Understanding
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There is no solution,
or the solution has no relationship to the task. Inappropriate
concepts are applied and/or procedures are used. The
solution addresses none of the mathematical components
presented in the task.
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The solution is not
complete indicating that parts of the problem are not
understood. The solution addresses some, but not all
of the mathematical components presented in the task.
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The solution shows
that the Student has a broad understanding of the problem
and the major concepts necessary for its solution. The
solution addresses all of the mathematical components
presented in the task.
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The solution shows
a deep understanding of the problem including the ability
to identify the appropriate mathematical concepts and
the information necessary for its solution. The solution
completely addresses all mathematical components presented
in the task. The solution puts to use the underlying
mathematical concepts upon which the task is designed.
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____
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Strategies, Reasoning,
Procedures
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No evidence of a strategy
or procedure, or uses a strategy that does not help
solve the problem. No evidence of mathematical reasoning.
There were so many errors in mathematical procedures
that the problem could not be solved.
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Uses a strategy that
is partially useful, leading some way toward a solution,
but not to a full solution of the problem. Some evidence
of mathematical reasoning. Could not completely carry
out mathematical procedures. • Some parts may be correct,
but a correct answer is not achieved.
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Uses a strategy that
leads to a solution of problem. Uses effective mathematical
reasoning. Mathematical procedures used. • All parts
are correct and a correct answer is achieved.
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Uses a very efficient
and sophisticated strategy leading directly to a solution.
Employs refined and complex reasoning. • Applies procedures
accurately to correctly solve the problem and verify
the results. • Verifies solution and/or evaluates
the reasonableness of the solution. • Makes mathematically
relevant observations and/or connections.
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Communication
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There is no explanation
of the solution, the explanation cannot be understood
or it is unrelated to the problem. There is no use or
inappropriate use of mathematical representations (e.g.
figures diagrams, graphs, tables, etc.). There is no
use, or mostly inappropriate use, of mathematical terminology
and notation.
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There is an incomplete
explanation; it may not be clearly presented. There
is some use of appropriate mathematical representation.
There is some use of mathematical terminology and notation
appropriate of the problem.
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There is a clear explanation.
There is appropriate use of accurate mathematical representation.
There is effective use of mathematical terminology and
notation.
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There is a clear, effective
explanation detailing how the problem is solved. All
of the steps are included so that the reader does not
need to infer how and why decisions were made. Mathematical
representation is actively used as a means of communicating
ideas related to the solution of the problem. There
is precise and appropriate use of mathematical terminology
and notation
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