Strategy and implementation extend concept and
content processes, and qualitative demands of the
task. Communication of strategy is judged on
effectiveness and elaboration, not length.
Evidence of application of concept, able to work to full
accomplishment with minimal feedback. Errors are
minor so teacher is confident that understanding is
adequate to accomplish the objective.
Level 2—Student is developing and making
positive progress
Part of the task is accomplished, but there is lack of
evidence of understanding. Explicit and direct input
and further teaching is required. Notify parent about
inconsistency and the need for more support.
Level 1—Student needs more support, time and
experiences to develop
The task is attempted and some mathematical effort
is made; however there are fragments of
accomplishment. Little or no success in mathematical
concept is present and there is evidence of not
understanding.