Problem Solving

Students’ Open-Ended Problem Solving Rubric • Year 6

High Sound Basic
I show some understanding of the
Identifies the Problem I understand the problem fully. I show a little understanding.
problem.

I show some plans for how I solve I show very few plans to solve the
Plans how to solve it I know how to go about solving it.
the problem. problem.

Carries out the plan I show most of the steps in the I show some of the steps in the
I show all the steps in my working.
correctly working. working.

I write the answer and the solution I write most of the solution correctly I write part of the solution and
Communicates the answer
completely. but make some errors. make some errors.

Can prove the answer is I explain fully how I know that the I can partly explain why I think my I can explain very little of why I
correct answer is correct. answer is correct. think the answer is correct.

Reflects on the answer I can make many connections to I can make some connections to I can make very few connections to
and the working other problems. other problems. other problems.
STUDENTS’ WORKING TOWARDS THE PROFICIENCY STRANDS – YEAR 6
Students’ Working
High Towards The Proficiency
Sound Strands •Basic
Year 6
Understanding I consistently describe properties of I can describe properties of different sets I am learning to confidently describe
different sets of numbers, using High fractions of numbers, using fractions Sound and decimals properties of differentBasic sets of numbers,
and decimals to describe probabilities.
I consistently describe properties to describe
I canprobabilities. I practiseof different using
describe properties I amfractions
learningand decimals todescribe
to confidently describe
I confidently represent
of different fractions
sets ofandnumbers, usingrepresenting
sets of fractions
numbers, andusing
decimals in and probabilities.
fractions properties of I am working
different towards
sets of being
decimals in various waysand
fractions and describeto describe
decimals various ways
decimalsand to amdescribe
beginning to describeI able
probabilities. to represent
numbers, using fractions
fractions and and decimals
connections between them.I Iconfidently
probabilities. am proficient connections
represent between
practise representing fractions and in decimals
them. I make various ways and am probabilities.
to describe beginning to
fractionsestimates
at making reasonable and decimalsfor in various decimals
reasonable in various
estimates ways and am
for calculations. I am working
describe towards
connections being them. I am
between
calculations. ways and describe connections
Understanding beginning to describe connections learning able totorepresent fractions and
make reasonable estimates for
between them. I am proficient at between them. I make reasonable calculations. decimals in various ways and am
making reasonable estimates for estimates for calculations. beginning to describe connections
Fluency calculations.
I accurately represent integers on a I can represent integers on a number line, I am between
learningthem. I am learning
to represent integersto on a
number line, calculate simple percentages calculate simple percentages and use make reasonable estimates
number line, calculate simple percentages for
and use brackets. I confidently convert brackets. I convert between fractions and and calculations.
use brackets. I am working towards
between fractions and decimals. I
I accurately represent integers on decimals. I practise completing
I can represent integers on a operations becoming moretoaccurate
I am learning represent in converting
integers
consistently am line, calculate simple with fractions,
able to complete
a number numberdecimals and percentages.
line, calculate simple between fractions
on a number line,and decimals
calculate and am
simple
operations withpercentages
fractions, decimals
and use and brackets. I am ablepercentages
to measure and using metric
use units
brackets. learning to complete
percentages and use operations
brackets.with
percentages. II amconfidently convert between and interpret
able to correctly I convert between
timetables andfractions
am workingand I am working
fractions, towards
decimals becoming I
and percentages.
measure usingfractions
metric unitsand and
decimals. I consistently
interpret towards decimals. I practise completing
greater accuracy. ammore accurate
learning in converting
to accurately measure using
timetables. am able to complete operations
Fluency operations with fractions, decimals metric between
units fractions
and interpretand decimals
timetables.
with fractions, decimals and and percentages. I am able to and am learning to complete
percentages.
Problem Solving I consistently and accuratelyI formulate
am able toand correctly measureand
I can formulate using
solvemetric units and
authentic operations
I am learning with fractions,and
to formulate decimals
solve
solve authenticmeasure
problems using metric
using units andproblemsinterpret
fractions, timetables
using fractions, and am working authentic
decimals, and percentages.
problems using I am learning
fractions,to
interpret timetables.
decimals, percentages and measurements. percentages towards andgreater accuracy.I can
measurements. accurately
decimals, measure using
percentages metric
and measurements.
I confidently interpret secondary data units and interpret
interpret secondary data displays and am I am working towards being able to timetables.
displays and am able to correctly
I consistently find the able to correctly
and accurately find theand
I can formulate sizesolve authentic interpret
of unknown secondary
I am learning data displays
to formulate and and find
size of unknown angles.and solve authentic angles. problems using fractions, decimals, thesolve
formulate size authentic
of unknown angles.using
problems
problems using fractions, decimals, percentages and measurements. fractions, decimals, percentages
Reasoning I consistently and
Problem Solving accuratelyand
percentages describe
measurements. I can
I describe some mental
I can interpret secondary data for I am
strategies andlearning to describe
measurements. I ammental
working strategies
mental strategies interpret secondaryperforming
for performing
confidently data displayscalculations
and amand ablecan explain
to correctly fortowards
performingbeingcalculations and can explain
able to interpret
calculations. I displays and amexplain
can confidently able to andcorrectly findcontinuing
results for the size ofnumber
unknown angles.
sequences. secondary
results data displays
for continuing number andsequences.
find the
describe resultsfindforthe size of unknown
continuing number angles.I am beginning to show a deeper sizeworking
I am of unknown
towards angles.
an understanding
sequences and the transformation of one understanding of the transformation of one of the transformation of one shape into
I consistently
shape into another. I am able andto accurately
accurately shape into I can describe
another. some mental
Through I am learning
questioning I another. Throughtoquestioning
describe mental I can explain
describe mental strategies for strategies for performing strategies for performing
articulate the reason actual results of am able to explain the reason actual results the reason actual results of chance
performing calculations. I can calculations and can explain results calculations and can explain
chance experiments
confidentlymay differ
explainfromand describeof chance forexperiments
continuing numbermay differ from
sequences. experiments may differ from
results for continuing numberexpected
results for continuing number expectedI am
expected results. results.
beginning to show a deeper results.
sequences. I am working towards an
Reasoning sequences and the transformation understanding of the transformation understanding of the transformation
of one shape into another. I am able of one shape into another. Through of one shape into another. Through
to accurately articulate the reason questioning I am able to explain questioning I can explain the reason
actual results of chance experiments the reason actual results of chance actual results of chance experiments
may differ from expected results. experiments may differ from may differ from expected results.
expected results.

xiv Australian Curriculum Targeting Maths Teacher Guide Year 6 • 978-1-7421-57085