Standards-based assessment and Instruction

# Rubric Support for CCSS

## Exemplars performance material supports the Common Core.

Our rubrics and anchor papers provide educators with effective tools to identify what a student's work demonstrates about his/her mathematical understanding and problem-solving strengths and weaknesses. Each differentiated task is aligned to the Common Core.

Below is an example of how our assessment rubric supports the Standards for Mathematical Practice.

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The ccss for mathematical practice are comprised of the following Exemplars rubric criteria from the "Practitioner Level" supports ccss by requiring students to do the following in order to meet the standard:
MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM.

## Problem Solving

• A correct strategy is chosen based on mathematical situation in the task.
• Evidence of solidifying prior knowledge and applying it to the problem- solving situation is present.
• Planning or monitoring of a strategy is evident

## Reasoning and Proof

• A systematic approach and/or justification of correct reasoning is present. This may lead to:
• exploration of mathematical phenomenon.

## Representations

• Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.
REASON ABSTRACTLY AND QUANTITATIVELY.

## Reasoning and Proof

• Arguments are constructed with adequate mathematical basis.
• A systematic approach and/or justification of correct reasoning is present. This may lead to:
• exploration of mathematical phenomenon.

## Representations

• Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

## Communication

• Formal math language is used throughout the solution to share and clarify ideas.
CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS.

## Problem Solving

• Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.

## Reasoning and Proof

• Arguments are constructed with adequate mathematical basis.
• A systematic approach and/or justification of correct reasoning are/is present.
• Exploration of mathematical phenomenon.

## Communications

• A sense of audience or purpose is communicated.
• Communication of an approach is evident through a methodical, organized, coherent sequenced and labeled response.

## Representations

• Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.
MODEL WITH MATHEMATICS.

## Problem Solving

• Evidence of solidifying prior knowledge and applying it to the problem- solving situation is present.
• Planning or monitoring of strategy is evident.

## Reasoning and Proof

• Arguments are constructed with adequate mathematical basis.
• A systematic approach and/or justification of correct reasoning are/is present.

## Representations

• Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

## Communication

• Formal math language is used throughout the solution to share and clarify ideas.
USE APPROPRIATE TOOLS STRATEGICIALLY.

## Problem Solving

• A correct strategy is chosen based on mathematical situation in the task.
• Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.
• Planning or monitoring of strategy is evident.
ATTEND TO PRECISION.

## Problem Solving

• The Practitioner must achieve a correct answer.

## Representations

• Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

## Communications

• A sense of audience or purpose is communicated.
• Communication of an approach is evident through a methodical, organized, coherent sequenced and labeled response.
• Formal math language is used throughout the solution to share and clarify ideas.
LOOK FOR AND MAKE USE OF STRUCTURE.

## Problem Solving

• Planning or monitoring of strategy is evident.

## Reasoning and Proof

• Exploration of mathematical phenomenon.
• Noting patterns, structures and regularities.

## Connections

• Mathematical connections or observations are recognized.
LOOK FOR AND EXPRESS REGULARITY IN REPEATED REASONING.

## Problem Solving

• Planning or monitoring of strategy is evident.

## Reasoning and Proof

• Noting patterns, structures and regularities.

## Connections

• Mathematical connections or observations are recognized.

Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
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## Here's What People Are Saying

During one session in late August and another in mid-September, the team introduced Exemplars to the 46 New York City math teachers. The responses were overwhelmingly positive; teachers liked 'Tina's Quilt Squares,' the resource CD and the focus on problem solving...

Charlie Tocci

Research Associate - NCREST

Teachers College, Columbia University

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