7Th Grade Mathematics MYP Assessment Rubric

7th Grade Mathematics MYP Assessment Rubric

Achievement Level / Criterion A: Knowledge and Understanding / Criterion B: Investigating Patterns / Criterion C: Communication in Mathematics / Criterion D: Reflection in Mathematics
0 / The student does not attempt and/or address the assessment. The assessment task is not turned in.
1 – 2 / The student attempts to use thinking skills when solving simple problems in familiar situations. / The student, with guidance, recognizes simple patterns. / The student shows little use of mathematical language and/or forms of mathematical representation. The thought processes are difficult to follow. / The student briefly states whether his or her results make sense in the context of the problem.
3 – 4 / The student sometimes uses appropriate thinking skills when solving simple problems in familiar situations. / The student recognizes simple patterns in different contexts. The student uses some logic to describe the pattern and extends it to make predictions. The student describes the relationship with limited guidance from teacher. / The student shows some use of mathematical language and forms of mathematical representation (formulas, diagrams, tables, charts, graphs, and models). The thought processes are sometimes logical. The student attempts to explore different forms of representation with some success when solving simple problems with limited guidance from teacher. / The student briefly explains whether his or her results make sense in the context of the problem and attempts to describe the importance of his or her findings in connection to real life with limited guidance from teacher.
5 – 6 /

The student generally uses appropriate thinking skills when solving problems in a variety of familiar situations.

/ The student recognizes simple patterns in different contexts. The student uses some logic to describe the pattern and extends it to make predictions. The student describes the relationship and attempts to generalize a rule. / The student shows good use of mathematical language and forms of mathematical representation (formulas, diagrams, tables, charts, graphs, and models). The thought processes are logical. The student begins to explore different forms of representation with some success when solving simple problems with limited guidance from the teacher. / The student considers the reasonableness of his/her results in the context of the problem and attempts to explain whether they make sense. The student considers the importance of his/her findings and the degree of accuracy of his/her results. The student considers alternatives to the method when appropriate with limited guidance from teacher.
7 – 8 / The student consistently uses appropriate thinking skills when solving problems in a variety of familiar and unfamiliar situations. / The student recognizes simple patterns in different contexts. The student uses some logic to describe the pattern and extends it to make predictions. The student describes the relationship and recognizes general rules.