Developed in collaboration with the Council for Basic Education, Washington D.C.
*Use the language of the standard.
9/9
LOS ANGELES UNIFIED SCHOOL DISTRICT
GENERIC SCORING GUIDE FOR WRITTEN PRODUCT: MATHEMATICS
RUBRIC
LEVEL
CONTENT
ORGANIZATION
CONVENTIONS
STYLE/IMPACT
TASK SPECIFIC
CRITERIA*
4
completes task/activity accurately
explains, proves and/or applies
mathem
atical concepts, theorems,
properties, and relationships effectively
demonstrates and explains clearly the
relation between mathematical concepts
and skills (why and how)
identifies all relevant elements of the
task; knows when a strategy is applicable
rev
iews reasonableness of results;
recognizes unreasonableness
selects and carries out problem

solving strategy(ies) suitable to the
task efficiently
organizes content logically and
coherently
identifies all steps (problem

solving
method) to the solution
appl
ies operations, rules, theorems, or
functions correctly with accurate
computations
uses a variety of appropriate tools and
technology in completing the task
communicates entire solution clearly in
oral, written, or graphic form, using
appropriate language,
notation, and
concepts
communicates results and
interpretation of those results clearly
and convincingly
demonstrates high level of
mathematical thinking that includes,
where appropriate, making
comparison, conjectures,
interpretations, and generalizatio
ns
connects mathematical concepts to
many other content areas and daily
life, when appropriate
3
completes essentials of the task/activity
explains, proves and/or applies
mathematical concepts, theorems,
properties, and relationships thoroughly
dem
onstrates in general the relation
between mathematical concepts and
skills, with minor flaws
identifies the important elements of a
task
reviews work for correctness; can
ascertain reasonableness, if questioned
selects and carries out problem

solving strat
egy(ies) generally
suitable to the task without
significant error
organizes content logically and
coherently, minor details may be
omitted
identifies relevant steps (problem

solving method) of the solution
applies operations, rules, theorems, or
functions
without significant error
uses a variety of tools and technology to
complete most of the task
communicates central idea(s) of
solution in oral, written, or graphic
form, using appropriate language,
notation, and concepts with minor
errors
communicates resu
lts and
interpretation of those results with no
significant errors
demonstrates evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations
connects some mathematical concepts
to other content areas and daily l
ife,
when appropriate
2
completes task/activity with rough
approximation
explains, proves and/or applies
mathematical concepts, theorems,
properties, and relationships with
limitations
demonstrates a misconception between
mathematical concepts and
skills
identifies only a few, usually superficial
elements of the task
reviews, with major errors, the work for
correctness: is unable to determine
reasonableness of answer
selects problem

solving strategy(ies)
which are not completely suitable to
the ta
sk, displays a number of errors
organizes content with little logical
structure, major details may be
omitted
identifies some steps (problem

solving method) of the solution
applies operations, rules, theorems, or
functions with significant errors; can
com
plete a rough approximation
uses tools and technology ineffectively
or incorrectly; completes some of the
task
communicates some of central idea(s)
of solution in oral, written, or graphic
form, using mathematical language,
notation, and concepts, with si
gnificant
errors
communicates results and
interpretation of those results with
some significant errors
demonstrates little evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations
connects few mathematical c
oncepts
to other content areas and daily life,
when appropriate
1
completes no parts of the task/activity
explains with little or no comprehension
how to prove and/or apply mathematical
concepts, theorems, properties, and
relationships
demonstrates
no relation between
mathematical concepts and skills
identifies few, if any, of the elements of
the task
reviews none of the work; does not
recognize reasonableness of answer
selects problem

solving strategy(ies)
that are inappropriate to the task
making
critical errors
organizes content with no logical
structure, includes few, if any, details
identifies no steps (problem

solving
method) of the solution
applies operations, rules, theorems, or
functions with critical errors; unable to
complete a rough appr
oximation
uses inappropriate tools and technology
or uses them to produce incorrect
results; completes few, if any, parts of
the task
communicates few, if any, central
idea(s) of solution in oral, written, or
graphic form, using mathematical
language, nota
tion, and concepts, with
major errors
communicates results or
interpretation of those results with
frequent, major errors
demonstrates no evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations
connects no
mathematical concepts to
other content areas and daily life,
when appropriate
Developed in collaboration with the Council for Basic Education, Washington D.C.
*Use the language of the standard.
9/9
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