Exemplars

Standards–Based Assessment + Instruction
Exemplars
Exemplars ®
K–8
Math Workshop
Assessment
Norwalk Public Schools, CT
For February 11, 2019
Improving
Instructor:
Instruction Jay Meadows, MAT
271 Poker Hill Road • Underhill, Vermont

Phone: 800–450–4050 • Fax: 802–899–4825 • Email: info@exemplars.com
www.exemplars.com
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© 2018, Exemplars
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Table of Contents
1. Introduction to Standards–Based Assessment and Instruction 4-26

2. Good Problems and Problem Solvers 28–59
3. Using Rubrics for Assessment 60–83
4. Exemplars Rubric for Assessing Student Work Analytically 84–104
5. Assessing Student Work 106–143
6. Providing Effective Feedback 144–152
7. Communication 154–159
8. Mathematical Representations 160–175
9. Making Connections 176–184
10. Questions 186–191
11. Tasks That Stretch 192–198
12. Tips for Getting Started 200–228
13. Preliminary Planning Sheets 230–236
14. Keeping Track 238–240
15. Appendix 242–244

Table of Contents PAGE 2
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INTRODUCTION TO STANDARDS–BASED
ASSESSMENT AND INSTRUCTION
Exemplars
Introduction to
Introduction to Standards-Based
Standards–Based PAGE 4
Assessment and Instruction © 2018, Exemplars
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Introduction to Standards–Based PAGE 5

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The Assessment Standards for School

Mathematics, Published by the National
Council of Teachers of Mathematics,
Lists Four of the Necessary Shifts
in Assessment Practice as:
1. A shift toward judging the progress of students’

attainment of mathematical power, and away from
assessing students’ knowledge of specific facts and
isolated skills.
2. A shift toward communicating with students about

their performance in a continuous, comprehensive
manner, and away from simply indicating whether or
not answers are correct.
3. A shift toward using multiple and complex

assessment tools such as performance tasks,
projects, writing assignments, oral demonstrations
and portfolios, and away from reliance on answers to
brief questions on quizzes and chapter tests.
4. A shift toward students learning to assess their own

progress, and away from teachers and external
agencies as the sole judges of progress.
The Assessment Standards for School Mathematics PAGE 6

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Expectations for all Students
To learn to:
»» Value mathematics
»» Communicate mathematically
»» Reason mathematically
To become:
»» Confident in their ability to do mathematics

»» Mathematical problem solvers
Expectations for all Students PAGE 7

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Exemplars
21st Century Skills
»» Collaboration
»» Communication
»» Creativity
»» Problem Solving
»» Analytical Thinking
»» Ethics, action and accountability
Source: https://globaldigitalcitizen.org/21st-century-skills-every-student-needs
21st Century Skills PAGE 8

© 2018, Exemplars
Exemplars
Industry Expectations (Pollak)
»» The ability to set up problems with the appropriate

operations
»» Knowledge of a variety of techniques to approach

and work on problems
»» Understanding of the underlying mathematical

features of a problem
»» The ability to work with others on problems
»» The ability to see the applicability of mathematical

ideas to common and complex problems
»» Preparation for open problem situations, since most

real problems are not well formulated
»» Belief in the utility and value of mathematics
Industry Expectations PAGE 9

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Exemplars
Assessment
Standard–based mathematics programs must include assessment systems to monitor, enhance

and evaluate the mathematics learning of students. Assessment should be designed for
diagnostic purposes, instructional feedback, reporting out, comparison of achievement and
for program evaluation.
A balanced assessment should include ongoing (embedded) assessment, product assessment

(showing what children can do), periodic assessment and outside assessment. The proportion
of assessment used within the four areas are flexible and depend on a number of factors
such as grade level, experience of the children and time of the year. All assessments should
be based on a clear and public set of criteria stemming from the standards and grade level
expectations that are articulated consistently across grade levels.
Outside Assessment that includes: Periodic Assessment that includes:
»» State assessments »» End-of-unit tests

»» State portfolio sample collection »» Quizzes
»» Local mathematics portfolio scoring »» Assessment portfolio tasks
»» Standardized achievement test »» Sample math questions
»» School Grade Level Assessments (measures
Product Assessment that includes: both individual and class progress)
»» Journal writing or math logs

Ongoing assessment that includes:
»» Open-ended questions
»» Samples of student work »» Observations
»» Group projects »» Interviews
»» Daily math »» Mental Notes
»» Practice portfolio tasks »» Anecdotal record keeping
»» Homework »» Games
»» Projects »» Daily group work
»» Connections being made »» Classroom interactions
»» Use of strategies
»» Communication of concepts
(representation and vocabulary)
»» Reflections
»» Self–assessment to improve progress
»» Improved disposition towards mathematics
Assessment PAGE 10
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What do Assessments Tell Us?
»» Provide clear expectations to teachers for what

students should know and be able to do
»» Provide clear expectations for students about what

they should know and be able to do
»» Demonstrate student understanding of knowledge

and skills
»» Document student progress over time
»» Help to improve student performance by providing

meaningful feedback
»» Identify areas of instruction to be changed or

improved
»» Help guide future planning
What do Assessments Tell Us PAGE 11

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Exemplars
Mathematics | Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise

that mathematics educators at all levels should seek to develop in their
students.
These practices rest on important “processes and proficiencies” with

longstanding importance in mathematics education. The first of these
are the NCTM process standards of problem solving, reasoning and
proof, communication, representation, and connections. The second
are the strands of mathematical proficiency specified in the National
Research Council’s report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying
out procedures flexibly, accurately, efficiently and appropriately), and
productive disposition (habitual inclination to see mathematics as sensible,
useful, and worthwhile, coupled with a belief in diligence and one’s own
efficacy).
1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves
the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make
conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt. They
consider analogous problems, and try special cases and simpler forms of
the original problem in order to gain insight into its solution. They monitor
and evaluate their progress and change course if necessary. Older students
might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator
to get the information they need. Mathematically proficient students can
explain correspondences between equations, verbal descriptions, tables,
and graphs or draw diagrams of important features and relationships, graph
data, and search for regularity or trends. Younger students might rely on
using concrete objects or pictures to help conceptualize Common Core
State StandardS for matHematICS and solve a problem. Mathematically
proficient students check their answers to problems using a different
method, and they continually ask themselves, “Does this make sense?”
They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.
Standards
Common for Mathematical
Core Practice
State Standards for PAGE 12
Mathematics © 2018, Exemplars
Exemplars
2. Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their
relationships in problem situations. They bring two complementary
abilities to bear on problems involving quantitative relationships:
the ability to decontextualize—to abstract a given situation and
represent it symbolically and manipulate the representing symbols as
if they have a life of their own, without necessarily attending to their
referents—and the ability to contextualize, to pause as needed during
the manipulation process in order to probe into the referents for the
symbols involved. Quantitative reasoning entails habits of creating
a coherent representation of the problem at hand; considering the
units involved; attending to the meaning of quantities, not just how to
compute them; and knowing and flexibly using different properties of
operations and objects.
3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures.
They are able to analyze situations by breaking them into cases, and
can recognize and use counterexamples. They justify their conclusions,
communicate them to others, and respond to the arguments of
others. They reason inductively about data, making plausible
arguments that take into account the context from which the data
arose. Mathematically proficient students are also able to compare
the effectiveness of two plausible arguments, distinguish correct
logic or reasoning from that which is flawed, and—if there is a flaw in
an argument—explain what it is. Elementary students can construct
arguments using concrete referents such as objects, drawings,
diagrams, and actions. Such arguments can make sense and be correct,
even though they are not generalized or made formal until later grades.
Later, students learn to determine domains to which an argument
applies. Students at all grades can listen or read the arguments of
others, decide whether they make sense, and ask useful questions to
clarify or improve the arguments.
Standards
Core Practice
Exemplars
4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know
to solve problems arising in everyday life, society, and the workplace.
In early grades, this might be as simple as writing an addition equation
to describe a situation. In middle grades, a student might apply
proportional reasoning to plan a school event or analyze a problem in
the community. By high school, a student might use geometry to solve
a design problem or use a function to describe how one quantity of
interest depends on another. Mathematically proficient students who
can apply what they know are comfortable making assumptions and
approximations to simplify a complicated situation, realizing that these
may need revision later. They are able to identify important quantities
in a practical situation and map their relationships using such tools
as diagrams, two-way tables, graphs, flowcharts and formulas. They
can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of
the situation and reflect on whether the results make sense, possibly
improving the model if it has not served its purpose.
5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when
solving a mathematical problem. These tools might include pencil
and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or
dynamic geometry software. Proficient students are sufficiently familiar
with tools appropriate for their grade or course to make sound decisions
about when each of these tools might be helpful, recognizing both the
insight to be gained and their limitations. For example, mathematically
proficient high school students analyze graphs of functions and solutions
generated using a graphing calculator. They detect possible errors
by strategically using estimation and other mathematical knowledge.
When making mathematical models, they know that technology can
enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant
external mathematical resources, such as digital content located on
a website, and use them to pose or solve problems. They are able to
use technological tools to explore and deepen their understanding of
concepts.
Standards
Core Practice
Exemplars
6. Attend to precision.
Mathematically proficient students try to communicate precisely to
others. They try to use clear definitions in discussion with others and
in their own reasoning. They state the meaning of the symbols they
choose, including using the equal sign consistently and appropriately.
They are careful about specifying units of measure, and labeling axes
to clarify the correspondence with quantities in a problem. They
calculate accurately and efficiently, express numerical answers with
a degree of precision appropriate for the problem context. In the
elementary grades, students give carefully formulated explanations to
each other. By the time they reach high school they have learned to
examine claims and make explicit use of definitions.
7. Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or
structure. Young students, for example, might notice that three and
seven more is the same amount as seven and three more, or they may
sort a collection of shapes according to how many sides the shapes
have. Later, students will see 7 × 8 equals the well remembered 7 ×
5 + 7 × 3, in preparation for learning about the distributive property.
In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7
and the 9 as 2 + 7. They recognize the significance of an existing line
in a geometric figure and can use the strategy of drawing an auxiliary
line for solving problems. They also can step back for an overview
and shift perspective. They can see complicated things, such as some
algebraic expressions, as single objects or as being composed of
several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a
positive number times a square and use that to realize that its value
cannot be more than 5 for any real numbers x and y.
8. Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated,
and look both for general methods and for shortcuts. Upper
elementary students might notice when dividing 25 by 11 that they are
repeating the same calculations over and over again, and conclude
they have a repeating decimal. By paying attention to the calculation
of slope as they repeatedly check whether points are on the line
through (1, 2) with slope 3, middle school students might abstract the
equation
Standards
Core Practice
Exemplars
(y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel

when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2
+ x + 1) might lead them to the general formula for the sum of a
geometric series. As they work to solve a problem, mathematically
proficient students maintain oversight of the process, while attending
to the details. They continually evaluate the reasonableness of their
intermediate results.
Connecting the Standards for Mathematical Practice to the

Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which
developing student practitioners of the discipline of mathematics
increasingly ought to engage with the subject matter as they grow
in mathematical maturity and expertise throughout the elementary,
middle and high school years. Designers of curricula, assessments,
and professional development should all attend to the need to
connect the mathematical practices to mathematical content in
mathematics instruction.
The Standards for Mathematical Content are a balanced combination

of procedure and understanding. Expectations that begin with
the word “understand” are often especially good opportunities
to connect the practices to the content. Students who lack
understanding of a topic may rely on procedures too heavily. Without
a flexible base from which to work, they may be less likely to
consider analogous problems, represent problems coherently,
justify conclusions, apply the mathematics to practical situations,
use technology mindfully to work with the mathematics, explain the
mathematics accurately to other students, step back for an overview,
or deviate from a known procedure to find a shortcut. In short, a lack
of understanding effectively prevents a student from engaging in the
mathematical practices.
In this respect, those content standards which set an expectation

of understanding are potential “points of intersection” between
the Standards for Mathematical Content and the Standards for
Mathematical Practice. These points of intersection are intended
to be weighted toward central and generative concepts in the
school mathematics curriculum that most merit the time, resources,
innovative energies, and focus necessary to qualitatively improve the
Standards
Core Practice
Exemplars
What is the Difference Between

Arithmetic and Mathematics?
»» Mathematics is the science that studies and explains

numbers, quantities, measurements, shapes,
patterns and how all things are related.
»» Arithmetic is the computational part of mathematics

that includes adding, subtracting, multiplying and
dividing numbers.
Source: The Kid’s World Almanac of Amazing Facts About Numbers,

Math, and Money, Margery Facklam and Margaret Thomas
WhatWhat
is the Difference Between
is the Difference Arithmetic
Between and Mathematics
Arithmetic and PAGE 17
Mathematics? © 2018, Exemplars
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Problem Solving?
“Problem solving has been defined as what to do

when you don’t know what to do.”
Crossing the River With Dogs, page 2

“What is the definition of a problem? A problem
is a situation in which a person seeking some
goal and for which a suitable course of action is
not immediately apparent. In the context of the
mathematics curriculum, a problem is one requiring
that mathematical skills, concepts, or processes be
used to arrive at a goal.”
About Teaching Mathematics, Burns, page 16
Problem Solving PAGE 18

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Depth of Knowledge Levels for Mathematics
Level 1 (Recall) includes the recall of information such as a fact,

definition, term, or a simple procedure, as well as performance of a
simple algorithm or application of a formula. That is, in mathematics
a one-step, well-defined, and straight algorithmic procedure should
be included at this lowest level. Other key words that signify a Level 1
include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs
such as “describe” and “explain” could be classified at different levels,
depending on what is to be described and explained.
Level 2 (Skills/Concepts) includes the engagement of some mental

processing beyond a habitual or rote response. A Level 2 assessment
item requires students to make some decisions as to how to approach
the problem or activity, whereas Level 1 requires students to
demonstrate a rote response, perform a well-known algorithm, follow a
set procedure (like a recipe), or perform a clearly defined series of
steps. Keywords that generally distinguish a level 2 item include
“classify,” “organize,” “estimate,” “make observations,” “collect and
display data,” and “compare data.” These actions imply making choices
among mathematical constructs that come from knowing mathematical
concepts and when to apply mathematical procedures. For example,
to compare data requires first identifying characteristics of the objects
or phenomenon and then grouping or ordering the objects. Level
2 requires multiple actions including processing of information and
mathematical ideas. Some action verbs, such as “explain,” “describe,”
or “interpret” could be classified at different levels depending on the
object of the action. For example, interpreting information from a simple
graph, requiring the reading of information from the graph, also are at
Level 2. Interpreting information from a complex graph that requires
some decisions on what features of the graph need to be considered
and how information from the graph can be aggregated is a Level 3.
Level 2 activities are not limited only to number skills, but may involve
visualization skills and probability skills. Other Level 2 activities include
noticing or describing non-trivial patterns, explaining the purpose and
use of experimental procedures; carrying out experimental procedures;
making observations and collecting data; classifying, organizing, and
comparing data; and organizing and displaying data in tables, graphs,
and charts.
Depth of Knowledge PAGE 19

