Criteria for Success (Teacher Version)
Level
Level One
Problem Solving
No strategy is chosen, or a
strategy is chosen that will
not lead to a solution
Reasoning and Proof
Arguments are made with
no mathematical basis
Communication
No awareness of purpose is
communicated
No correct reasoning or
justification for reasoning
Does not use math language to
communicate ideas
Arguments are made with
some mathematical basis
Some awareness of purpose is
communicated
Some correct reasoning or
justification for reasoning is
present used trial and error,
or unsystematic strategy
Some formal math language is used,
and examples are provided to
communicate ideas
A correct strategy is chosen
based on the math
Arguments are made with
a mathematical basis
The purpose is clearly
communicated
Appropriate selection of
strategy
Formal math language is used; the
writing is organized, logical,
coherent, and sequenced
Consolidates prior
knowledge and applies it
correctly to the problem
A systematic approach
and/or justification of
correct reasoning
The student is able to:
- Clarify thinking
- Note patterns
An efficient strategy is
chosen
Arguments are used to
justify decisions
Communication is clear, and is
supported by mathematical
properties
Changes 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
Justifies and supports
answer
The student is able to
- Test and reject a
hypothesis or conjecture.
- Explain their thinking
- Generalizing and
extending thinking to other
problems
Little or no evidence of
using prior knowledge
Level Two
A partially correct strategy
is chosen, or a correct
strategy for only solving part
of the task
Evidence of drawing on
some relevant previous
knowledge is present
Level Three
Level Four
Precise math language and
symbolic notation are used to
consolidate math thinking and to
communicate ideas
Connections
No relevant
connections
are made to
the topic
Representing
No attempt is made
to construct
mathematical
representations
Some attempt
to relate the
task to other
subjects or to
own interests
and
experiences is
made
An attempt is made
to construct
mathematical
representations to
record and
communicate
problem solving
Mathematical
connections or
experiences
are made
Appropriate and
accurate
mathematical
representations are
constructed to
solve problems
Mathematical
connections or
observations
are used to
extend the
solution
High yield strategies
and/or
mathematical
representations are
used to analyze
relationships, extend
thinking, and clarify
or interpret
Criteria for Success (Student Version)
Level
Problem Solving
How can I solve the
problem? What do I know?
Reasoning and Proof
What strategy can I use to
solve the problem?
Communication
Have I explained my
answer clearly and used
math language?
Connections
Can I connect this
concept to another
math concept?
Representing
Have I shown my
work to prove I
understand the
question? Can I
compare this to
something I know?
Level One
I did not use what I know to
answer the question
I did not give proof in my
answer
I did not use any math
language in my answer
I did not use a strategy to
help me answer the
question
My answer did not explain
the problem clearly
I did not make a
connection to other
math concepts or to
the world
I did not use a math
sentence, pictures,
numbers or words to
show my thinking
I need to give more details
in my answer
I used some math
language in my answer
I tried to make a
connection to other
math concepts
I used some math to
explain my answer
I used a math strategy but I
need more practice using
the strategy
I need to use more details
in my answer to make it
clear
I was able to explain my
thinking clearly
I used math language to
answer the question
I used the math strategy
correctly
My answer was clear,
organized and made
sense
I was able to make a
connection to other
concepts in math and
to the world around me
I used a math
sentence, pictures,
numbers or words to
show my work
Level Two
Level Three
Level Four
I was able to apply some
math knowledge
I was able to apply my
math knowledge to this skill
or concept
I used my prior knowledge
to help me answer the
question
I was able to extend my
thinking
I was able to recognize
other patterns
I was able to show my
thinking clearly
I used two more strategies
to show my thinking
I was able to recognize
and create rules
I used math language,
ideas and rules to explain
my thinking
My answer was logical,
organized and complete
I got the correct
answer
I was able to make a
connection and
compare my work to
other math ideas or
relate it to other
subjects
I used two or more
ways to show my
thinking
I got the correct
answer and was
able to explain how I
got the answer in
variety of ways
Student Success Criteria for Bump It Up Wall
Level One has…
- I did not use a
strategy to
solve the
problem
- no proof in my
answer
-
no math
language
- not explained
my thinking
- not made a
connection to
the math
concept
Level One Does not
use
- Any strategies
Level Two has…
- Any proof
- used a strategy
to solve the
problem
- Any math
language
- some details in
the answer
- Or make any
connections to
math concepts or
the world
- used some
math language
in the answer
- not explained
the thinking
clearly
-
made a
connection to
a math
concept
Level Two Does not
have
- A clear
explanation of the
strategy
- Enough details to
make the answer
clear
- precise math
language or terms
- good complete
sentences
- clear connections
to math concepts
or the world
Student Success Criteria
Level Three
has…
- used one
strategy to
solve the
problem
- used formal
math
language in
the answer
- explained the
thinking
clearly
Level Three Does not
have…
- two or more
strategies
- a comparison of
math strategies
- a math rule or
relationship
- extra details to
show deeper level
thinking
- clear connections
- made a
to math concepts
connection to
or the world
the math
concept or
world
- the correct
answer
Level Four has…
- used two or more
strategies to solve
the problem
Level Four Does
not have…
- incomplete
strategies
- unclear ideas
- used precise
math language in
the answer
- unsupported
answers
- math rules and
finds relationships
- incomplete
sentences
- a correct and
clear explanation
of the answer
-
made a
connection to the
math concept or
world and other
subjects