Rubric Support for CCSS
Exemplars performance material supports the Common Core State Standards.
Our differentiated tasks engage students and promote conceptual understanding, problem solving and higherorder thinking skills. Rubrics and anchor papers provide educators with effective tools to identify what a student's work demonstrates about his/her mathematical understanding and problemsolving strengths and weaknesses.
Below is an example of how our assessment rubric supports the Common Core 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:
 clarification of the task.
 exploration of mathematical phenomenon.
Representations
 Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

REASON ABSRACTLY 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:
 clarification of the task.
 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 problemsolving 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 problemsolving 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.
