Common Core Aligned!
Problem
Solving
Rubric!
Use to assess the Standards for
Mathematical Practice!
Copyright © M. Celley-Anderson
www.theteacherstudio.com
Problem Solving Rubric!
How can this resource help my students understand what these standards mean?
CCSS.Math.Practice.MP1
Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP6
Attend to precision.
We all know that problem solving and math application are going to be more
important than ever. Use this rubric to start to build your students’
understanding that math is more than getting the correct answer! Helping
students see that their planning, their Choice of strategies, their organization,
their explanations, and their accuracy and precision all contribute to “4” quality
work! I have included two versions of the rubric—one that includes a column
addressing clear explanations of solutions—and one that does not. Each of the
two rubrics is included in color and black and white and come two per page.
Try using it with problems you solve as a whole class…With student math
journals…With problem solving on assessments…for students to assess problems
they solve in teams…as a student “self-assessment”…on anchor charts…
NOTE: I have deliberately defined only a “4” in the rubric. Students can get very
good at understanding that target and how to tell how close/how far they are
from it. It keeps the rubric far more streamlined.
Copyright © M. Celley-Anderson
www.theteacherstudio.com
Problem Solving
Rubric!
Problem Solving
Rubric!
…What should I do to earn a “4”?
Math
Strategies




I know how
to get
started.
I know
what type
of math to
do and what
operations
to use.
I know
what the
problem is
asking.
I show my
work in an
organized
way.
Precision
“Plus”

I work
neatly.

I use
correct
math
symbols.
I use labels.

I work
accurately.


Clear
Explanations


I get the
correct
answer.
I work
efficiently.
…What should I do to earn a “4”?


I use
precise
math
language.
I explain
what math
I did and
why I did it.
I use clear
wording and
correct
writing
conventions
so others
can easily
understand.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Math
Strategies




I know how
to get
started.
I know
what type
of math to
do and what
operations
to use.
I know
what the
problem is
asking.
I show my
work in an
organized
way.
Precision
“Plus”

I work
neatly.

I use
correct
math
symbols.

I use labels.

I work
accurately.

I get the
correct
answer.

I work
efficiently.
Clear
Explanations

I use
precise
math
language.

I explain
what math
I did and
why I did it.

I use clear
wording and
correct
writing
conventions
so others
can easily
understand.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Problem Solving
Rubric!
Problem Solving
Rubric!
…What should I do to earn a “4”?
Math
Strategies




I know how
to get
started.
I know
what type
of math to
do and what
operations
to use.
I know
what the
problem is
asking.
I show my
work in an
organized
way.
Precision
“Plus”

I work
neatly.

I use
correct
math
symbols.
I use labels.

I work
accurately.


Clear
Explanations


I get the
correct
answer.
I work
efficiently.
…What should I do to earn a “4”?


I use
precise
math
language.
I explain
what math
I did and
why I did it.
I use clear
wording and
correct
writing
conventions
so others
can easily
understand.
3
Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Math
Strategies




I know how
to get
started.
I know
what type
of math to
do and what
operations
to use.
I know
what the
problem is
asking.
I show my
work in an
organized
way.
Precision
“Plus”

I work
neatly.

I use
correct
math
symbols.

I use labels.

I work
accurately.

I get the
correct
answer.

I work
efficiently.
Clear
Explanations

I use
precise
math
language.

I explain
what math
I did and
why I did it.

I use clear
wording and
correct
writing
conventions
so others
can easily
understand.
3
Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Problem Solving
Rubric!
Problem Solving
Rubric!
…What should I do to earn a “4”?
Precision
“Plus”
Math Strategies

I know how to get
started.

I know what type
of math to do and
what operations to
use.


I know what the
problem is asking.
I show my work in
an organized way.
…What should I do to earn a “4”?

I work neatly.


I use correct
math symbols.
I know how to get
started.

I know what type
of math to do and
what operations to
use.

I use labels.

I work accurately.

I get the correct
answer.

I work efficiently.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Precision
“Plus”
Math Strategies


I know what the
problem is asking.
I show my work in
an organized way.

I work neatly.

I use correct
math symbols.

I use labels.

I work accurately.

I get the correct
answer.

I work efficiently.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Problem Solving
Rubric!
Problem Solving
Rubric!
…What should I do to earn a “4”?
Precision
“Plus”
Math Strategies

I know how to get
started.

I know what type
of math to do and
what operations to
use.


I know what the
problem is asking.
I show my work in
an organized way.
…What should I do to earn a “4”?

I work neatly.


I use correct
math symbols.
I know how to get
started.

I know what type
of math to do and
what operations to
use.

I use labels.

I work accurately.

I get the correct
answer.

I work efficiently.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Precision
“Plus”
Math Strategies


I know what the
problem is asking.
I show my work in
an organized way.

I work neatly.

I use correct
math symbols.

I use labels.

I work accurately.

I get the correct
answer.

I work efficiently.
3 Most of the elements listed for a 4 are evident.
Any errors are minor.
2 Work is inconsistent or several of the elements
listed for a 4 are missing.
1 Little evidence of the items listed for a 4 is
present. Errors may be severe or numerous.
0 No attempt
Copyright © M. Celley-Anderson
Looking for more great
math resources?
Just click any image below!
Copyright © M. Celley-Anderson
www.theteacherstudio.com
I have taught grades 1, 2, 3, 4, and 6 for the past
twenty years and pride myself on my creativity
and ability to engage students in meaningful
learning. I have my masters in educational
leadership and curriculum and look forward to
sharing many of my ideas with all of you!
www.theteacherstudio.com
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