1
Algebra Content
Rubric
A-REI
0
1
2
Did Not Meet Standard
The student was not
able to meet the
criteria for a Level 1
response.
Solve systems of
equations
A-CED
Create equations
that describe
numbers or
relationships
Student was able
to do one of the
following:
Student was able to
do both of the
following:
Represent the
relationships in the
problem with one
or more equations
such as: x + y = 47;
or 5x + 4y = 200 or
equivalent.
Create a system of
equations that could
lead to a correct
solution
AND
Attempt to solve the
system of equations
algebraically or
graphically with work
that could lead to a
correct conclusion.
OR
Attempt an
alternate solution
method.
0
1
4
Met Standard
OR
Use alternate logical
reasoning that could
lead to a correct
conclusion
AND
Attempt to solve the
problem with work
that could lead to a
correct conclusion.
Claim 3
3
2
Student was able to:
Define variables and set
up a system of
equations
AND
The opportunity for
students to
demonstrate a Level 4
on this task is not
present.
Solve the system of
equations algebraically
or graphically that leads
to a correct conclusion.
OR
Use alternate logical
reasoning such as a
table or a written
statement and
determined the correct
solution.
3
4
Standards for
Mathematical
Practice 3
Students can
clearly Construct
viable arguments
to support their
own reasoning
and to critique
the reasoning of
others.
Level 0 students are
unable to provide an
argument or identify
obvious flawed
arguments in
familiar contexts
2
12015
2
Did not meet standard
Met Standard
Exceeds Standard
Level 1 students
should be able to
base arguments on
concrete referents
such as objects
drawings,
diagrams, and
actions and
identify obvious
flawed arguments
in familiar
contexts.
Level 3 students should
be able to use stated
assumptions,
definitions and
previously established
results and examples
to test and support
their reasoning or to
identify, explain and
repair the flaw in an
argument. Students
should be able to break
an argument into cases
to determine when the
argument does or does
not hold.
Level 4 students should
be able to use stated
assumptions
definitions and
previously established
results to support their
reasoning or repair and
explain the flaw in an
argument. They
should be able to
construct a chain of
logic to justify or refute
a proposition or
conjecture and to
determine the
conditions under which
an argument does or
does not apply.
Content and Math Practice 3/ALD Claim 3 Rubrics
2015 Content and Math Practice 3/ALD Claim 3 Rubrics
Level 2 students
should be able to find
and identify the flaw
in an argument by
using examples or
particular cases.
Students should be
able to break a
familiar argument
given in a highly
scaffolded situation
into cases to
determine when the
argument does or
does not hold.
Practice Task
Specific Rubric
0
1
2
Did not meet standard
Math Practice 3
Dollar & the Cash
Box
Student does not
meet criteria for
Level 1.
Student demonstrates
little ability to clearly
and precisely construct
viable arguments which
support his or her
reasoning as to
whether the dollar
belongs inside the cash
box or not.
OR
Student attempts to use
solutions in the problem
to support reasoning,
but not enough to
establish his or her
ability to clearly and
precisely construct
viable arguments that
support reasoning.
3
3
2015 Content and Math Practice 3/ALD Claim 3 Rubrics
3
4
Met Standard
Student
demonstrates a
partial ability to
clearly and precisely
construct viable
arguments in support
of his or her
reasoning by stating
whether the dollar
belongs inside the
cash box or not.
Student inaccurately
explains or connects
how their system of
equations, and the
way they reasoned
through the problem,
allowed them to
determine the best
placement of the
dollar.
Student
demonstrates an
ability to clearly and
precisely construct a
viable argument in
support of his or her
reasoning by stating
whether the dollar
belongs inside the
cash box or not.
Student accurately
explains or connects
how system of
equations and his/her
reasoning through
the problem allowed
him/her to determine
the best placement of
the dollar
Exceeds Standard
Student
demonstrates a
thorough ability to
clearly and precisely
construct viable
arguments in
support of his or her
reasoning by stating
that the dollar
belongs inside the
cash box.
Student uses
multiple
representations to
connect and show
how system of
equations and
his/her reasoning
through the
problem allowed
him/her to
determine the
dollar belonged in
the cash box.