ZIS MYP Math Year 10: Assessment Rubric – UNIT 3
Summative Task: Probability and Casino Games
Significant Concept: Casino Games are designed to be unfair
Unit Question: How can I create and unfair Casino Game?
AOI: Human
Comments:
Ingenuity
Level
0
NAME
Grades:
B:
/8
C:
/6
D:
/6
Criteria B: Investigating Patterns
Description
Criteria
The student fails to reach any standard given below.
With teacher assistance, how the game works, in terms of
chance/probability, is somewhat explained, and justifications for
conclusions are attempted.
1–2
The student applies,
with some guidance,
mathematical problemsolving techniques to
recognize simple
patterns.
With some guidance, some of the rules concerning the probabilities of the
game are described.
The reasoning for this/these uses probability techniques selected with
guidance.
With guidance, a game has been created that either attempts to or
somewhat answers the problem.
The card game shows some understanding of the concepts and techniques
of probabilities.
All of 1 – 2
3–4
The student selects and
applies mathematical
problem-solving
techniques to recognize
patterns, and suggests
relationships or general
rules.
How the game works, in terms of chance/probability, is somewhat
explained, and all conclusions are somewhat justified.
Some of the rules concerning the probabilities of the game are described.
The reasoning for this/these uses mostly appropriately selected and
applied probability techniques, concepts and understanding.
A game has been created that somewhat answers the problem.
The card game shows a general understanding of the concepts and
techniques of probabilities.
All of 3 – 4
5–6
The student selects and
applies mathematical
problem-solving
techniques to recognize
patterns, describes them
as relationships or
general rules, and draws
conclusions consistent
with findings.
How the game works, in terms of chance/probability, is mostly explained,
and all conclusions are mostly justified.
The rules concerning the probabilities of the game are generally described.
The reasoning for this/these uses appropriately selected and applied
probability techniques, concepts and understanding.
A game has been created that generally answers the problem.
The card game shows a good understanding of the concepts and
techniques of probabilities.
The student selects and
All of 5 – 6
applies mathematical
How the game works, in terms of chance/probability, is completely
problem-solving
explained and explored*, and all conclusions are thoroughly justified.
techniques to recognize
patterns, describes them All of the rules concerning the probabilities of the game are fully described.
7 – 8 as relationships or
The reasoning for this/these uses appropriately selected, applied and
general rules, draws
justified probability techniques, concepts and understanding.
conclusions consistent
A game has been created that successfully answers the problem.
with findings, and
provides justifications or The game shows an advanced level of understanding of probabilities.
proofs.
* all possible outcomes and scenarios are considered in appropriate detail
Grade
Level
0
Criteria C: Communication
Description
Criteria
Grade
The student fails to reach any standard given below.
The ‘pitch’ is rarely strongly and clearly delivered at times
1–2
The student shows basic use of
mathematical language and/or
forms of mathematical
representation.
The lines of reasoning are difficult to
follow.
It is somewhat clear how the game, and the probabilities, work,
in theory and practice
The reasoning of how the game favours the house is difficult to
follow
Appropriate and relevant mathematical language and symbols
are sometimes or rarely used
The media (communication tools) used in the presentation is/are
not particularly suitable or useful.
The ‘pitch’ is sometimes strongly and clearly delivered
3–4
The student shows sufficient use of
mathematical language and forms of
mathematical representation. The
lines of reasoning are clear though
not always logical or complete.
The student moves between
different forms of representation
with some success.
It is mostly clear how the game, and the probabilities, work
The reasoning of how the game favours the house is generally
clear and usually logical.
The presentation mostly uses appropriate and relevant
mathematical language and symbols.
The reasoning and probabilities of the game, in practice and in
theory, are easily explained in different ways, varying types of
representations and different perspectives.
The media (communication tools) used in the presentation is/are
fairly suitable and useful
The ‘pitch’ is strongly and clearly delivered.
5–6
The student shows good use of
mathematical language and forms of
mathematical representation. The
lines of reasoning are concise, logical
and complete.
The student moves effectively
between different forms of
representation.
It is clear how the game, and the probabilities, work, because of
the clear and effective explanation.
The reasoning of how the game favours the house is clear and
logical.
The presentation effectively uses appropriate and relevant
mathematical language and symbols.
The reasoning and probabilities of the game, in practice and in
theory, are easily explained in different ways, varying types of
representations and different perspectives.
The media (communication tools) used in the presentation is/are
suitable and well used.
Level
0
Criterion D: Reflection in Mathematics
Criteria
Description
1-2
None of the grade and task descriptors are met in a meaningful way.
The student attempts to explain whether his or her results make sense in
You attempt to correctly address
the context of the problem.
Question 1
3-4
The student attempts to describe the importance of his or her findings in
connection to real life.
The student correctly but briefly explains whether his or her results make
sense in the context of the problem and describes the importance of his or
her findings in connection to real life.
The student attempts to justify the degree of accuracy of his or her results
where appropriate.
The student critically explains whether his or her results make sense in the
context of the problem and provides a detailed explanation of the
importance of his or her findings in connection to real life.
5-6
The student justifies the degree of accuracy of his or her results where
appropriate.
The student suggests improvements to the method when necessary.
You attempt to address Question 2
You briefly and correctly address
Question 1
You attempt to correctly address
Question 2
You thoroughly and correctly
address Question 1
You thoroughly and correctly
address Question 2
You thoroughly and correctly
address Question 3
Grade