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Level 3 (Strategic Thinking) requires reasoning, planning, using

evidence, and a higher level of thinking than Level 1 and Level 2. In
most instances, requiring students to explain their thinking is a Level
3. Activities that require students to make conjectures are also at this
level. The cognitive demands at Level 3 are complex and abstract.
The complexity does not result from the fact that there are multiple
answers, a possibility for both Levels land 2, but because the task
requires more demanding reasoning. An activity, however, that has
more than one possible answer and requires students to justify
the response they give would most likely be a Level 3. Other Level
3 activities include drawing conclusions from observations; citing
evidence and developing a logical argument for concepts; explaining
phenomena in terms of concepts; and deciding which concepts to
apply in order to solve a complex problem.
Level 4 (Extended Thinking) requires complex reasoning, planning,

developing, and thinking most likely over an extended period of time.
The extended time period is not a distinguishing factor if the required
work is only repetitive and does not require applying significant
conceptual understanding and higher-order thinking.
For example, if a student has to take the water temperature from a
river each day for a month and then construct a graph, this would
be classified as a Level 2. However, if the student is required to
conduct a river study that requires taking into consideration a
number of variables, developing questions to answer, collecting
data, and presenting findings, this would be a Level 4. At Level 4,
the cognitive demands of the task should be high and work should
be very complex. Students should be required to make several
connections-relate ideas within the content area or among content
areas-and select one approach among many alternatives on how
the situation should be resolved, in order to be at this highest level.
Level 4 activities include designing and conducting experiments and
projects; developing and proving conjectures, making connections
between a finding and related concepts and phenomena; combining
and synthesizing ideas into new concepts; and critiquing experimental
designs.
Depth of Knowledge PAGE 20

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Exemplars
Four Levels of Depth of Knowledge
1. Recall - Recall of a fact, information, or procedure
2. Basic Application of Skill/Concept - Use of

information, conceptual knowledge, procedures,
two or more steps, etc.
3. Strategic Thinking - Requires reasoning, developing

a plan or sequence of steps; has some complexity;
more than one possible answer
4. Extended Thinking - Requires an investigation;

time to think and process multiple conditions of the
problem or task.
Webb, Norman L., Alignment of Science and Mathematics Standards and

Assessments in Four States, Council of Chief State School Officers, 1999.
Depth of Knowledge
Depth-of-Knowledge PAGE 21
Levels for Mathematics © 2018, Exemplars
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DEPTH OF KNOWLEDGE (DOK) LEVELS
Level One Activities Level Two Activities Level Three Activities Level Four Activities
»» Recall elements and details »» Identify and summarize the »» Support Ideas with »» Conduct a project that
of story structure, such major events in a narrative. details and examples. requires specifying a
as sequence of events, problem, designing and
»» Use context cues to »» Use voice appropriate to
character, plot and setting. conducting an experiment,
identify the meaning the purpose and audience.
analyzing its data, and
»» Conduct basic mathematical of unfamiliar words.
»» Identify research questions reporting results/solutions.
calculations.
»» Solve routine multiple- and design investigations
»» Apply mathematical
»» Label locations on a map. step problems. for a scientific problem.
model to illuminate a
»» Represent in words or »» Describe the cause/effect »» Develop a scientific model problem or situation.
diagrams a scientific of a particular event. for a complex situation.
»» Analyze and synthesize
concept or relationship.
»» Identify patterns in »» Determine the author’s information from
»» Perform routine procedures events or behavior. purpose and describe how multiple sources.
like measuring length it affects the interpretation
»» Formulate a routine problem »» Describe and illustrate
or using punctuation of a reading selection.
given data and conditions. how common themes
marks correctly.
»» Apply a concept in are found across texts
»» Organize, represent
»» Describe the features other contexts. from different cultures.
and interpret data.
of a place or people.
»» Design a mathematical
model to inform and
solve a practical or
abstract situation
Webb, Norman L and others “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research.
Depth of Knowledge
Depth-of-Knowledge Levels PAGE 22
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Assessment Portfolios
Working Portfolio
A student’s working portfolio includes:
»» Class pieces
»» Scaffold pieces
»» Homework pieces
»» Edited pieces done after class instruction in the

mathematics/problem solving strategy of the task
Conferenced pieces with directed editing
»» Pieces used as a class to learn strategies
»» Pieces used to help students learn to organize and

write their solutions Tasks used to direct instruction
to learn the criteria of the scoring guide
Assessment Portfolio
An assessment portfolio includes:
»» Student’s independent problem solving work that

demonstrates what he/she knows and is able to do.
Assessment Portfolios PAGE 23

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Four Lenses
»» What should we expect of our students?

»» Where are our students?
»» Why are they there?
»» What opportunities are we giving our students?
»» Worthwhile assignments
»» Performing with knowledge
»» Using results to improve performance
Four Lenses PAGE 24

© 2018, Exemplars
Exemplars
Ideas for Designing a Standards–Based Classroom
1. Think about what you want to assess–the kinds of problems

and the mathematics content. Make a form to keep track of the
concepts, skills and kinds of problems.
2. Introduce the student to the concept of keeping a math journal

or log for reflections about math problem solving and use of
mathematics within and outside the classroom.
3. Enlarge rubrics and post in room.
4. Make certain that math folders and portfolios are personalized.

Allow students to decorate them. Also make certain that
students can have easy access to folders that they can be
managed by the students and not by the teachers. Include a
record keeping sheet so students can record the results of their
performances.
5. Be certain to write a letter to parents explaining the use of

performance tasks and rubrics.
6. Include criteria language in feedback to students so students

can measure their own performance and develop the ability to
be self–evaluative.
7. Develop a system for students to self– and peer–assess their

work.
8. Invite other teachers to double score your students’ work.
9. 9. Develop a system for students to use technologies on a

regular basis.
10. Provide access for students to communicate with mathematicians

within and outside the school system.
11. Conference with students before writing report cards.
Ideas for Designing a Standards–Based Classroom PAGE 25

© 2018, Exemplars
Exemplars
12. Devote at least one class per week to a performance task with
rubrics.
13. Divide math instructional time into two types – one of them
for modeling, group investigations, etc., and the other for
individual or group problem–solving tasks.
14. Include open–ended problems in homework assignments on a

regular basis.
15. Create a “free mathematics” time similar to silent reading

time.
16. Develop problems to complement your language arts,

science, social studies, or other units.
17. Assign a performance task as an introduction to a new topic

or concept.
18. Use a performance task to culminate a unit or chapter.
19. Work with a teacher from another class or discipline to plan

and “do” an interdisciplinary performance task.
20. Consider local events or needs as you plan realistic tasks for
students to solve.

© 2018, Exemplars
Exemplars

© 2018, Exemplars
Exemplars
GOOD PROBLEMS AND PROBLEM SOLVERS
Exemplars
Good Problems and Problem Solvers PAGE 28

© 2018, Exemplars
Exemplars
Grade 7
P/S R/P Com Con Rep A/Level
Billy’s Goat
Billy’s family had a pet goat that liked to jump their

fence and graze on the grass in their neighbor’s
yard. Billy’s dad told his children that he would have
a contest to see which child could solve the goat
problem most efficiently. The prize is freedom from
mowing any grass all summer! He asked his children
to find the best possible place to tie the goat in their
own backyard so it would have the maximum grazing
area He gave the children some rope and a stake to
tie the goat to and reminded the children that their
yard was square and the total length of their fence
was 600 feet.
Help Billy win the contest by explaining the answers

to the following questions:
• Where should the stake be placed so that the

goat will have the maximum grazing area?
• What length of rope should he use, and how
much space will the goat have to graze?
• How much grass will be left to mow?
• If the lawn mower cuts 15,000 square inches
in 1 1/2 minutes, about how many hours are
needed to cut the remainder of the grass?
Show all of your mathematical thinking.
Billy’s Goat PAGE 29

© 2018, Exemplars
Exemplars
Concepts, Skills and Problem Solving
Concepts, Skills and Problems
The following definitions include the material presented by the National

Council of Teachers of Mathematics.
Skills: A particular technique, formula or process, which the student has

been taught to perform. Mathematical skills tasks are broadly described as
those that create the opportunities for students to apply a well-practiced
and important routine or algorithm. They are routine, short and rarely cast
in a context. Accomplishment of this type of task draws heavily on recall
and solutions are characterized largely but not entirely by manipulation.
They generally have single correct answer.
Concepts: (Something that must be understood rather than just

remembered. Conceptual understanding tasks are broadly described as
those that create the opportunity for students to show their understanding
of the idea underlying a concept. This often involves students in analyzing
an idea, reformulating it and expressing it in their own terms. Tasks are
usually non-routine, short and cast in a context. Usually a student must
apply rather than recall a concept. The emphasis is on reconstruction rather
recall. Solutions are characterized by representation or explanation rather
than by manipulation. Students must have a good basic understanding of
the underlying idea in order to perform a conceptual understanding task.
Problem Solving: Requires the student select a reasonable approach, or

strategy for successful completion of a task. Problem solving is a good
measure of what students can do with the mathematics they have learned.
Sometimes there is a tendency to look only to see what students can do
with the mathematics they have just been taught. Problem solving tasks
usually require a student to apply the skills and concepts previously taught.
Problem solving challenges students to tackle a realistic situation where
they are not spoon-fed ready made steps to follow. They have to use their
mathematical common sense to analyze the situation and formulate the
mathematics needed to accomplish the task, get good results and explain
their conclusions. Students have to select for themselves the mathematical
concepts and skills that are necessary to solve the task. Regular experience
with a variety of non-routine problems is necessary.
Source: New Standards Reference Examination Harcourt Assessment
Concepts, Skills and Problem Solving PAGE 30

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Exemplars
A Good Problem Solving Task...
»» Is meaningful and engaging to students
»» Contains no immediate or obvious way to determine

a solution
»» May be solved through multiple strategies and may

yield multiple solutions
»» May use a variety of mathematical representations
»» Can be extended mathematically or to other

curriculum areas
»» Is appropriate in skill level
»» Involves significant mathematics
»» Promotes the skillful use of mathematics
A Good Problem Solver Is...
»» Curious: wonders about things; asks questions
»» Persistent: sticks to it, does not give up
»» Flexible: looks for different possibilities
»» Risk Taker: tries things that are new or difficult
»» Reflective: takes time to think about what s/he is

doing; considering why and how well it has worked
A Good Problem Solving Task PAGE 31

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Organizational Strategies for Solving Problems
»» Draw a picture / diagram »» Use a model

»» Make an organized list »» Work backwards
»» Use a table or a chart »» Use manipulatives
»» Use a graph »» Use a formula
»» Look for a pattern »» Brainstorm with a partner
»» Guess and check »» Solve an equation
»» Act it out »» Be ingenious
»» Solve a simpler problem »» Use symmetry
»» Eliminate possibilities »» Consider special cases
Mathematics Strategies for Solving Problems
»» Write and use equations

»» Identify number sequences
»» Identify patterns
»» Rewrite patterns
»» Use operations related to the problem
»» Choose a form of an algorithm to solve a problem
Organizational Strategies for Solving Problems PAGE 32

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Exemplars
Evaluating “Good” Problems
Flying Leap 1
Find out exactly how far each person in your group can jump from
a standing position.
Flying Leap 2
Determine the typical distance a fourth grader can jump.
In Flying Leap 2, the student is given the opportunity to define

“typical” and then decide on an approach that would provide him/
her with information on which to base a conclusion about what is
the typical distance. The student must choose to either survey one
student over several jumps, or to survey several students. The student
needs to decide which measure of central tendency best reflects her/
his definition, and how to collect, organize, and analyze the data. The
task also allows the student to extend the solution by determining
whether the solution may vary with age or size. In Flying Leap 1
limited decision making is required; only a collection of data with no
analysis.
What is the difference between problem solving and word

problems?
The mathematical problem solving situations that students

encounter...should include problems that require broader thinking
than traditional word problems demand. Word problems require
students to focus on the meaning of arithmetic operations. To solve
a word problem, a student needs to translate the situation into an
arithmetic sentence (or sometimes more than one sentence) and then
do the computation called for in that sentence. There is usually one
right way to get the answer; there is always one right answer...
In real-life problems, you’re rarely given all the information in one tidy
package; you often have to collect the data, and often from a variety
of sources. There’s rarely only one possible method or strategy that
emerges from real-life problems; usually you choose one from several
Evaluating “Good” Problems PAGE 33

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viable possibilities. You don’t always know for sure if the solution you
chose is the right or best one; you decide on one plausible solution and
it may be only later that you can evaluate your choice. Sometimes you
never know for sure; life has no answer book...
Teaching students to be problem solvers does not minimize the

importance of arithmetic. Arithmetic is necessary for solving many real-
life problems. Also, not all the problems students deal with in school
need to be real-life problems. Although many situations that arise
daily in the classroom afford opportunities for the applications of math
skills... students also benefit from contrived problem situations that
build their problem-solving abilities. After all, school is the place where
students can safely develop and practice problem-solving skills.
Flying
Evaluating Leap
“Good 2
Problems” PAGE 34
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Tasks Make All the Difference
Students learn from the kind of work they do during class,

and the tasks they are asked to complete determines the
kind of work they do.
If they spend most of their time practicing paper-and-

pencil skills on sets of worksheet exercises, they are likely to
become faster at executing these skills. If they spend most
of their time watching the teacher demonstrate methods for
solving special kinds of problems, they are likely to become
better at imitating these methods on similar problems.
If they spend most of their time reflecting on the ways

things work, on how various ideas and procedures are the
same or different, on how what they already know relates
to the situations they encounter, they are likely to build
new relationships. That is, they are likely to construct new
understandings. How they spend their time is determined
by the tasks that they are asked to complete.
The tasks make all the difference.
Making Sense, James Hiebert and others.
Tasks Make All the Difference PAGE 35

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PROBLEM SOLVING
Exemplars PROCEDURE
UNDERSTAND the problem:

• Read the task and underline important information.
• Underline the question.
• Write an “I have to...,” “I need to...,” “The question is...,”
sentence.
THINK of your plan:

• Consider possible strategies.
• Choose the strategy you want to use.
• Write an “I will...,” “My strategy is...,” “My plan is...,”
sentence.
SOLVE the problem:

• Use your strategy to solve the problem.
• Show your answer.
REVIEW your solution (all your work including your answer):

• Did you show your thinking?
• Did you state an answer(s)?
• Did you use at least 2 terms and/or math symbols?
• Did you make an accurate representation?
MAKE a connection (some examples include):

• Make an observation(s).
• Find a pattern(s).
• Recreate or continue the problem.
• Use a different strategy to solve the problem.
• State a phenomenon, (something that is always true).
• Discover a rule.
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Exemplars Problem Solving Process
Leading Questions for Teachers
Use in Connection with Stop Light Sheet
See Polya’s four-step approach to problem solving.
Understand the Problem

1. Read the Problem - 1st Read
a. Students read problem to yourself
b. The teacher reads it outloud
c. Retelling
i. Summarize - Ask a student to retell the story in their own
words. “What is this problem about? What seems to be going
on?”
2. Read the Problem again - 2nd Read
a. What’s the Question? What problem are we trying to solve?
i. Think - Pair - Share
ii. 30 seconds silent think time - What are we trying to solve?
iii. Tell your buddy - The buddy tries to restate what partner said.
iv. Help who is lost.
b. What’s the Question?
i. Have someone state for the whole class.
ii. Have someone else restate what that student just said
iii. Ask students to provide a Problem Statement
1. “I need to … (find...)” “I have to…”
a. Put this on the board for class.
b. Ask for other ideas.
c. Kids write problem statement on their sheet as
the 1st sentence of communication.
3. Read the Problem again - 3rd Read
a. What information do we have?
i. Work with students to define what information we have been
given.
ii. What information do we need that we do not have?
4. Organize the Data
a. Can we draw, organize or represent what is going on in this
problem?

