Standards-Based Assessment + Instruction
Standards-Based Math Rubric
Problem Solving
Novice No strategy is chosen, or a
strategy is chosen that will
not lead to a solution.
Little or no evidence of
engagement in the task
is present.
Apprentice A partially correct strategy
is chosen, or a correct
strategy for only solving
part of the task is chosen.
Evidence of drawing on
some relevant previous
knowledge is present,
showing some relevant
engagement in the task.
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Reasoning and Proof Communication Connections Representation
Arguments are No awareness of audience or No connections are No attempt is
made with no purpose is communicated. made or connections are made to construct
mathematical basis. mathematically or contextually a mathematical
No formal mathematical terms or irrelevant. representation.
No correct reasoning symbolic notations are evident.
nor justification for
reasoning is present.
Arguments are Some awareness of audience or A mathematical connection An attempt is
made with some purpose is communicated. is attempted but is made to construct
mathematical basis. partially incorrect or lacks a mathematical
Some communication of an contextual relevance. representation
Some correct approach is evident through verbal/ to record and
reasoning or written accounts and explanations. communicate problem
justification for solving but is not
reasoning is present. An attempt is made to use formal accurate.
math language. One formal math
term or symbolic notation is evident.
Note: The following are not assessed:
• Numbers and their names (i.e., 5, five,
etc.)
• Verbs (i.e., counted, divided, etc.)
• Generic symbols (+, –, ×, ÷, =, ⟌‾)
Copyright ©2001, revised 2021 by Exemplars, Inc. All rights reserved.

Problem Solving
Practitioner A correct strategy is chosen Arguments are
based on the mathematical constructed with adequate
situation in the task. mathematical basis.
Planning or monitoring
of strategy is evident.
Evidence of solidifying
prior knowledge and
applying it to the problem-
solving situation is present.
Note: The Practitioner must
achieve a correct answer.
Expert 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.
Evidence of analyzing the
situation in mathematical
terms and extending prior
knowledge is present.
Note: The Expert must
achieve a correct answer.
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Standards-Based Math Rubric (Continued) Standards-Based Assessment + Instruction
Reasoning and Proof Communication Connections Representation
A sense of audience or A mathematical connection An appropriate
purpose is communicated. is made. Proper contexts and accurate
are identified that link mathematical
Communication of an approach both the mathematics and representation
A systematic approach is evident through a methodical, the situation in the task. is constructed
and/or justification organized, coherent, sequenced and refined to
of correct reasoning and labeled response. Some examples may solve problems or
is present. include one or more portray solutions.
Formal math language is used of the following:
to share and clarify ideas. At
• clarification of the
least two formal math terms
mathematical or situational
or symbolic notations are context of the task
evident, in any combination.
• exploration of mathematical
Note: The following are not assessed: phenomenon in the context
• Numbers and their names (i.e., 5, of the broader topic in
five, etc.) which the task is situated
• Verbs (i.e., counted, divided, etc.) • noting patterns, structures
• Generic symbols (+, –, ×, ÷, =, ⟌‾) and regularities
Deductive arguments A sense of audience and Mathematical connections are An appropriate
are used to justify purpose is communicated. used to extend the solution mathematical
decisions and may result to other mathematics or to representation(s)
in formal proofs. Communication at the a deeper understanding of is constructed to
Practitioner level is achieved, the mathematics in the task. analyze relationships,
Evidence is used to and communication of extend thinking and
justify and support argument is supported by Some examples may clarify or interpret
decisions made and mathematical properties. include one or more phenomenon.
conclusions reached. of the following:
Formal math language and
• testing and accepting or
symbolic notation is used to
rejecting of a hypothesis
consolidate math thinking and to or conjecture
communicate ideas. At least one
• explanation of
of the math terms or symbolic phenomenon
notations is beyond grade level. • generalizing and extending
the solution to other cases
Note: The following are not assessed:
• Numbers and their names (i.e., 5,
five, etc.)
• Verbs (i.e., counted, divided, etc.)
• Generic symbols (+, –, ×, ÷, =, ⟌‾)
Copyright ©2001, revised 2021 by Exemplars, Inc. All rights reserved.