Exemplars® Classic 5-Criteria Math Rubric*

Problem Solving Reasoning and Proof Communication Connections Representation

No strategy is chosen, or a
Novice strategy is chosen that will
not lead to a solution.
Little or no evidence of en-
gagement in the task present.
Arguments are made with no
mathematical basis.
No correct reasoning nor justifi-
cation for reasoning is present.
No awareness of audience or No connections are No attempt is made to
purpose is communicated. made. construct a mathemati-
or cal representation.
Little or no communication of an
approach is evident
or
Everyday, familiar language is
used to communicate ideas.

A partially correct strategy is Arguments are made with some Some awareness of audience or Some attempt to re- An attempt is made to
Apprentice chosen, or a correct strategy mathematical basis. purpose is communicated, and late the task to other construct a mathemati-
for only solving part of the may take place in the form of subjects or to own cal representation to
task is chosen. Some correct reasoning or justi- paraphrasing of the task. interests and experi- record and communi-
fication for reasoning is present or ences is made. cate problem solving.
Evidence of drawing on some with trial and error, or unsys- Some communication of an
previous knowledge is pres- tematic trying of several cases. approach is evident through
ent, showing some relevant verbal/written accounts and
engagement in the task. explanations, use of diagrams or
objects, writing, and using math-
ematical symbols.
or
Some formal math language is
used, and examples are provided
to communicate ideas.

Note: The following are not assessed:

• Numbers and their names (i.e., 5,
five, etc.)
• Verbs (i.e., counted, divided, etc.)
• Generic symbols (+, –, ×, ÷, =)

*Based on revised NCTM standards. Copyright ©2001, revised 2012 by Exemplars, Inc. All rights reserved.
 Exemplars® Classic 5-Criteria Math Rubric (Cont.)*
Problem Solving Reasoning and Proof Communication Connections Representation
A correct strategy is chosen Arguments are constructed A sense of audience or purpose Mathematical connections An appropriate and
Practitioner based on mathematical situ- with adequate mathematical is communicated. or observations are recog- accurate mathemati-
ation in the task. basis. and/or nized. Some examples may cal representation(s) is
Communication of an approach include, but are not limited constructed and refined
Planning or monitoring of A systematic approach and/or is evident through a methodical, to: to solve problems or
strategy is evident. justification of correct reason- organized, coherent sequenced • clarification of the task. portray solutions.
ing is present. This will lead to and labeled response. • exploration of math-
Evidence of solidifying pri- connections. ematical phenomenon.
or knowledge and applying Formal math language is used • noting patterns, struc-
it to the problem solving throughout the solution to share tures and regularities.
situation is present. and clarify ideas.
Note: The Practitioner must Note: The following are not assessed:
achieve a correct answer. • Numbers and their names (i.e., 5,
five, etc.)
• Verbs (i.e., counted, divided, etc.)
• Generic symbols (+, –, ×, ÷, =)

An efficient strategy is Deductive arguments are A sense of audience and pur- Mathematical connections An abstract or sym-
Expert chosen and progress used to justify decisions and pose is communicated. or observations are used bolic mathematical
towards a solution is may result in formal proofs. and/or to extend the solution to representation(s) is
evaluated. other mathematics or to constructed to analyze
Evidence is used to justify Communication at the Prac- a deeper understanding relationships, and to
Adjustments in strategy, if and support decisions made titioner level is achieved, and of mathematics. Some clarify or interpret phe-
necessary, are made along and conclusions reached. communication of argument examples may include, but nomenon.
the way, and/or alterna- This will lead to connections. is supported by mathematical are not limited to:
tive strategies are consid- properties. • testing and accepting or
ered. rejecting of a hypothesis
Precise math language and or conjecture.
Evidence of analyzing the symbolic notation are used to • explanation of phenom-
situation in mathemati- consolidate math thinking and enon.
to communicate ideas. • generalizing and ex-
cal terms, and extending
tending the solution to
prior knowledge is pres-
Note: The following are not assessed: other cases.
ent.
• Numbers and their names (i.e., 5,
five, etc.)
Note: The Expert must achieve • Verbs (i.e., counted, divided, etc.)
a correct answer. • Generic symbols (+, –, ×, ÷, =)

*Based on revised NCTM standards. Copyright ©2001, revised 2012 by Exemplars, Inc. All rights reserved.