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5. Connections
i. Have we worked on a similar problem before?
ii. How was it similar? How was it different?
iii. What approach was helpful?
iv. What have we learned that will be useful in solving this
problem?
1. Formulas
2. Algorithms
3. Strategies
Think of Your Plan
6. Create a plan
a. 30-45 seconds silent think time - “What strategy can you use?”
i. Then turn to buddy and say
1. “My plan is to …” or “I will…”
ii. Next, ask students to explain their partner’s plan. Requires
students to really listen to each other.
1. “What’s your partner's plan? Who can explain their
partners strategy?”
iii. Put strategies up on the board. Leave these up during class -
1. Put student’s name on the board who offered strategy
so others in the class will remember who to talk to as
they work if they need help with a strategy.
2. Student has to state the because. (Why do they think
this is a viable strategy)
3. Teacher can do quick mini lesson to explain a strategy
students may not have thought of yet. (Optional)
b. Ask students to write their strategy on their page
i. “My plan is to …” or “I will…”
ii. May need to write more than one sentence if problem requires
multiple steps to find a solution.
Solve the Problem

7. Carry out the Plan - Make an Attempt to Solve the Problem
a. Students work independently or with partners or teams to solve the
problem.
b. Various strategies may be attempted.
c. Teacher’s role is to ask probing questions,
i. review the question students are working to solve,

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ii. review the information provided in the task
iii. What was their original strategy?
iv. Does their work make sense?
v. What are the challenges with their work so far?
vi. Does their current strategy make sense?
Present your Solution

8. Put your solution into writing
a. Students organize their work to clearly show their solution strategy.
b. Students explain the steps of their solution pathway.
c. Students provide a representation to help show and clarify their
mathematical thinking for reader.
d. Answer is clearly shown and labeled.
e. Mathematical language is utilized by the student to clarify their
thinking.
After some work time...
9. Share Student work - Number Talks
a. Have students share their strategies and explain their math work so
far. Students do not need to have final answer.
i. Choose strategically which work to show in what order.
ii. Select common strategy to show first
iii. Select more sophisticated next
1. Draw connections between strategies
a. How are they similar?
b. How are the different?
b. Allow other students to ask clarifying questions
c. Discuss progress of students showing work and possible next steps.
Make A Connection
10. Discuss math connections
a. Make connections explicit with the kids at first.
b. What mathematical concepts connect with this problem?
c. What underlying math concepts are needed to solve this problem?
d. Can they solve it another way?
a. How are the different solution strategies connected or related?
e. Can they create a formula, rule or algebraic equation to define their
solution?

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11. Discuss Representations
a. Ask for suggestions on what type of representation may help
students work towards an answer.
b. Place potential representation strategies on the board.
c. Provide a representation binder with different representations
highlighting different strategies.
Look Back
12. Completing Final Project
a. Review Student rubric to self assess.
b. Have they achieved Practitioner for each of the levels?
c. Is their work complete?
d. Did they show all of their thinking?
e. Did the student clearly show their answer?
f. Is the writing clear, concise, easy to follow and understandable from
start to finish?
g. Does the work need any clarification?
h. Have they labeled their representation?

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Steps of Effective Problem Solving
Steps of Effective Problem Solving PAGE 41

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Exemplars
Problem-Solving Process
Understand the problem

1. Read the problem. Read it AGAIN!
2. What is the problem about?
3. What problem are you trying to solve?
4. What information do you know? What information do you

need to find out?
Know Find Out
5. Draw, organize or represent what is going on.
6. Make a connection: How is this problem connected with

something you have done in the past?
Think of Your Plan

7. Create a plan to solve the problem: what skills are needed,
what strategies can you use, and what ideas will help you?
Problem-Solving Process PAGE 42

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Think of Your Plan
7. Create a plan to solve the problem: what skills are needed, what strategies can you
use, and what ideas will help you?
Exemplars
SolveSolve
thethe
Problem
Problem
8. Make an attempt to solve the problem.
8. Make an attempt to solve the problem.
9. Check your
9. Check your solution.
solution. Does
Does it make senseitin make sense in this problem?
this problem?
Communicate Your Solution

Communicate Your
10. Create a clear finalSolution
presentation for your problem. Show and Explain how you
solved the problem?
10. Create a clear final presentation for your problem. Show and
Explain how you solved the problem?
Make a Connection
11. Share a connection or observation about this problem. How does this problem
connect with the big math concepts we have been working on in school?
Make a Connection
11. Share a connection or observation about this problem. How
does this
12. Review problem
the Rubric. connect
Have you with
completed all thetasks
important bigformath concepts we
this problem?
have been working

Problem on Communication
Reasoning and in school? Connection Representation
Solving Proof
12. Review the Rubric. Have you completed all important tasks
for this problem?
Problem Reasoning Communication Connection Representation

Solving & Proof
Problem-Solving Process PAGE 43

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Problem Solving and Assessment
Sequence Prompt Cards
1. Understand the Problem

»» What do you know?
»» What do you need to find out?
2. Develop a plan
»» Have you ever solved a similar problem?
»» What strategies can you use?
»» Can you estimate an answer?
3. Solve the problem

»» Do you need to try another strategy?
»» What is the solution?
4. Communicate the solution

»» Do you have a representation?
»» Is it labeled correctly?
»» Did you use math language to communicate?
»» Is it clear what you did and why you did it?
5. Look back
»» Did you answer the right question?
»» Does your answer make sense?
»» Can you make an observation about the solution?
Sequence Prompt Cards PAGE 44

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The Super Seven

1. Identify the Question
»» Underline, highlight
»» Restate
»» I need to find out...
2. Identify the Important Information

»» Underline, highlight
»» Circle
»» I know...
3. Organize Your thinking and Make a Plan

»» I am going to...
»» I will...
»» My strategy is...
4. Choose and Create a Representation

»» Diagram and key
»» Chart or table
»» Graph
»» Plot
»» Model/manipulatives etc.
5. Solve the Problem

»» Show your thinking/work
»» Indicate your answer-highlight, circle, write in a sentence
6. Check for Mathematical Language
7. Make Connections
»» I notice... (a pattern, a remainder, odd/even, different ways
of stating mathematics
»» Recreate or continue problem
»» Link to a similar problem and state mathematics
»» Generalize rules
»» Verify solution is correct by solving more than one way
The Super Seven PAGE 45
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The Super Seven

PAGE 46
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How to Solve a Problem PAGE 46
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The Super Seven PAGE 47

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Polya’s Problem Solving Method and Strategies
Polya’s Problem Solving Method

»» Understand the problem
»» Make a plan – strategy
»» Solve the problem (more than one way)
»» Verify your thinking
Polya’s Strategies
»» Guess and check
»» Make a list
»» Eliminate possibilities
»» Use symmetry
»» Consider special cases
»» Use direct reasoning
»» Be ingenious
»» Look for a pattern
»» Draw a picture or a graph
»» Solve a simpler problem
»» Use a model
»» Work backward
»» Use a formula
»» Solve an equation
»» Connect to other math
Polya’s Problem Solving Method and Strategies PAGE 48

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Polya’s Problem Solving Techniques
In 1945 George Polya published the book How To Solve It which

quickly became his most prized publication. It sold over one million
copies and has been translated into 17 languages. In this book he
identifies four basic principles of problem solving.
Polya’s First Principle: Understand the problem

This seems so obvious that it is often not even mentioned, yet studens
are often stymied in their efforts to solve problems simply because
they don’t understand it fully, or even in part. Polya taught teachers to
ask students questions such as:
»» Do you understand all the words used in stating the problem?
»» What are you asked to find or show?
»» Can you restate the problem in your own words?
»» Can you think of a picture or diagram that might help you

understand the problem?
»» Is there enough information to enable you to find a solution?
Polya’s Second Principle: Devise a plan

Polya mentions that there are many reasonable ways to solve
problems. The skill at choosing an appropriate strategy is best
learned by solving many problems. You will find choosing a strategy
increasingly easy. A partial list of strategies is included:
»» Guess and check »» Look for a pattern

»» Make an orderly list »» Draw a picture
»» Eliminate possibilities »» Solve a simpler problem
»» Use symmetry »» Use a model
»» Consider special cases »» Work backwards
»» Use direct reasoning »» Use a formula
»» Solve an equation »» Be ingenious
Polya’s Problem Solving Techniques PAGE 49

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Polya’s Third Principle: Carry out the plan

This step is usually easier than devising the plan. In general, all
you need is care and patience, given that you have the necessary
skills. Persist with the plan that you have chosen. If it continues not
to work discard it and choose another. Don’t be misled, this is how
mathematics is done, even by professionals.
Polya’s Fourth Principle: Look back

Polya mentions that much can be gained by taking the time to reflect
and look back at what you have done, what worked, and what didn’t.
Doing this will enable you to predict what strategy to use to solve
future problems.
So starting on the next page, here is a summary, in the master’s own

words, on strategies for attacking problems in mathematics class.
This is taken from the book, How To Solve It, by George Polya, 2nd
ed., Princeton University Press, 1957, ISBN 0-691-08097-6.increasingly
easy. A partial list of strategies is included:

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1. Understand the problem

»» First. You have to understand the problem.
»» What is the unknown? What are the data? What is the condition?
»» Is it possible to satisfy the condition? Is the condition sufficient to

determine the unknown? Or is it insufficient? Or redundant? Or
contradictory?
»» Draw a figure. Introduce suitable notation.
»» Separate the various parts of the condition. Can you write them
down?
2. Understand the problem

»» Second. Find the connection between the data and the unknown.
You may be obliged to consider auxiliary problems if an immediate
connection cannot be found. You should obtain eventually a plan of
the solution.
»» Have you seen it before? Or have you seen the same problem in a
slightly different form?
»» Do you know a related problem? Do you know a theorem that could

be useful?
»» Look at the unknown! Try to think of a familiar problem having the

same or a similar unknown.
»» Here is a problem related to yours and solved before. Could you

use it? Could you use its result? Could you use its method? Should
you introduce some auxiliary element in order to make its use
possible?
»» Could you restate the problem? Could you restate it still

differently? Go back to definitions.
»» If you cannot solve the proposed problem, try to solve first some
related problem. Could you imagine a more accessible related
problem? A more general problem? A more special problem?
An analogous problem? Could you solve a part of the problem?

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Keep only a part of the condition, drop the other part; how far is
the unknown then determined, how can it vary? Could you derive
something useful from the data? Could you think of other data
appropriate to determine the unknown? Could you change the
unknown or data, or both if necessary, so that the new unknown
and the new data are nearer to each other?
»» Did you use all the data? Did you use the whole condition?
Have you taken into account all essential notions involved in the
problem?
3. Carrying out the plan

»» Third. Carry out your plan.
»» Carrying out your plan of the solution, check each step. Can you
see clearly that the step is correct? Can you prove that it is correct?
4. Looking Back
»» Fourth. Examine the solution obtained.
»» Can you check the result? Can you check the argument?
»» Can you derive the solution differently? Can you see it at a glance?
»» Can you use the result, or the method, for some other problem?
Source: https://math.berkeley.edu/~gmelvin/math110sp14/polya.pdf

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Problem Solving
Exemplars Research Brief

Posted on April 8, 2010
Why Is Teaching With Problem Solving

Important to Student Learning?
P
ROBLEM solving plays an important role in mathematics involve significant mathematics have the potential to provide
and should have a prominent role in the mathematics the intellectual contexts for students’ mathematical develop-
education of K−12 students. However, knowing how ment. However, only “worthwhile problems” give students the
to incorporate problem solving meaningfully into the math- chance to solidify and extend what they know and stimulate
ematics curriculum is not necessarily obvious to mathematics mathematics learning. That said, what is a worthwhile prob-
teachers. (The term “problem solving” refers to mathemati- lem? Regardless of the context, worthwhile tasks should be
cal tasks that have the potential to provide intellectual chal- intriguing and contain a level of challenge that invites spec-
lenges for enhancing students’ mathematical understanding ulation and hard work. Most important, worthwhile mathe-
and development.) Fortunately, a considerable amount of re- matical tasks should direct students to investigate important
search on teaching and learning mathematical problem solv- mathematical ideas and ways of thinking toward the learning
ing has been conducted during the past 40 years or so and, goals (NCTM, 1991). Lappan and Phillips (1998) developed
taken collectively; this body of work provides useful sugges- a set of criteria for a good problem that they used to devel-
tions for both teachers and curriculum writers. The follow- op their middle school mathematics curriculum (Connected
ing brief provides some directions on teaching with problem Mathematics), and there has been some research supporting
solving based on research. the effectiveness of this curriculum for fostering students’
conceptual understanding and problem solving (Cai, Moyer,
What kinds of problem-solving activities Wang, & Nie, in press). Although there has been no research
should students be given? focusing specifically on the effectiveness of this set of crite-
ria, the fact that the curriculum as a whole has been shown
Story or word problems often come to mind in a discussion
to be effective suggests that teachers might want to attend to
about problem solving. However, this conception of problem
this set in choosing, revising, and designing problems. See
solving is limited. Some “story problems” are not problem-
the following worthwhile-problem criteria:
atic enough for students and hence should only be considered
as exercises for students to perform. For example, students 1. The problem has important, useful mathematics em-
may be asked to find the perimeter of a polygon, given the bedded in it.
length of each side. They can mindlessly add these numbers 2. The problem requires higher-level thinking and
and get the answer without understanding the concept of pe- problem solving.
rimeter and the problem situation. However, some nonstory 3. The problem contributes to the conceptual develop-
problems can be true problems, such as those found, for ex- ment of students.
ample, while playing mathematical games. 4. The problem creates an opportunity for the teacher
In general, when researchers use the term problem solving to assess what his or her students are learning and
they are referring to mathematical tasks that have the potential where they are experiencing difficulty.
to provide intellectual challenges that can enhance students’ 5. The problem can be approached by students in mul-
mathematical development. Such tasks—that is, problems— tiple ways using different solution strategies.
can promote students’ conceptual understanding, foster their
6. The problem has various solutions or allows differ-
ability to reason and communicate mathematically, and cap-
ent decisions or positions to be taken and defended.
ture their interests and curiosity (Hiebert & Wearne, 1993;
Marcus & Fey, 2003; NCTM, 1991; van de Walle, 2003). Re- 7. The problem encourages student engagement and
search recommends that students should be exposed to tru- discourse.
ly problematic tasks so that mathematical sense making is 8. The problem connects to other important mathemat-
practiced (Marcus & Fey, 2003; NCTM, 1991; van de Walle, ical ideas.
2003). Mathematical problems that are truly problematic and 9. The problem promotes the skillful use of mathematics.
The views expressed or implied in this publication, unless otherwise noted, should not be interpreted as official positions of the Council.
Copyright © 2010 by The National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191-1502,
Tel: (703) 620-9840, Fax: (703) 476-2690, www.nctm.org.
NCTM Teaching With Problem Solving PAGE 53

