MATHEMATICS: Learner Outcomes Rubric 2015-2016 for Nose Creek School
4
Understands
mathematical
concepts and
relationships
2
1
- shows thorough
understanding and
makes fine/specific
distinctions
- shows in-depth and
well developed
understanding
- shows adequate and
simplistic
understanding of
concepts and skills
- shows limited and
insufficient
understanding; may be
unable to demonstrate
or explain
- can explain why one
solution is correct and
why one is not
- can self-adjust and
modify their approach
if needed
- makes meaningful
connections by
analyzing multiple
ideas
- recalls, remembers
and repeats ideas;
explains concepts with
partial accuracy
- dependent on
support to
demonstrate
understanding
- in various contexts,
demonstrates the
ability to evaluate
their understanding
- uses knowledge and
skills to engage in a
variety of learning
tasks
- uses knowledge and
skills to engage in
common/basic
learning tasks
- can show/teach the
concepts to others
- able to demonstrate
and explain concepts
- accurate and precise;
rarely makes errors or
omissions
- experiences success
in novel, diverse, and
unique learning
situations
- usually accurate with
minor errors or
omissions
- experiences success
in familiar and some
new settings
- partially able to
demonstrate or
explain concepts
- there are some errors
or omissions
4
3
- thoroughly solves
problems with
precision and in a
range of context
Uses
mathematical
reasoning to
analyze and solve
problems
3
- uses knowledge and
skills to engage in
complex learning tasks
- demonstrates
creativity and
innovation in their
approach
- ability to justify and
defend mathematical
reasoning with
accuracy
- experiences success
in novel, diverse, and
unique learning
situations
- shows in-depth and
well-developed
mathematical
reasoning
- successfully solves
most problems
- experiences success
in familiar learning
settings
2
- limited accuracy;
major errors or
omissions
- experiences success
only in rehearsed and
highly structured
learning situations
1
- adequate and
simplistic
mathematical
reasoning
- solves problems
involving applications
in common learning
tasks
- limited and
insufficient
mathematical
reasoning
- struggles to
successfully solve
problems involving
applications
- experiences success
in familiar learning
settings
- experiences success
only in rehearsed and
highly structured
learning situations
- solves problems
involving applications
in a variety of learning
tasks
- experiences success
in familiar and new
learning settings
Develops and
applies
appropriate and
efficient strategies
for computation
Explores and
develops
strategies for
mental math and
estimation
4
- consistently develops
then applies effective
strategies/procedures
- effectively and
accurately uses
multiple strategies
3
- often develops then
applies effective
strategies
- uses multiple
strategies with some
accuracy
- often demonstrates
efficiency and accuracy
in computational tasks
2
- demonstrates
simplistic skills in
computational tasks
- may require
reminders, guidance or
review to complete
computational tasks
- uses one strategy or
procedure in
computational tasks
1
- rarely develops then
applies effective
strategies
- requires consistent
reminders, guidance or
review to complete
computational tasks
- demonstrates limited
or inadequate skills in
computational tasks
- consistently
demonstrates
efficiency and accuracy
in computational tasks
- very few simple
errors in computation
(may be present)
- some simple errors in
computation (may be
present)
- major errors in
computation
- sometimes selfchecks their solutions
based on judgement
and reasonableness of
answers
- rarely self-checks
their solutions based
on judgement and
reasonableness of
answers
- rarely or never selfchecks their solutions
- consistently uses
teacher/peer feedback
to apply corrections to
their work
- sometimes uses
teacher/peer feedback
to apply corrections to
their work
- rarely uses
teacher/peer feedback
to apply corrections to
their work
4
3
2
1
- consistently selects
and executes focused
and appropriate
strategies
- when asked can
explain their reasoning
for using a strategy
and the steps they
took to reach their
answer
- effectively and
accurately uses
multiple strategies
- consistently and
correctly executes
appropriate strategies
- sometimes correctly
selects and executes
appropriate strategies
- when asked can
usually explain their
reasoning for using a
strategy and/or the
steps they took to
reach their answer
- uses multiple
strategies with some
accuracy
- sometimes
demonstrates partial
development of
strategies in written or
verbal form
- shows little or no
selection or execution
of appropriate
strategies
- needs step-by-step
instructions to begin
the problem
- consistently shows
the ability to selfcorrect work and
make necessary
adjustments based on
number reasoning
- often shows ability to
correct work and
make necessary
adjustment based on
number reasoning
- consistently selfchecks their solutions
based on judgement
and reasonableness of
answers
- when asked can
sometimes explain
part of their reasoning
for using a strategy
and/or some of the
steps they took to
reach their answer
- inconsistently shows
ability to correct work
and make necessary
adjustments based on
number reasoning
- occasionally requires
guidance in order to
create an appropriate
plan before executing
the strategy
- when asked cannot
explain their reasoning
for using a strategy
and/or some of the
steps they took to
reach their answer
- rarely shows the
ability to correct work
and make necessary
adjustments based on
number reasoning
4
Models,
represents and
communicates
mathematical
ideas
3
2
- an accurate,
thorough, symbolic
and/or complex math
representation is
clearly presented to
analyze and
communicate
information and
relationships
- an appropriate,
detailed and accurate
math representation is
clearly constructed to
analyze and
communicate
information and
relationships
- a simple, partial
and/or limited math
representation is
constructed to record
and communicate
information
- precise math
language,
organized/labelled
visuals and symbolic
notation are used to
consolidate thinking
and communicate
ideas clearly
- able to justify and
defend their
understanding in
multiple ways (verbal,
written, concrete,
pictorial and symbolic)
- specific math
language and
organized/labelled
visuals are used
throughout work to
share and clarify ideas
- simplistic
language/visuals are
used to communicate
information
- tries to justify and
defend their
understanding in
multiple ways
- the information
communicated may
not be very clearly
represented
- everyday and familiar
language is used to
communicate ideas
- a modeled
representation may
have been used to
guide organizing
information and
communicating ideas
1
- little or no effort has
been made to
construct a math
representation
- ideas are not
communicated/limited
information has made
communication
unclear
- a step-by-step visual
organizer or
significant support
may have been used to
communication of
ideas and information
- does not record and
explain reasoning and
procedures clearly and
completely
- information is
communicated with
very few minor errors
or omissions
- information is
communicated with
some minor errors or
omissions
- there are significant
errors or omissions
- there are major
errors or omissions