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Why Is Teaching With Problem Solving Important to Student Learning?
10. The problem provides an opportunity to practice sum of the measures of ∠A, ∠E, and ∠C? In addition, we
important skills. might ask students to find the sum of the three angles in dif-
Of course, it is not reasonable to expect that every problem ferent ways and make generalization of the problem by ask-
that a teacher chooses should satisfy all 10 criteria; which cri- ing: What is the sum of the three angle measures if point E is
teria to consider should depend on a teacher’s instructional at different locations (as shown in the figures below)?
goals. For example, some problems are used primarily be-
cause they provide students with an opportunity to practice a E A B A B
certain skill (criterion 10), say, solving a proportion, where-
as others are used primarily to encourage students to collab-
orate with one another and justify their thinking (criteria 6 E
and 7). But researchers and curriculum developers alike tend
to agree that the first four criteria (important mathematics, C D
higher-level thinking, conceptual development, and opportu-
C (1) D (2)
nity to assess learning) should be considered essential in the A B
selection of all problems. Indeed, these four can be regarded A B
as the sine qua non of the criteria. The real value of these cri-
teria is that they provide teachers with guidelines for making
E
decisions about how to make problem solving a central aspect
of their instruction.
E C D C D
The role of teachers is to revise, select, and develop tasks
that are likely to foster the development of understandings (3) (4)
and mastery of procedures in a way that also promotes the
development of abilities to solve problems and reason and
communicate mathematically (NCTM, 1991). The following This example illustrates that modifying problems that al-
example illustrates how a teacher can modify a standard text- ready exist in textbooks is often a relatively easy thing to do
book problem in a way that both engages students in learn- but increases the learning opportunity for students. Indeed,
ing important mathematics (criterion 1) and also enhances the revised problems need not be complicated or have a fancy
the development of their problem-solving abilities (criteria format. Readers may also see (Butts, 1980) how to revise a
2, 3, 4, and 5). problem to be more problematic so that the learning opportu-
nity for students is increased.
EXAMPLE. Original problem (Cai & Nie, 2007) (Grades
9−11): In the figure below, segment AB is parallel to segment
CD. Show that the sum of the measures of ∠A, ∠E, and ∠C
Should problem solving be taught as a sep-
is 360°. arate topic in the mathematics curriculum
A B or should it be integrated throughout the
curriculum?
There is little or no evidence that students’ problem-solv-
E ing abilities are improved by isolating problem solving from
learning mathematics concepts and procedures. That is, the
common approach of first teaching the concepts and proce-
dures, then assigning one-step “story” problems that are de-
C D signed to provide practice on the content learned, then teach-
ing problem solving as a collection of strategies such as “draw
This problem might be found in any standard textbook. a picture” or “guess and check,” and finally, if time, providing
It clearly involves important mathematics, but in its present students with applied problems that will require the mathe-
form, criteria 2, 3, 4, and 5 are not as clearly included. By matics learned in the first step (Lesh & Zawojewski, 2007, p.
making a quite modest revision, we can open up the problem 765), is not supported by research. In fact, the evidence has
and by doing so raise the cognitive demand (criterion 2) and mounted over the past 30 years that such an approach does
also satisfy criteria 3 and 4: Revised problem: What is the not improve students’ problem solving to the point that today
2
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no research is being conducted with this approach as an in- even when teachers have good problems they may not be
structional intervention (e.g., Begle, 1973; Charles & Silver, implemented as intended. Students’ actual opportunities to
1988; Lester, 1980; Schoenfeld, 1979). The implication of this learn depend not only on the type of mathematical tasks that
change in perspective is that if we are to help students become teachers pose but also on the kinds of classroom discourse
successful problem solvers, we first need to change our views that takes place during problem solving, both between the
of problem solving as a topic that is added onto instruction af- teacher and students and among students. Discourse refers
ter concepts and skills have been taught. One alternative is to to the ways of representing, thinking, talking, and agreeing
make problem solving an integral part of mathematics learn- and disagreeing that teachers and students use to engage in
ing. This alternative, often called teaching through problem instructional tasks. Considerable theoretical and empirical
solving, adopts the view that the connection between problem evidence exists supporting the connection between class-
solving and concept learning is symbiotic (Lambdin, 2003): room discourse and student learning. The theoretical support
Students learn and understand mathematics through solving comes from both constructivist and sociocultural perspec-
mathematically rich problems and problem-solving skills are tives of learning (e.g., Cobb, 1994; Hatano, 1988; Hiebert
developed through learning and understanding mathematics et al., 1997). As students explain and justify their thinking
concepts and procedures (Schroeder & Lester, 1989). and challenge the explanations of their peers and teachers,
In teaching through problem solving, learning takes place they are also engaging in clarification of their own thinking
during the process of attempting to solve problems in which and becoming owners of “knowing“ (Lampert, 1990). The
relevant mathematics concepts and skills are embedded (Les- empirical evidence supporting the positive relationships be-
ter & Charles, 2003; Schoen & Charles, 2003). As students tween teachers’ asking high-order questions and students’
solve problems, they can use any approach they can think learning can be found in the work of Hiebert and Wearne
of, draw on any piece of knowledge they have learned, and (1993) and of Redfield and Rousseau 1981).
justify their ideas in ways that they feel are convincing. The Then what is considered to be desirable discourse in math-
learning environment of teaching through problem solving ematics teaching? To explore this question, let us compare the
provides a natural setting for students to present various so- two teaching episodes shown below involving seventh-grade
lutions to their group or class and learn mathematics through teachers and their students (Thompson, Philipp, Thompson,
social interactions, meaning negotiation, and reaching shared & Boyd, 1994). The teachers presented the following prob-
understanding. Such activities help students clarify their lem to their classes:
ideas and acquire different perspectives of the concept or idea At some time in the future John will be 38 years old. At
they are learning. Empirically, teaching mathematics through that time he will be 3 times as old as Sally. Sally is now 7
problem solving helps students go beyond acquiring isolated years old. How old is John now?
ideas toward developing increasingly connected and complex
system of knowledge (e.g., Cai, 2003; Carpenter, Franke, Ja-
cobs, Fennema, & Empson, 1998; Cobb et al. 1991; Hiebert Teaching Episode 1
& Wearne, 1993; Lambdin, 2003). The power of problem T: Let’s talk about this problem a bit. How is it that you
solving is that obtaining a successful solution requires stu- thought about it?
dents to refine, combine, and modify knowledge they have S1: I divided 38 by 3 and I got 12 2/3. Then I subtracted 7
already learned. from 12 2/3 and got 5 2/3. [Pause] Then I subtracted that
It is important to point out that we are not saying that ev- from 38 and got 32 1/3. [Pause] John is 32 1/3.
ery task that students encounter must be problematic. If the T: That’s good! [Pause] Can you explain what you did in
goal of a lesson is to develop and master certain skills, some more detail? Why did you divide 38 by 3?
exercises are necessary. In addition, as we indicated before, S1: [Appearing puzzled by the question, S1 looks back at
teachers may modify existing less problematic problems to be her work. She looks again at the original problem.] Because
“true” problems. I knew that John is older—3 times older.
T: Okay, and then what did you do?
How can teachers orchestrate S1: Then I subtracted 7 and got 5 2/3. [Pause] I took that
away from 38, and that gave me 32 1/3.
pedagogically sound, active T: Why did you take 5 2/3 away from 38?
problem solving in the classroom? S1: [Pause] To find out how old John is.
Picking the problem or task is only one part of teaching T: Okay, and you got 32 1/3 for John’s age. That’s good!
with problem solving. There is considerable evidence that [Pause]

3
© 2018, Exemplars
Exemplars
Teaching Episode 2 lem. For example, Rowe (1974) found that the mean time that
T: Let’s talk about this problem a bit. How is it that you teachers waited between asking a question and, if no answer
thought about the information in it? was forthcoming, intervening again was only 0.9 seconds. A
S1: Well, you gotta start by dividing 38 by 3. Then you take wait time of less than one second prevented most students
away . . . from taking part in the classroom discussion. Consequently,
T: [Interrupting] Wait! Before going on, tell us about the it is no wonder that many students believe that every prob-
calculations you did, explain to us why you did what you lem should be solvable with little or no thinking (Lesh & Za-
did. (Pause) What were you trying to find? wojewski, 2007). Another important barrier to meaningful
S1: Well, you know that John is 3 times as old as Sally, so problem solving experiences is that teachers often remove the
you divide 38 by 3 to find out how old Sally is. challenges of a mathematical task by taking over the thinking
T: Do you all agree with S1’s thinking? and reasoning and telling students how to solve the problem.
[Several students say “Yes”; others nod their heads.] There is considerable evidence that many U.S. mathematics
S2: That’s not gonna tell you how old Sally is now. It’ll tell teachers think that they have the responsibility to remove the
you how old Sally is when John is 38. challenge (and the struggle) for their students when they are
T: Is that what you had in mind, S1? engaged in problem solving. In her study of eighth-grade stu-
S1: Yes. dents who were part of the Third International Mathematics
T: [To the rest of the class] What does the 38 stand for? and Science Study (TIMSS), Smith (2000) found that U.S.
S2: John’s age in the future. teachers almost always intervened to show students how to
T: So 38 is not how old John is now. It’s how old John will solve the problems they had been asked to solve, leaving the
be in the future. [Pause] The problem says that when John mathematics they were left to do rather straightforward. This
gets to be 38 he will be 3 times as old as Sally. Does that stands in direct contrast to teachers in Germany and Japan,
mean “3 times as old as Sally is now” or “3 times as old as who allowed students much greater opportunities to struggle
Sally will be when John is 38”? with the more challenging parts of the problems. Productive
[Several students respond in unison, “When John is 38.”] struggle with complex mathematical ideas is crucial to learn-
T: Are we all clear on S2’s reasoning? [Pause] ing during problem solving. Finally, teachers are also respon-
There are a number of similarities between the two teach- sible for listening carefully to students’ ideas and asking them
ing episodes that Thompson and colleagues analyzed. For ex- to clarify and justify their ideas orally and in writing, as well
ample, both teachers opened their lessons with the same prob- as monitoring their participation in discussions and decid-
lem and with similar instructions. Both teachers pressed their ing when and how to encourage each student to participate.
students to give rationales for their calculation procedures. The questions that teachers ask are also critical for orchestrat-
However, the two teaching episodes differed significantly in ing sound classroom discourse (Rasmussen, Yackel, & King,
terms of how the teachers led the classroom discussion. For 2003; Stephan & Whitenack, 2003).
example, students in Teaching Episode 2 began to give ex-
planations that were grounded in conceptions of the situa- Conclusion
tion (i.e., in making sense of the situation presented in the To help students become successful problem solvers,
problem). By contrast, the explanations given by students in teachers must accept that students’ problem-solving abili-
Teaching Episode 1 remained strictly procedural. In addition, ties often develop slowly, thereby requiring long-term, sus-
Teacher 1 was less persistent than Teacher 2 in probing the tained attention to making problem solving an integral part
students’ thinking. He accepted solutions consisting of calcu- of the mathematics program. Moreover, teachers must devel-
lation sequences. However, Teacher 2 persistently probed stu- op a problem-solving culture in classroom to make problem
dents’ thinking whenever their responses were cast in terms solving a regular and consistent part of one’s classroom prac-
of numbers and operations. The analysis clearly shows that tice. Students must also buy into the importance of regularly
mathematical tasks can be implemented differently, depend- engaging in challenging activities (Lester, 1994; Willoughby,
ing on the nature of classroom discourse (Knuth & Peressini, 1990).
2001; Sherin, 2000; Silver & Smith, 1996; Thompson et al., Developing students’ abilities to solve problems is not
1994). only a fundamental part of mathematics learning across con-
There are a number of factors that can influence the imple- tent areas but also an integral part of mathematics learning
mentation of worthwhile problems in classrooms (e.g., Hen- across grade levels. Beginning in preschool or kindergarten,
ningsen & Stein, 1997). One of the predominant factors is the students should be taught mathematics in a way that fosters
amount of time allocated to solving and discussing the prob- understanding of mathematics concepts and procedures and
4 NCTM Teaching With Problem Solving PAGE 56

© 2018, Exemplars
Exemplars
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Council of Teachers of Mathematics, 2003. Curriculum Development.

© 2018, Exemplars
6
Exemplars
Grades 6–8
P/S R/P Com Con Rep A/Level
Distribution Dilemma
Steve was hired to give out free movie tickets to

customers during the grand opening of the new pizza
parlor. On Friday, he gave out 1/2 of his supply;
on Saturday, he gave out 1/3 of what was left; on
Sunday, he gave out 1/4 of the remaining amount;
on Monday, he distributed 1/3 of what was left; on
Tuesday, he gave away 1/6 of what remained and had
60 tickets left.
How many tickets did he have when he began to give
them away?
Distribution Dilemma PAGE 59

© 2018, Exemplars
Exemplars
USING RUBRICS FOR ASSESSMENT
Exemplars
Using Rubrics for Assessment PAGE 60

© 2018, Exemplars
Exemplars
Using Rubrics for Assessment PAGE 61

© 2018, Exemplars
Exemplars
Grading Versus Scoring
Grades Rubric
Grading may include a variety of teacher A scoring scale used to assess student performance along a
expectations. The teacher may weight points task-specific set of criteria
according to recent instruction, type of Authentic assessments typically are criterion-referenced
assignment, importance of concept or criteria, measures. That is, a student’s aptitude on a task is
or any other expectation that is explained to the determined by matching the student’s performance against
student before the task begins. a set of criteria to determine the degree to which the
student’s performance meets the criteria for the task. To
Examples of expectations included in measure student performance against a pre-determined
grading systems: set of criteria, a rubric, or scoring scale, is typically created
»» Correct answer which contains the essential criteria for the task and
»» Organized work including heading appropriate levels of performance for each criterion.
»» Documented references and thoroughness Used more formatively, rubrics can help instructors:
»» Proper use of technology
»» Get a clearer picture of the strengths and weaknesses
»» Quality of work of their class
»» Independence on the assignment
»» Record the component scores and tally up the number
»» Grades are used to compare and rank of students scoring below an acceptable level on each
students component,
»» The grade is “given” by the teacher
»» Instructors can identify those skills or concepts that
»» No opportunities for a redo need more instructional time and student effort.
»» Does not reflect areas of student mastery
Scoring rubrics are also valuable to students.
»» Adjusting grades may not be fair to students
who passed the first time A rubric can help instructors communicate to students
the specific requirements and acceptable performance
Examples of grading systems: Cumulative standards of an assignment.
points:
Students accumulate points for several When rubrics are given to students with the assignment
assignments. Such as three units of study will be description, they can help students monitor and assess their
graded as 100 points total. progress as they work toward clearly indicated goals.
When assignments are scored and returned with the
Weight: Grades can be “weighted”, given more rubric, students can more easily recognize the strengths
points based on importance such as final exams and weaknesses of their work and direct their efforts
or other criteria as specified by the teacher. accordingly.
Average: student’s grade-point average is the CAUTION: should be given to transferring typical numerical
weighted mean value of all grade points he/she grades to criteria based scoring. A grade of “B” does not
earned during a time period, or through credit necessarily translate to a score of “3” on a 4-point scale or
by examination. to analytic scores.
Rubrics allow us to distinguish between different levels of performance.
Grading Versus Scoring PAGE 62

© 2018, Exemplars
Exemplars
What Is A Rubric?
Rubric: A description of performance levels that are based on criteria

which are the important expectations or outcomes for an assessment
task. Student responses are assessed in relation to how well they
achieved or met the criteria.
What’s the difference between analytic and holistic rubrics?
Analytic rubrics identify and assess components or criteria of a

finished product.
»» Get a clearer picture of the strengths and weaknesses of their class.
»» Consistency grade level to grade level
»» Student becomes familiar with the continuity of the RUBRIC’s

criteria for accurate and confident self-assessment
»» EXEMPLARS consistent K-12 rubric criteria saves the student from

being frustrated by NOT changing criteria every year.
Holistic rubrics assess student work as a whole.
»» Holistic rubric does not list separate levels of performance for each
criterion. Instead, a holistic rubric assigns a level of performance by
assessing performance across multiple criteria as a whole.
»» For example, many writing rubrics are holistic because it is not

always easy to separate clarity from organization, or content from
presentation. So, some educators believe a holistic or global
assessment of writing performance better captures student ability
on certain tasks.
Which one is better?
»» Both have a place in authentic assessment. The extra detail in the

EXEMPLARS analytic rubric will help multiple grades emphasize the
same criteria.
What Is A Rubric PAGE 63

© 2018, Exemplars
Exemplars
What Is A Rubric?
Rubric: A description of performance levels that are

based on criteria which are the important expectations
or outcomes for an assessment task. Student responses
are assessed in relation to how well they achieved or
met the criteria.
Holistic Rubric: Each performance-level description

includes all the relevant criteria and possible student
responses for that level.
Analytic Rubric: Each performance level is assessed in

relation to each criterion. Levels of student responses
are defined for each separate criterion.
What Is A Rubric PAGE 64

© 2018, Exemplars
Exemplars
Exemplars Standard Rubric

Glossary of Terms
»» Analyzing: Separating an abstract entity into its

constituent elements, determining essential features,
examining carefully and in detail.
»» Conjecture: Formulating a theory without proof.
»» Deductive: The process in which a conclusion

follows necessarily from the premises or facts
presented. Moves from general to particular.
Efficient: Produced with least waste of time and
effort.
»» Engagement: Occupying attention or efforts.
»» Evaluated: Quality judged.
»» Hypothesis: An assumed proposition.
»» Justification: A reason, fact, or circumstance that is

shown or proven right or reasonable.
»» Phenomenon: A fact, occurrence or circumstance.
»» Systematic: Methodical, planned or ordered.
Glossary of Terms PAGE 65

© 2018, Exemplars
Exemplars
Assessing Student Work

A Rubric for Teacher Performance
Area of
Degree of Performance
Performance
Does Not
Far Exceeds Job Exceeds Job Meets Job
Needs Improvement Meet Minimum
Requirements Requirements Requirements
Requirements
Leaps tall buildings at Leaps tall buildings at Cal leap short Can not recognize
Capability of Work Bumps into buildings
a single bound a running start buildings if prodded buildings
Is faster than a Is as fast a speeding Would you believe a Wounds self when
Promptness Misfires frequently
speeding bullet bullet slow bullet handling guns
Exemplars

Is stronger than a Is as strong as a bull Almost as strong as a
Initiative Shoots the bull Smells like a bull
locomotive elephant bull
Keeps head above Passes water in

Adaptability Walks on water Washes with water Drinks water
water under stress emergency
Loses arguments with

Communication Talks with God Talks with the angels Talks to self Argues with self `
self
PAGE 66
© 2018, Exemplars
A Rubric For Teacher PAGE 66
Performance © 2018, Exemplars
Exemplars
Burger Rubric
Expert
Practitioner
Apprentice
Novice
Burger Rubric PAGE 67

© 2018, Exemplars
Exemplars
Lunchroom Behavior Rubric
Criteria Level 1 Level 2 Level 3
Stage whispers (just above a

Outside voice Inside voice
whisper
Waiting in Line Touching, pushing, shoving Occasional holding spots for an
Joins line at the end as enters
Frontsies/backsies individual or cuts in line
cafeteria
Restaurants
Rude
Using please, thank you, excuse
Stealing Seat Family
me
Eating off other’s plate Kind words
No elbows
Table Manners Poking/grabbing Elboews allowed
No singing
Throwing food Using Fingers
Chews with mouth closed
Singing Eating at spot but standing
Exemplars
Using utensils
Wandering off
Staying in seat
Lunchroom Behavior Rubric

Noise Level Outside voice Inside voice Stage whispers
Mostly clean table Clean table

Dirt table/floor
Dismissal Prep Mostly clean floor Clean floor
No recycling
Some recycling Correct recycling
PAGE 68
© 2018, Exemplars
Lunchroom Rubric PAGE 68
© 2018, Exemplars
Exemplars
_______________________________’s Playground Rubric
1: Thumb Down 2: Thumb Middle 3: Thumbs Up!
Criteria:
I used more than 4 naughty I used 1, 2, or 3 naughty words I did not use any naughty words
Language
words on the playground on the playground on the playground
Exemplars
I pushed more than 4 people on I pushed 1, 2, or 3 people on I did not push anyone on the
Pushing
the playground the playground playground
_______________________________’s Playground Rubric

I did not line up to come in
I lined up to come in from the I lined up to come in from the
from the playground even when
Lining Up playground after I was told to do playground when asked to do so
asked to do so more than 2
so 2 times the first time
times
PAGE 69
© 2018, Exemplars
Playground Rubric PAGE 69
© 2018, Exemplars
Exemplars
Playground Structure Rubric Grade 2
Criteria Level 1 Level 2 Level 3 Level 4
Fun/Type of »» no swings »» sand box »» 1 merry-go-round »» ball pit
equipment »» no slides »» old swings »» short & tall monkey bars »» roller coaster
»» made of pressure »» 1 or 2 slides »» jungle gym/tire swing »» animals on springs
»» treated lumber/old wood »» made of metal »» 6 long & short tunnels »» pool
»» made of recycled plastic »» trampoline w/ safety net
»» 2 big slides/2 small slides »» maze
»» 2 stationary/3 rope bridges »» more than 10 swings
»» 3 balance beams
»» 5 benches/10 swings
»» tall, med., short teeter-totters
»» stationery talking tube
»» flip & learn board
maintenance/ »» trashy »» some trash »» clean, picked up »» check up daily

upkeep »» never gets check-up »» check-up once a year »» no standing water
Grade 2
»» very rusty »» some rust »» new stone ground cover
Exemplars
»» many exposed nails & bolts »» few exposed nails & bolts »» check-up 4 times a year
»» lots of standing water »» no rust
»» no exposed nails or bolts
»» drain
»» recycling station
»» 4 trash cans
safety »» lots of splinters/slivers »» some splinters/slivers »» smooth surfaces »» guard on duty at all
»» many broken boards »» 1-2 broken boards »» slides w/ tunnels times
»» slides w/ steep, »» perfect drainage

unprotected sides »» no snow build-up in winter
»» broken swing/s »» water fountain
»» port-o-potty
size 10’ x 10’ or less 20’ x 25’ or less 50’ x 50’ to 80’ x 80’ > 80’ x 80’
PAGE 70
© 2018, Exemplars
Playground Rubric PAGE 70
© 2018, Exemplars
Exemplars
Respectful Communication Rubric
1 2 3
Poison Ivy Rose
(Spreads, is annoying) Grass (Rosy disposition)
Tone of Voice I was... I was... I was...
Sarcastic Neutral Pleasant
Whiney Some appropriate volume Respectful
Rude Used appropriate volume
Used inappropriate volume
Vocabulary Name calling Some encouraging Encouraging

Swearing No swearing No swearing
Inappropriate words Some inappropriate words Appropriate words
Disrespectful Respectful Respectful
Negative Positive Positive
Exemplars
Body Language Rolling eyes Some eye contact Eye contact

Inappropriate gestures Some inappropriate gestures Appropriate gestures
Unkind facial expressions Kind facial expressions Kind facial expressions
Invades personal space Sometimes invades personal space Never invades personal space
Respectful Communication Rubric

Conversation Skills Interrupts frequently Will answer if called on Waits turn and then speaks
No answer or brief answer with Gives an answer related to question Thoughtful answer
no thought Sometimes volunteers to contribute Volunteers to contribute appropriately
Won’t volunteer to contribute appropriately
appropriately or refuses to
contribute
PAGE 71
© 2018, Exemplars
Respectful Communication PAGE 71
Rubric © 2018, Exemplars
Exemplars
Behavioral Expectations for Individual or Small Group Instruction
1 2 3 4
Does Not Meet Almost Meets Wow
Attitude »» Uncooperative, little/no »» Talking about something »» Cooperative, shows »» Take the task to a new
interest shown else interest level
»» Not focused »» Focused and on task »» Takes on a challenge
Listening »» Distracted, focused on »» Not consistent, frequent »» Eyes, ears on speaker, »» Consistently attentive
other than speaking interruptions body parts still
Response »» Just sitting »» Answer complete, may »» Responds or answers »» Well thought out,
miss the point questions fully reflective answer
Exemplars
Willingness to Work or »» Refuses a reasonable »» Drifting in and out »» Helpful, engaged, »» Independently continues
Learn request to participate interested learning on the topic
BehavioralExpectationsforIndividualorSmallGroupInstruction
Thinking of Others »» Interrupting or loud »» Mostly quiet »» Quiet, not disturbing »» Helping others, making
neighbors positive individual
choices
PAGE 72
© 2018, Exemplars
Behavioral Expectations PAGE 72
© 2018, Exemplars
Exemplars
Being a Great Friend
Being a Great Friend!
I’m always polite and I’m often polite I’m not polite and
respectful. I always and respectful. I respectful. I forget
use my manners, usually use my good to use my manners,
listen carefully, and manners, listen, and listen well, and I use
Nice
use my body in a nice use my body in an my body in a mean
way. okay way. way.
I’m always willing to I’m often willing to I’m not willing to help
help my friends and help my friends and my friends and am
am very thoughtful. can be thoughtful not thoughtful. If a
If a friend is sad, I am at times. If a friend friend is sad, I don’t
Caring
happy to try to cheer is sad, I try to cheer try to cheer him/her
him/her up. him/her up. up.
I’m always willing to I’m often willing to I’m not willing to

share my belongings share my belongings share my belongings
and try new things. I and try new things. I and never try new
always take turns and sometimes take turns things. I don’t take
Cooperative
am a great sport. and am a good sport. turns and am a poor
sport.
Being a Great Friend PAGE 73

© 2018, Exemplars
Exemplars
Stop, Look and Listen Rubric
Stopped working, Tools are on the table

Continues to work but didn’t put and hands are
down tools over head
Looking up,
Looking down at Looking at
but not at the
work the teacher
teacher
Listening to someone
Listening to
Talking other than
the teacher
the teacher
Stop, Look and Listen Rubric PAGE 74

© 2018, Exemplars
Exemplars
Transition Rubric Are You Ready?
Thumbs Up »» Old materials are cleared away

»» New materials are ready
»» Productive talk
»» Eye contact with the teacher
»» Waiting for the lesson to begin
Thumb Sideways »» Same old materials are cleared away

»» Some new materials are ready
»» Some productive talk
»» Some children are ready and waiting
Thumbs Down »» Talking

»» Playing with the materials
»» Old materials are still there
»» No new materials are ready
Transition Rubric Are You Ready PAGE 75

© 2018, Exemplars
Exemplars
Behavior In the Hallway
We were very quiet.

We walked.
Our hands were by our sides
We talked a little bit.

We walked too fast.
We touched our neighbor.
We were LOUD.
We ran.
We pushed in line.
Behavior In the Hallway PAGE 76

© 2018, Exemplars
Exemplars
Strategies for Introducing and Using Rubrics with Students
1. Use the “Kid Friendly” or “Exemplars” rubric orally with students as a

whole group to look at examples of student work from Exemplars. Ask each
question from the rubric and have the students vote thumbs up or thumbs
down if they agree or disagree after looking over the work. Look at different
levels and use this same strategy then ask how the student could improve
their work/solution if it is a thumbs down. Conference with students when
they feel comfortable with this rubric and pose these questions to them
about their own work. Allow them to go back and revise work if necessary.
2. Introduce a section of the Exemplars rubric or Kid Friendly rubric one
section at a time. Score examples of student work using only the criteria
from that section so that students become very familiar with the language of
the rubric section by section. Have students score their own work using only
one section at a time, or have them work in pairs to score each others’ work.
3. Look at problems with sample student work from Exemplars. Use this to
introduce the rubric (whichever rubric you are using) and score as a whole
group, section by section. Have students work in small groups or pairs using
the rubric to score samples of student work and then report out to the
group how they scored and see if there is agreement. Discuss scored when
there isn’t agreement.
4. Have students score samples of novice, apprentice, and practitioner work
and then share ways to improve those students’ score in order to move
them to the next level. Have students list ways they improved upon the
samples of student work for when they look at their own work.
5. Look at samples of both practitioner and expert work. As a whole group list
the qualities and characteristics that make it practitioner or expert. Compare
these to criteria on rubric. Compare to their own work.
6. Have students self assess using the rubric and then revise if necessary. Have
the groups then discuss with each other their scoring and give their partners
time to revise and then re-score each others.
7. Have students self assess using the rubric and then revise if necessary.
Students can also meet with the teacher after self assessing to see if the
teacher agrees with the score and then the student can go back and revise.
Do a final scoring together.
8. Once students feel comfortable scoring work and discussing their own work
with others have them volunteer to share their work with the whole class for
scoring (on an overhead). Students can then ask the class for suggestions on
revising their work.
*Note: When using student work from Exemplars with your students, remember to
cover up the annotations and scores
Strategies for Introducing and Using Rubrics with Students PAGE 77

© 2018, Exemplars
Exemplars
Homework Rubrics 2016

Fantastic Gold Silver Bronze Aluminum Plastic
Student clearly Student shows Student shows Student shows Little to no work
shows all of their their work to some work a little work but is shown leaving
thinking and it allow reader but is not easy it is not clear the reader no
Show Work is very helpful in to see their to follow and and does not idea how they
explaining their thinking. understand. help the reader solved the
ideas to reader. understand their problem.
thinking.
Best Work is neat Work is Student work Unreadable,
Handwriting, and easy to challenging looks rushed Messy
Easy to read, understand. to completely and is difficult to
Neatness
Using pencil. understand. understand.
Handwriting is
fast and sloppy.
All correct! Most of the Student shows Student is Student
Student answers appear some good making many struggling to
definitely gets it! to be correct. thinking but mistakes. get the correct
Shows solid is also making Student appears answers. Shows
Accuracy
understanding. some mistakes to need extra real confusion
showing a lack practice with this with the math.
of complete topic.
understanding.
Everything Honest 20 Shows some Struggling Shows little
Completed, minutes! Working effort. to complete effort or
Great, Positive hard! assignments. desire to be
Effort Attitude Needs to successful. Is
improve effort. there something
that needs to be
discussed?
Accuracy of
Excellent Effort Neatness Completion
Answers
F (needs Appears rushed Work is sloppy, Confusion is present Very little if any
lots of and little effort was appears rushed and is with several mistakes completed
work) provided difficult to read.
Work is done quickly Work is somewhat A few mistakes were less than 20 minutes
C (Keep
and shows lack of challenging to read made solving the seems to be finished
trying) effort. and follow... problems.
Tried Hard! Neat, Organized Most of the problems 20 - 25 minutes
B (You got Good amount of work Easy to read and were solved correctly. completed
it!) written down! Understand Overall understanding
can be seen.
Awesome! Work is clearly Everything is correct! Everything possible
A (Above
Lots of work is shown! written, elegant, finished
and
easy to read and
Beyond) understand.
Homework Rubrics PAGE 78

© 2018, Exemplars
Exemplars
Homework Rubric
Exemplars
Homework Rubrics
PAGE 79
© 2018, Exemplars
Homework Rubrics PAGE 79
© 2018, Exemplars
Exemplars
Introduction of Exemplars Rubric

Teacher Moves
Introducing the components of Exemplars can take several days over the course
of a year. Each of the stages below can be a separate period of time.
1. Discuss the expectations of individualized work.
a. Brainstorm how to behave during free work
b. Write agreements as a class
2. Introduce Exemplars problems solving tasks
a. Kids could choose between three levels of the problem which had been
rated accessible, grade level and more challenging
b. Kids choose problems, were allowed to work in teams of their choosing
during one- 50 minute period and one 20 minute period. They were also
encouraged to work during their free time on the problem of their choosing.
3. Number Talks
a. After a period of time working collaboratively, invite students to share their
own strategies and solutions with the class.
i. Place student work under a digital camera to show to the whole class if
possible.
b. Select specific students who can provide important concepts and
components of strong work with the class.
i. Choose a popular solution strategy first to allow a broad range of
students to participate in the discussion.
ii. Additional work is chosen which may be closer to the desired algorithm
or demonstrates a more sophisticated strategy.
c. Ask students for components of what they think is good work.
i. What do you notice about the students work?
ii. What have they done that you think is most helpful?
iii. Are there parts of the work you can not follow.
iv. Are there parts of the work you might suggest to improve.
1. Encourage students to provide helpful, constructive feedback
a. Start with something positive.
b. Provide a suggestion on what they might improve.
d. Collect a public inventory of what the class as a whole values as
important pieces of good work and what this looks like.
4. Introduce the concept of rubrics.
a. Students helped me build a rubric, similar to the one we would eventually
use with the EXEMPLARS. We built a model Rubric for their homework. - See
model and Example
1. Students defined the areas that would be evaluated for their homework
and the grading scale.
2. Two independent classes both choose to grade Precision, Neatness of
work, amount of work completed and overall effort.
Introduction of
Introduction of Exemplars
Exemplars Rubric
Rubric PAGE 80
© 2018, Exemplars
Exemplars
3. Grading system for both teams was A, B, C, E despite the school using a
4, 3, 2, 1 SYSTEM for the past 4 years.
4. We used student language to complete the most of the rubric.
5. I typed up their work, completed missing blocks and then handed out
the rubric to the classes 2 days later after a homework assignment.
a. After reading through the completed rubric, students were asked to
grade themselves on their homework.
b. Students then asked their table partners to write two suggestions for
how they might improve their homework on the back of the half page
rubric.
c. Students then keep the rubric in the front of their math binders.
b. Introduction of the EXEMPLARS rubric.
i. Students were asked to take out their EXEMPLARS problems that
they had been working on for a week.
ii. Ask the class to brainstorm what they believe are important
components of a strong math answer.
1. Write their ideas on the board.
2. Discuss the importance of each of these ideas.
iii. The EXEMPLARS rubric was handed out and a student volunteer was
asked to read the 5 categories that the class will be using to evaluate
their EXEMPLARS problem solving task. Explain that this rubric has
been designed to help students understand the components of quality
mathematical work.
1. Problem Solving,
2. Reasoning and Proof,
3. Communication,
4. Connections and
5. Representations.
iv. A second volunteer was asked to read the 4 levels of work. Novice,
Apprentice, Practitioner and Expert.
v. I followed up this reading with the story of the origin of these names
used on the EXEMPLARS rubric.... Once upon a time... these were the
names used to define sword makers. A person who was very new to the
craft and knew very little would be defined as a Novice... Those who
were learning the art but not able to independently craft a powerful
sword were considered an Apprentice, those who could confidently
craft a sharp, well balanced sword were considered a Practitioner and
those who were able to craft a work of art and were worthy of teaching
others was considered an Expert.
c. After the story, which the students really seemed to enjoy the context,
I asked students to predict what they thought each criteria was trying to
define. Often, to my surprise, the class was pretty far off from what the criteria
meant... Begin by accessing the students own prior knowledge and ideas.
Introductionof
Introduction ofExemplars
ExemplarsRubric
Rubric PAGE 81
© 2018, Exemplars
Exemplars
d. Communication and Representation were challenging. Students often had

no prediction for Connections.
i. Connections is related to the brain research for developing long term
memories. One of the best ways to create long term memories is to attach
new ideas to pre-existing memories. The saying goes - “All new knowledge
is built from prior knowledge”.
e. After making predictions, we read the practitioner level for each of the
5 categories. The hope was to clearly identify the expectations for each
category which would allow students to meet grade level expectations.
5. Using Student anchor papers
a. Utilizing the Rubric, students and teacher now use the rubric to score
several pieces of actual student work.
i. Better to use student work not from the class when possible for the first
round to allow for honest commentary and evaluation.
1. Utilize Exemplars anchor papers on the website when possible.
ii. Put up 1st piece of student work
1. Ask class to score the work for each of the criterion. Walk through each
criterion, read the practitioner level and then evaluate the student work.
2. How did they do? What was good about the work, or what could be
improved.
iii. Start the process utilizing a Practitioner piece of student.
1. This help the students develop the habit of looking for what meets
the standard.
2. For the Practitioner and Expert, ask students what they like about
the work.
a. How does the student work meet the standard.
b. Make the quality of the work explicit for students to see and
appreciate.
iv. Move to lower quality work
1. When reviewing student work and have decided that the student is an
apprentice for a specific criteria, ask the class for suggestions on how to
move the work to the practitioner level?
2. What additions, corrections, changes could the student utilize to
improve the work and meet the expectations?
6. Final evaluations - options
a. Teacher feedback
i. The most powerful teacher move is to provide specific written feedback
to students regarding how their work compares to the language on the
rubric.
1. Provide specific examples of what they do well. Students like to be
complimented and will recognize you do see areas of strength and
areas to be proud of. We can not simply criticize.
Introduction of
Introduction of Exemplars
Exemplars Rubric
Rubric PAGE 82
© 2018, Exemplars
Exemplars
2. Provide specific examples of where they can improve and relate it

back to the expectations of the rubric.
a. Limit feedback suggestions to 3 specific areas to improve per
task.
b. Avoid overwhelming them with too much criticism.
b. Self Evaluations
i. Students were asked to bring their completed work to school. The
whole class then reviewed the EXEMPLARS rubric and reread the
practitioner expectations for each of the categories.
ii. With a clear understanding of the expectations, students were then
asked to score themselves for each of the categories on a new rubric.
iii. Students were then asked to provide themselves suggestions at the
bottom of the rubric for how they would improve their work on the next
problem.
c. Peer Review
i. Students were asked to swap their work and rubric with their table
partners. I remind them that their partners will be graded on their
work, so you now have the opportunity to help your partner improve
the quality of their work and improve their score.
ii. Partners tried to read the problem, score their partners work on a
new rubric, and provide comments that were constructed and intended
on helping their partner do better in the future.
iii. A fun strategy involves sticky notes.
1. Glow and a Grow
2. Glow - On a yellow sticky note, student partners provide a glow
or a compliment or two about the work. What did they do well?
What idea can they borrow for themselves in the future.
3. Grow - On a green sticky note, students provide their partner
suggestions on how they can improve their work. What can they fix
before they turn in their work?
7. Reflections
a. Ask students to read the feedback they have received.
b. Write down for themselves 2-3 suggestions for how they can improve in the
next round. “What areas can you focus on doing better the next time we do
an Exemplars task”.
Introductionof
Introduction ofExemplars
ExemplarsRubric
Rubric PAGE 83
© 2018, Exemplars
Exemplars
EXEMPLARS RUBRIC FOR ASSESSING

STUDENT WORK ANALYTICALLY
Exemplars
Exemplars Rubric for Assessing PAGE 84

© 2018, Exemplars
Exemplars
Introduction of Exemplars Rubric PAGE 85

© 2018, Exemplars
Exemplars
NCTM Standards for School Mathematics
Problem Solving
Instructional programs from prekindergarten through grade 12 should
enable all students to:
»» build new mathematical knowledge through problem solving;
»» Solve problems that arise in mathematics and in other contexts;
»» apply and adapt a variety of appropriate strategies to solve

problems;
»» monitor and reflect on the process of mathematical problem solving.
Reasoning and Proof

Instructional programs from prekindergarten through grade 12 should:
»» recognize reasoning and proof as fundamental aspects of

mathematics;
»» make and investigate mathematical conjectures;
»» develop and evaluate mathematical arguments and proofs;
»» select and use various types of reasoning and methods of proof.
Communication
»» organize and consolidate their mathematical thinking through

communication;
»» communicate their mathematical thinking coherently and clearly to

peers, teachers, and others;
»» analyze and evaluate the mathematical thinking and strategies of

others;
»» use the language of mathematics to express mathematical ideas

precisely.
NCTM Standards for School Mathematics PAGE 86

© 2018, Exemplars
Exemplars
Connections
»» recognize and use connections among mathematical ideas;
»» understand how mathematical idea interconnect and build on one

another to produce a
»» coherent whole;
»» recognize and apply mathematics in contexts outside of

mathematics.
Representation
»» create and use representations to organize, record, and

communicate mathematical ideas;
»» select, apply, and translate among mathematical representations to

solve problems;
»» use representations to model and interpret physical, social, and

mathematical phenomena.
Principles and Standards for School Mathematics. National Council of

Teachers of Mathematics, 2000.
NCTM Standards for School Mathematics PAGE 87

© 2018, Exemplars
Exemplars
Standards-Based Math Rubric
Problem Solving Reasoning & Proof Communication Connections Representation
Novice No strategy is chosen, Arguments are made No awareness of No connections No attempt is

or a strategy is chosen with no mathematical audience or purpose is are made or made to construct
that will not lead to a basis. communicated. connections are a mathematical
solution. mathematically representation.
No correct reasoning No formal mathematical or contextually
Little or no evidence nor justification for terms or symbolic irrelevant.
of engagement in the reasoning is present. notations are evident.
task is present.
Apprentice A partially correct Arguments are Some awareness of A mathematical An attempt is

Exemplars
strategy is chosen, or made with some audience or purpose is connection is made to construct
a correct strategy for mathematical basis. communicated. attempted but is a mathematical
only solving part of the partially incorrect representation
task is chosen. Some correct Some communication or lacks contextual to record and
reasoning or of an approach is relevance. communicate problem

Evidence of drawing justification for evident through verbal/ solving but is not
on some relevant reasoning is present. written accounts and accurate.
previous knowledge is explanations.
present, showing some
relevant engagement An attempt is made
in the task. to use formal math
language. One formal
math term or symbolic
notation is evident.
PAGE 88
© 2018, Exemplars
Exemplars Standard PAGE 88
Math Rubric © 2018, Exemplars
Exemplars
Standards-Based Math Rubric (cont.)
Reasoning &
Problem Solving Communication Connections Representation
Proof
A correct strategy is chosen Arguments are A sense of audience or A mathematical connection An appropriate
based on the mathematical constructed purpose is communicated. is made. Proper contexts are and accurate
situation in the task. with adequate identified that link both the mathematical
mathematical Communication of an mathematics and the situation in representation
Planning or monitoring of basis. approach is evident through the task. is constructed
strategy is evident. a methodical, organized, and refined to
A systematic coherent, sequenced and Some examples may include one solve problems
Evidence of solidifying prior approach and/ labeled response. or more of the following: or portray
Practitioner knowledge and applying or justification »» clarification of the mathematical solutions.
it to the problem-solving of correct Formal math language is or situational context of the task
situation is present. reasoning is used to share and clarify »» exploration of mathematical
present. ideas. At least two formal phenomenon in the context of
Note: The Practitioner must math terms or symbolic the broader topic in which the
achieve a correct answer. notations are evident, in any task is situated
combination. »» noting patterns, structures and
regularities
Exemplars
An efficient strategy is Deductive A sense of audience and Mathematical connections are An appropriate
chosen and progress arguments are purpose is communicated. used to extend the solution to mathematical
towards a solution is used to justify other mathematics or to a deeper representation(s)
evaluated. decisions and Communication at the understanding of the mathematics is constructed
may result in Practitioner level is achieved, in the task. to analyze
Adjustments in strategy, if formal proofs. and communication of relationships,

necessary, are made along argument is supported by Some examples may include one extend thinking
the way, and/or alternative Evidence is mathematical properties. or more of the following: and clarify
Expert strategies are considered. used to justify »» testing and accepting or or interpret
and support Formal math language and rejecting of a hypothesis or phenomenon.
Evidence of analyzing the decisions symbolic notation is used to conjecture
situation in mathematical made and consolidate math thinking »» explanation of phenomenon
terms and extending prior conclusions and to communicate ideas. »» generalizing and extending the
knowledge is present. reached. At least one of the math solution to other cases
terms or symbolic notations
Note: The Expert must is beyond grade level.
achieve a correct answer.
PAGE 89
© 2018, Exemplars
Exemplars Standard PAGE 89
Exemplars
®
Exemplars Jigsaw Student Rubric
Level Problem Solving Reasoning and Communication Connections Representation
Proof
Novice I did not understand the My math thinking is not I used no math language I did not notice anything I did not use a math
problem. correct. and/or math notation. about the problem or the representation to help
Makes an effort numbers in my work. solve the problem and
No or little explain my work.
understanding
Apprentice I only understand part Some of my math I used some math I tried to notice I tried to use math
of the problem. My thinking is correct. language and/or math something, but it is not representation to help
Okay, good try strategy works for part notation. about the math in the solve the problem and
Unclear if of the problem. problem. explain my work, but it
student has mistakes in it.
understands
Practitioner I understand the All of my math thinking is I used math language I noticed something I made a math
Exemplars
problem and my correct. and/or math notation about my math work. representation to help
Excellent
strategy works. My accurately throughout solve the problem and
Clear answer is correct. my work. explain my work, and it is
Strong labeled and correct.
understanding

Meets the
standard
Expert I understand the I showed that I knew more I used a lot of specific I noticed something in my I used another math
problem. My answer is about a math idea that math language and/or work, and used that to representation to help
Wow, awesome! correct. I used a rule, I used in my plan. Or, I notation accurately extend my answer and/or solve the problem and
Exceptional and/or verified that my explained my rule. throughout my work. I showed how this problem explain my work in
understanding! strategy is correct. is like another problem. another way.
www.exemplars.com Copyright ©2005, revised 2012 by Exemplars, Inc. All rights reserved.
PAGE 90
© 2018, Exemplars
Exemplars Primary PAGE 90
Exemplars
Exemplars Accuracy Rubric
Expert
»» All facts, calculations, or conventions are correct and provided to

the proper degree of precision or measurement.
»» Correct answers for all parts of the problem are achieved and
supported by work.
»» Precise, accurate and appropriate math language is used to

communicate the solution with no flaws in accuracy.
»» Mathematical representations are sophisticated, contain accurate

and appropriate data, and are properly executed.
Practitioner
»» Facts, calculations, or conventions, may contain minor flaw, but do

not affect the outcome of a correct solution.
»» Correct answers for all parts of the problem are achieved and
supported by work.
»» Accurate and appropriate math language is used to communicate

the solution with no major flaws in accuracy.
»» Mathematical representations contain accurate and appropriate

data, and are properly executed.
Exemplars Accuracy Rubric PAGE 91

© 2018, Exemplars
Exemplars
Apprentice
»» Inaccuracies occur in important facts, calculations, or conventions

that lead to an incorrect answer.
»» Correct work is present for parts of the problem, and those parts
are supported by work.
»» Math language used to communicate the solution may have some

minor flaws in accuracy.
»» Mathematical representations contain accurate and appropriate

data, but may not be labeled or executed completely.
Novice
»» Major inaccuracies occur in important facts, calculations or

conventions that lead to an incorrect answer.
»» No work is correct.
»» A correct answer is stated, but is not supported by the student’s

work.
»» Math language used to communicate the solution has major flaws

in accuracy.
»» Mathematical representations are inappropriate, contain flawed

data, will not be labeled or properly executed.
Exemplars Accuracy Rubric PAGE 92

© 2018, Exemplars
Exemplars
Novice
»»I do not understand...
»»My thinking is incorrect.
»»I do not attempt the assignment
Novice
»»My explanations do not make sense.
Exemplars
»»Help!!!
PAGE 93
© 2018, Exemplars
Novice PAGE 93
© 2018, Exemplars
Exemplars
Apprentice
»»Working hard, but...
»»My ideas are only partially correct
»»I attempt to explain my thinking, but there are
gaps in my understanding
Apprentice
Exemplars
»»My writing lacks clarity
PAGE 94
© 2018, Exemplars
Apprentice PAGE 94
© 2018, Exemplars
Exemplars
Practitioner
»»Good job!
»»My thoughts and explanations are clear. I
understand.
»»I still need to stretch myself. I am not yet
Practitioner
Exemplars
applying my thinking in new and different ways.
PAGE 95
© 2018, Exemplars
Practitioner PAGE 95
© 2018, Exemplars
Exemplars
Expert
»»Wow!!
»»I understand deeply and explained my thinking
in an exceptional manner.
»»I am applying my thinking in new and different
Expert
Exemplars
ways.
PAGE 96
© 2018, Exemplars
Expert PAGE 96
© 2018, Exemplars
Exemplars
ASSESSING STUDENT WORK WITH

THE EXEMPLARS RUBRIC
Directions:
For each criterion start by assuming the student has
reached a PRACTITIONER LEVEL then move up or down
each criterion by answering the questions on each process
standard sheet.
Assessing Student Work with the Exemplars Rubric PAGE 97

© 2018, Exemplars
Exemplars
Problem Solving
Students should develop and apply a variety of strategies, solve problems across mathematical content and other context, and solidify
mathematical concepts and develop good mathematical disposition toward the application of mathematics.
Novice Apprentice Practitioner Expert
There is no evidence of a strategy Is there some strategy shown, a Does the work show a strategy In addition to answering the
partial strategy, or a strategy that and have a correct answer? Practitioner question you can
OR leads to solving only part of the IF YES, you can complete this answer any one or more of the
task? sentence. The student’s approach following:
There is a strategy that is not of _____________leads to a correct
relevant to the task OR answer of ________________. Is the strategy the most efficient
strategy to use?
OR Is there some evidence of prior Now check to see if you can move
knowledge relevant to the task, to Expert. Did the student make adjustment
There is little or no evidence of
showing some engagement in the to the strategy or change
engagement in the task
Exemplars
task? IF NO, move to Apprentice. strategies?
IF NO, move to Novice. Does the student analyze the

mathematical situation and
extend prior knowledge?
Assessing Student Work with the Exemplars Rubric

Is there verification of the solution
through by use of a second
strategy?
PAGE 98
© 2018, Exemplars
Problem Solving PAGE 98
© 2018, Exemplars
Exemplars
Reasoning and Proof

Students should understand that reasoning and proof is fundamental to mathematics, develop various methods of reasoning and proof, make
and test conjectures or hypotheses, and evaluate mathematical arguments.
Reasoning has no mathematical You can answer one or more of Is the reasoning mathematically In addition to answering the
validity the following: valid and systematic? Practitioner question you can
answer any one or more of the
OR Is there some correct reasoning? IF YES, check to see if you can following:
move to Expert.
Reasoning has no relevance to Does some of the reasoning have Is there evidence to
the task. mathematical validity? mathematically support decisions
IF NO, move to Apprentice.
through use of mathematical
Is the strategy random guess and
check or guess and check without properties, postulates, theorems
revision? or definitions?
Exemplars
IF NO, move to Novice. Is there generalization of the

relationship or relationships?
Is there evidence of making

and testing hypotheses or
conjectures?
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Reasoning and Prooof PAGE 99
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Exemplars
Communication
Students should use mathematical language to express ideas and relationships and validates answers in a coherently organized presentation
that communicates his/her thinking to the audience.
No mathematical language Are arguments presented Is the communication In addition to answering the
present and No organization to incomplete or unclear? mathematically clear and Practitioner question you can
the solution leaving the audience Is the work partially organized, complete? answer any one or more of the
sure that the student does not sequenced, and/or labeled? Does the work NOT require following:
know how to solve the task. Is the formal math language any interpretation of the
present NOT used consistently communicated thinking? Is there precise formal
and/ or appropriately? Is the work organized, clearly mathematical language and
Is some interpretation of the work sequenced and appropriately
symbolic notation beyond that
needed to understand what is labeled?
Is (formal) mathematical language used in the task and the solution
communicated?
used appropriately? is consolidated into a concisely
Exemplars
organized presentation?
IF NO, move to Novice.
IF YES, check to see if you can
move to Expert. Is there use of the names
of mathematical properties,
IF NO, move to Apprentice. theorems, postulates, and

definitions? Is there evidence of
metacognition, i.e. insight into
the quality and/ or efficiency of
the work or reasoning, method, or
strategy?
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Communication PAGE 100
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Exemplars
Connections
Students should be able to connect mathematical concept or ideas, make generalizations, or apply mathematics ot areas outside of
mathematic classroom.
No mathematical connections or Is there some attempt to Can you answer any of these In addition to answering the
observations are made. make a mathematical relevant questions; Practitioner question you can
observation answer any one or more of the
Is there a connection to relate following:
OR concepts or contexts to other
mathematical concept or contexts Is there a mathematical relevant
or to other content areas? generalization showing or
Is there some attempt to connect
concepts to other mathematics to Is there a comparison between explaining how it was derived?
other content areas this task and another similar
tasks? Is there an extension of the
Exemplars
OR problem to more complicated

Is there a relevant mathematical situations or “real-world”
generalization without derivation
Is there some attempt to compare or explanation? situation?
and contrast this task with other
similar tasks IF YES, check to see if you can Is there an explanation of how this

move to Expert. type of problem is part of a larger
IF NO, move to Novice. class of problems?
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Connections PAGE 101
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Exemplars
Representation
Students should be able use a variety of mathematical representations, move fluently between mathematical representations, and to use
representations to model “real-world” situations, and to interpret and make prediction off representations.
No attempt is made to construct Is there an attempt to construct a Is the representation used In addition to answering the
any representations. mathematical representation but accurate and appropriate to Practitioner question you can
the representation is not accurate the task and used as part of the answer any one or more of the
OR or not effective, i.e. not leading to solution? Is there a reasonable following:
a solution? argument for why the given
The representation is NOT representation(s) were used in this Is representation used to connect,
appropriate for the task. OR task?? analyze, or clarify mathematical
relationships between multiple
IF YES, check to see if you can
Is there a representation that representations? Is there a
move to Expert.
is accurately constructed but is clear argument why the chosen
Exemplars
NOT used in the solution? representation is the most suited

for the given task?
IF NO, move to Novice.

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Representation PAGE 102
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Exemplars
The CCSS for Exemplars rubric criteria from the “Practitioner Level” supports CCSS by
Mathematical Practice requiring students to do the following in order to meet the standard
are comprised of the
following:
Problem Solving
»» A correct strategy is chosen based on the 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
Make sense of Reasoning and Proof
problems and »» A systematic approach and/or justification of correct reasoning is present.
persevere in solving This may lead to:
them. »» Clarification of the task
»» Exploration of mathematical phenomenon.
Representation
»» Appropriate and accurate mathematical representations are constructed and
refined to solve problems or portray solutions.
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.
Reason Abstractly
and Quantitatively. Representation
Communication
»» Formal math language is used throughout the solution to share and clarify
Ideas
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.
Construct Viable »» A systematic approach and/or justification of correct reasoning are/is present.
Arguments and »» Exploration of mathematical phenomenon.
Critique the
Reasoning of Communication
others. »» A sense of audience or purpose is communicated.
»» Communication of an approach is evident through a methodical, organized
Representation
AssessingMathematical
Student WorkAlignment
with the Exemplars
with Rubric PAGE 103
Rubric Crosswalk © 2018, Exemplars
Exemplars
The CCSS for Exemplars rubric criteria from the “Practitioner Level” supports CCSS by
Mathematical Practice requiring students to do the following in order to meet the standard
are comprised of the
following:
Problem Solving
»» 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
Model with »» Arguments are constructed with adequate mathematical basis.
Mathematics »» A systematic approach and/or justification of correct reasoning are/is present.
Representation
Communication
»» Formal math language is used throughout the solution to share and clarify Ideas
Problem Solving
»» A correct strategy is chosen based on mathematical situation in the task.
Use Appropriate
Tools Strategically »» Evidence of solidifying prior knowledge and applying it to the problem-solving
situation is present.
»» Planning or monitoring of strategy is evident.
Problem Solving
»» The Practitioner must achieve a correct answer.
Representations
Attend to Precision
Communication
»» 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.
Problem Solving
»» Planning or monitoring of strategy is evident.
Looking for and Reasoning and Proof
make use of »» Exploration of mathematical phenomenon
structure »» Noting patterns, structures and regularities.
Connections
»» Mathematical connections or observations are recognized
Problem Solving
Looking for and »» Planning or monitoring of strategy is evident.
express regularity Reasoning and Proof
in repeated »» Noting patterns, structures and regularities.
reasoning Connections
»» Mathematical connections or observations are recognized
Assessing Student Work Alignment

Mathematical with the Exemplars
with Rubric PAGE 104
Rubric Crosswalk © 2018, Exemplars
Exemplars
Assessing Student Work with the Exemplars Rubric PAGE 105

© 2018, Exemplars
Exemplars
ASSESSING STUDENT WORK
Exemplars
Assessing Student Work PAGE 106

© 2018, Exemplars
Exemplars
Assessing Student Work PAGE 107

© 2018, Exemplars
Exemplars
Grade 7 P/S R/P Com Con Rep A/Level
Billy’s Goat
Billy’s family had a pet goat that liked to jump their

fence and graze on the grass in their neighbor’s
yard. Billy’s dad told his children that he would have
a contest to see which child could solve the goat
problem most efficiently. The prize is freedom from
mowing any grass all summer! He asked his children
to find the best possible place to tie the goat in their
own backyard so it would have the maximum grazing
area He gave the children some rope and a stake to
tie the goat to and reminded the children that their
yard was square and the total length of their fence
was 600 feet.
Help Billy win the contest by explaining the answers

to the following questions:
• Where should the stake be placed so that the

goat will have the maximum grazing area?
• What length of rope should he use, and how
much space will the goat have to graze?
• How much grass will be left to mow?
• If the lawn mower cuts 15,000 square inches
in 1 1/2 minutes, about how many hours are
needed to cut the remainder of the grass?

© 2018, Exemplars
Exemplars
Grade 7, Pg. 1/1 P/S R/P Com Con Rep A/Level

© 2018, Exemplars
Exemplars

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Exemplars

© 2018, Exemplars
Exemplars
Grade 7, Pg. 2/3

© 2018, Exemplars
Exemplars
Grade 7, Pg. 3/3

© 2018, Exemplars
Exemplars
Billy’s Goat Problem
Maeve
The problem was, we had to find a place in a square yard with a

perimeter of 600 where Billy the goat could not jump over the fence
but could get the most grass out of the area while he was tied to a
stake. So we needed to find out how long the rope would need to be,
where the stake should be placed, how much space the goat will have
to graze, and how much grass will be left to mow.
The first thing I did to solve Billy’s goat problem was to figure out
where to place the stake. I decided the best spot in the yard that
corresponded with the other variables was in the middle (75 feet away
from each side). Then I needed to figure out how long the rope would
need to be. The yard is 150 feet long and I placed the stake in the
middle so I decided to divide 150 by 2. I got 75 for the rope length.
Next I needed to figure out how much space Billy the goat will have
to graze. The radius of each side was 75 so I multiplied 75x75x pie
which equaled 17671.458 space for the goat to graze. Finally I needed
to figure out how much grass would be left to mow. I figured out the
area of the square by multiplying length x width and got 22500. Then
I divided the area of the circle by it (17671.458) and got 1.273 grass
left to mow.
One thing I wondered after doing this problem is what would happen
if the backyard was rectangle.
Overall this problem taught me to trust myself and not shoot down my
ideas so much. Overall I think I got proficient on Billy’s Goat Problem.

© 2018, Exemplars
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© 2018, Exemplars
Exemplars
Grade 7, Pg. 2/2

© 2018, Exemplars
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© 2018, Exemplars
Exemplars
Grade 7, Pg. 2/2

© 2018, Exemplars
Exemplars
Brain Freeze
Steve Freeze, the head frozen yogurt engineer at Fraction

Fro Yo, needs to select a new container for the company’s
frozen yogurt. Steve is receiving a great price on the new
containers because they are odd sizes.
Steve has two related decisions to make:
• Steve wants to pick the container that

provides customers with the most servings
of frozen yogurt; and
• Steve also wants the total number of
servings in the container to be a whole
number, so customers are clear on exactly
how many servings each container provides.
Steve is considering two different serving sizes: 1/12 gallon

per serving or 1/10 gallon per serving.
The supplier sent three containers for him to consider: 3/5

gallon, 2/3 gallon, and 6/8 gallon.
Which container and serving size should Steve choose so

that customers get the most servings and why? Show all your
mathematical thinking.
Brain Freeze PAGE 120

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Exemplars
Grade 6 – Brain Freeze
Domain(s) Standard(s)
The Number System 6.NS.A.1
Mathematical Practices
MP.1 MP.2 MP.4 MP.5 MP.6
Major Underlying Mathematical Concepts
Division of fractions
Comparing fractions
Equivalent fractions
Improper fractions
Reciprocity
Whole numbers
Mixed numbers
Problem Solving Strategies

Equation
Table
Model
Formal Mathematical Language and Symbolic Notation

Equation Equivalence
Table Reciprocal
Model Mixed number
Dividend Whole number
Factor Improper fraction
Quotient Complex fraction
Fraction Divisor
Numerator/Denominator Gallon
Lowest terms Quart
Equivalent Capacity

Page 1 © 2018, Exemplars
Possible Solution(s) Exemplars
Steve should pick the 6/8 gallon container with the 1/12 gallon serving size because this combination provides the largest
whole number of servings, which is 9 servings.
To �nd the number of servings in a particular container, divide the size of the container by the serving size.
Students could also model the division problems.
3 1
=6
5 10
Possible Connections
Below are some examples of mathematical connections. Your students may discover some that are not on this list.
The number of servings is found by dividing the size (capacity) of the container by the size (capacity) of one serving.
Calculating 2/3 ÷ 1/12 means that 1/12 times the quotient is equal to 2/3.
Fraction combinations whose denominators share common factors could have whole number quotients.
A 1/10 serving size of yogurt is a larger amount of yogurt than a 1/12 serving size.
The largest container size is 6/8 gallon. The smallest container size is 3/5 gallon.
Relate to a similar task and share a math link.
Brain Freeze
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© 2018, Exemplars
Exemplars
Grade 6, Pg. 2/2

© 2018, Exemplars
Exemplars

© 2018, Exemplars
Exemplars
Grade 6 P/S R/P Com Con Rep A/Level
Sneaker Sales
You work at a sports outlet store. The table below

shows data about the store’s sneaker sales in a recent
week.
Type of Sneaker Pairs Sold

Adidas 144
Nike 54
Tiger 36
Saucony 48
Converse High Tops 18
First, your district manager wants to be able to

compare the popularity of each brand of shoe to
their sales at other stores in the area. Determine the
percentage of sales for each brand of shoe.
Next, you plan to order 500 pairs of sneakers for the

following week.
Explain how you can use the data from last week to
decide how many of each type to order.
Sneaker Sales PAGE 132

© 2018, Exemplars
Exemplars
Grade 6 – Sneaker Sales
Domain(s) Standard(s)
Ratios and Proportional Relationships 6.RP.A.3c
Mathematical Practices
MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8
Major Underlying Mathematical Concepts
Estimation
Fractions
Ratios
Percents
Proportions
Rounding
Problem Solving Strategies

Table
Equation
Proportions
Double number line
Building up
Percent of the whole
Formal Mathematical Language and Symbolic Notation

Estimation Total
Double number line Part/Whole
Fraction Dozen
Ratio Round
Percent Tenth, hundredth
Table Double
Equation Half
Proportion

Page 1
© 2018, Exemplars
Possible Solution(s) Exemplars
Order 240 pairs of Adidas sneakers, 90 pairs of Nike sneakers, 60 pairs of Tiger sneakers, 80 pairs of Saucony sneakers, and 30
pairs of Converse sneakers.
144 + 54 + 36 + 48 + 18 = 300 sneakers.
144
Adidas: = 48%, 48% of 500 = 240 pairs of sneakers.
300
54
Nike: = 18%, 18% of 500 = 90 pairs of sneakers.
300
36
Tiger: = 12%, 12% of 500 = 60 pairs of sneakers.
300
48
Saucony: = 16%, 16% of 500 = 80 pairs of sneakers.
300
18
Converse: = 6%, 6% of 500 = 30 pairs of sneakers.
300
240 + 90 + 60 + 80 + 30 = 500 sneakers.
Sneaker Sales:

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Exemplars
Possible Connections

Page 3
© 2018, Exemplars
Possible Connections Exemplars
Below are some examples of mathematical connections. Your students may discover some that are not on this list.
A percent is a proportion of a total out of 100.

The average number of sneakers sold between the two weeks is 400 pairs (300 + 500 = 800, 800 ÷ 2 = 400).
If they sell 500 sneakers the next week, that is a 166% increase in sales (1 2/3 x 300 = 500).
8 times more Adidas shoes were sold than Converse.
Converse is 1/2 of Tiger, so they sell 1/2 as many (1/2 of 60 = 30).
Tiger is 1/4 of Adidas, so they sell 1/4 as many (1/4 of 240 = 60).
Relate to a similar task and state a math link.
Sneaker Sales
Page 4 PAGE 136
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Grade 6, Pg. 2/2

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© 2018, Exemplars
Exemplars
PROVIDING EFFECTIVE FEEDBACK
Exemplars
Providing Effective Feedback PAGE 144

© 2018, Exemplars
Exemplars
Providing Effective Feedback PAGE 145

© 2018, Exemplars
Exemplars
Examples of Effective Feedback to Students

Understanding
»» Wow! It is clear that you have a complete understanding of the problem.
»» You show that you understand and addressed the important parts of the problem.
»» Read the problem again. You need to use 10, 5 and 2 to show different ways to equal 20.
»» You found lots of ways to equal 20 but not using the numbers from the problem.
»» Can you find more solutions?
»» What is the solution you are recommending?
»» You show that you understand some parts of the problem.
Reasoning
»» How did you count to 10 on the 5th row?
»» How did you come up with your answer?
»» Your strategy is effective.
»» I am confused. I can’t tell how you arrived at your solution.
»» The number sentence matches the cubes and tally marks.
»» Where are the equations to show your work?
»» You extended the problem by explaining what you would do with the extra money.
»» You need to justify your solution.
»» Can you make connections to other tasks with this concept?
Accuracy
»» Your solution is correct and matches the pictures.
»» You need to give the total number of flowers on each row.
»» Be careful with your counting. Your solution is incorrect.
»» Organize your work so each number sentence will be clearly shown.
»» You need to organize the way you go about finding solutions.
»» You found all of the arrays but need to label them correctly and organize your work.
Communication
»» You explained that you were counting by 2’s!
»» Good use of math language in your explanation.
»» Use numbers and math words in your explanation.
»» You did a great job with your number sentences but they did not match the problem.
»» Your explanation needs to tell the different ways to use the numbers from the problem.
»» Great use of math language in your explanations.
»» Your communication gives your recommendation and explains reasons for your selection.
»» Your explanation needs to give the details about the monies spent, justify the costs, and
state how much money you have left.
»» You need to explain how the concept works in this problem and why your solution makes
sense. What would cause your results to be different?
»» You need to explain how the concept works in this problem instead of discussing only the
procedures you followed to arrive at your equations.
»» Use math terminology when you explain why your solution makes sense.
Examples of Effective Feedback to Students PAGE 146

© 2018, Exemplars
Exemplars
Annotating Student Work
Annotations are the evidence that justify scoring

work at specific levels. They can be your comments
to the student, the information that helps the student
understand the scores s/he received.
To help you get started with annotating, take the
phrases directly from the Exemplars rubric, and place
them on small post-its near the work they refer to.
For example:
»» “The solution is not complete.”
»» “There is a clear explanation.”
»» “A correct answer is achieved.”
»» “Employsrefined and complex reasoning.” “No

evidence of a strategy or procedure.”
While annotations can act as feedback to the student,

be careful not to make statements such as..
»» “Nice job!”
»» “Looks great!”
»» “Good try!”
»» “What?”
Annotating Student Work PAGE 147

© 2018, Exemplars
Exemplars
Using Results to Improve Performance

Four Guiding Questions
What does this student know?
»» Solution shows strong understanding of the problem

and support of math concepts
»» Appropriate use of mathematics notation, formula

and discrete data
»» Strategy was efficient and disciplined
Ready to Learn (Do Next)?

»» Have the student generalize a formula or hypothesis
that could be tested in other like problems – i.e.,
development of a more sophisticated strategy
leading to solutions of like problems
Need to Practice?
»» Skill of verbal communication should be expanded

to a better and clearer explanation of mathematical
reasoning
Need to Relearn?
»» None at this time
Using Results to Improve Performance PAGE 148

Four Guiding Questions © 2018, Exemplars
Exemplars
Questions for Self–Assessing
1. Problem Solving
»» What is the question I need to answer?
»» What plan can I use to solve the problem?
2. Connections
»» Did I tell more than what the problem asked?
»» Can I find a pattern?
»» Can I change the math in the problem and find a new solution? •
Can I solve the problem another way?
»» Can I tell how the math is like another problem I solved?
»» Can I make a rule and use my rule?
3. Mathematical Communication
»» Have I used more than one math word?
»» Have I tried to use math words beyond those in the problem?
4. Mathematical Representation
»» Did I make a diagram, chart, table or graph to help show my
thinking?
»» Is my representation labeled?
»» Does my representation need a key?
5. Reasoning and Proof

»» Did I clearly show how I solved the problem?
»» Is my answer highlighted (circled, in an answer box, underlined or

in a sentence)?
Questions for Self–Assessing PAGE 149

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Exemplars
Problem Solving Reflection
Reflection - Howdidyoudoineachofthesecategories.Identifywhereinyourworkyou completed

these sections. Identify what you can do to improve your work.
Problem Solving
Reasoning and
Proof
Exemplars
Communication

Connection
Representation
PAGE 150
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Problem Solving Reflection PAGE 150
© 2018, Exemplars
Exemplars
®
Exemplars Jigsaw Student Rubric
Level Problem Solving Reasoning and Communication Connections Representation
Proof
Novice I did not understand the My math thinking is not I used no math language I did not notice anything I did not use a math
problem. correct. and/or math notation. about the problem or the representation to help
Makes an effort numbers in my work. solve the problem and
No or little explain my work.
understanding
Apprentice I only understand part Some of my math I used some math I tried to notice I tried to use math
of the problem. My thinking is correct. language and/or math something, but it is not representation to help
Okay, good try strategy works for part notation. about the math in the solve the problem and
Unclear if of the problem. problem. explain my work, but it
student has mistakes in it.
understands
Practitioner I understand the All of my math thinking is I used math language I noticed something I made a math
Exemplars
problem and my correct. and/or math notation about my math work. representation to help
Excellent
strategy works. My accurately throughout solve the problem and
Clear answer is correct. my work. explain my work, and it is

Strong labeled and correct.
understanding
Meets the
standard
Expert I understand the I showed that I knew more I used a lot of specific I noticed something in my I used another math
problem. My answer is about a math idea that math language and/or work, and used that to representation to help
Wow, awesome! correct. I used a rule, I used in my plan. Or, I notation accurately extend my answer and/or solve the problem and
Exceptional and/or verified that my explained my rule. throughout my work. I showed how this problem explain my work in
understanding! strategy is correct. is like another problem. another way.
www.exemplars.com Copyright ©2005, revised 2012 by Exemplars, Inc. All rights reserved.
PAGE 151
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Exemplars Primary PAGE 151
Exemplars
Rubric for Exemplars
N A P E
P/S
• Do I have a strategy sentence written on
my paper?
• What plan can I use to solve the problem?
Problem Solving
R/P
• Do I have an equation?
• Is my answer circled and labeled?
Reasoning & Proof

Com
• Did I use 2 math words?
• Have I tried to use math words beyond
those in the problem?
Communication
Con
• Did I tell more than the problem asked?

• Can I solve the problem another way?
Connections
R
• Did I use a chart, table, diagram, or graph
to help me show my math thinking?
• Is my chart, table, diagram, or graph
labeled?
Representation
Harbins Elementary—Robyn Clark & Suzanne Hood
Rubric for Exemplars PAGE 152

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Exemplars
Rubric for Exemplars PAGE 153

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Exemplars
COMMUNICATION
Exemplars

© 2018, Exemplars
Exemplars

© 2018, Exemplars
Exemplars
Ideas/Activities for Promoting Student

Use of Mathematical Language
1. Plan with all teachers of mathematics in your building the

mathematical language and notation that will be required of
students at each grade level.
2. Give tasks that elicit mathematical language beyond computation.
3. Model use of mathematical language and notation in other

subject areas.
4. Use the templates to assist in the planning instruction of

mathematical language.
5. Give students highlighters to illustrate the use of their

mathematical language. You might use one color to highlight
language beyond computations of task and another to highlight
other mathematical language beyond computation.
6. Give students transparencies to place on their work and use

Vis–à–vis® markers to highlight work. (Have clipboards available
to clip the overhead and work together.)
7. After students have had an opportunity to work a problem, have

them brainstorm as a class all the mathematical language and
notations that might be appropriate to use when communicating
their solutions to that problem. Leave the words posted for easy
access.
8. Create class dictionaries by content standard as a reference. Have

students enter the term and then its definition. Students can also
show examples of the term’s use, draw a picture of the term, etc.
Use a notebook to create this class or personal reference. By
using a notebook, you can rearrange content standard pages in
alphabetical order as new terms are discovered.
9. Add math words to spelling lists.
10. Play Concentration or Jeopardy using cards with words and
Ideas/Activities for Promoting Students PAGE 156

© 2018, Exemplars
Exemplars
definitions.
11. Share the benchmarks with students.
12. Have a math–word–of–the–week.
13. Wear a math word and be ready to educate others as to its

meaning.
14. Collect Mathematical language found in magazines, newspapers,

etc., and record them by content standard in a notebook. You
may wish to use the notebook format here as well.
15. Interview people representing a variety of occupations and

record the mathematics they use. Students will soon discover
that most occupations involve math. Begin with people in your
school, the cook, janitor, secretary, etc.
16. Have a central display in the school to post unusual math terms
and ask students to find their meaning.
17. See how long a student can “survive” without using

mathematical language (i.e. Telling time, what day of the week,
or number of recess milks, etc.). Try to record all the events
in a “typical” school day that require and understanding of
mathematical language.
18. Keep classroom charts of various standards and highlight the

vocabulary learned.
19. Have quick quizzes.
20. Have a Mathematical Language Bee similar to a spelling bee.
21. Put mathematical language on index cards and their definitions

on other index cards. Give each student a card and ask them to
find their partners.

© 2018, Exemplars
Exemplars
22. Offer word searches and crossword puzzles.
23. Write a mathematical word on graph paper and find its area and
perimeter.
24. Provide opportunities for students to peer conference and then

share their understanding of mathematical language.
25. Keep a mathematical journal (see next page).

© 2018, Exemplars
Exemplars
Good Communication
1. State the problem you need to solve - (1 sentence)
2. State your strategy for solving the problem and why

this is a good choice for this problem.
»» Clear and Concise approach is explained so

reader can easily follow.
»» Walk through your work process - step-by-step.
3. Present your solution completely- Answer the

question.
4. Make a connection to the larger mathworld.
5. Use as much math vocabulary as possible.
Good Communication PAGE 159

© 2018, Exemplars
Exemplars
MATHEMATICAL REPRESENTATIONS
Exemplars
Mathematical Representations PAGE 160

© 2018, Exemplars
Exemplars
Mathematical Representations PAGE 161

© 2018, Exemplars
Exemplars
How Do I Teach Students to Make Representations?
»» Model different representation for students by doing a problem

together and attempting to make appropriate graphs, plots, charts,
tables, diagrams and models to accompany the response to the
task.
»» After students complete their solutions, have them go back and

zero–in on their representation. Is it labeled? Titled? Accurate?
Appropriate? Etc.
»» Feature a representation of the week, and ask students to bring in

samples of representations to share from magazines, newspapers,
etc.
»» Have students assess each other’s representations.
»» Create human representations using your students (human Venn

diagrams, graph, etc.), and/ or have students use their own bodies
to show what a line graph might look like, a Venn diagram, etc.
»» Play “What’s Missing.” Show students different representations

with missing or inaccurate parts. Have students guess “what’s
missing” and fix it!
»» Ask students to examine representations with no labels and

interpret what the data might mean.
»» Ask students to bring in mathematical representations that their

parents use in their work place.
»» Have students experiment with one representation. What happens

when you change the scale? Use color? Change information to
percents vs. actual numbers? What impact do changes have on the
message of the representation?
»» Allow students to experiment with different representations

using computer programs. Use this as a lead in to a discussion on
appropriate vs. inappropriate representations.
How Do I Teach Students to Make Representations PAGE 162

© 2018, Exemplars
Exemplars
Data
DATA
DATA
Organizing and displaying data is an excellent way to show information which
Organizing
Organizing
can help andand
you displaying
displaying
prove data
a point. data
Clear
DATA
is an excellent
is displays
an canway
excellent way
help toa to
showshow
person information
toinformation
find trends, which
which
Organizing
can help
canmake and
you displaying
prove
helppredictions, a
you prove make data
point.
a point. is
Clear an excellent
displays
Clear displays canway to
help show
a person
can help a person information
to find which
trends,
toKnowing
find trends, make
make
can help you prove a point. inferences,
Clear displays andcan
compare/contrast
help a person ideas.
to find trends, how
make
predictions,
predictions, make
make inferences,
inferences, and and compare/contrast
compare/contrast ideas.
ideas. Knowing
Knowing how how to read
to read
to read
predictions, graphs
make will tell a person
inferences, and when someone is ideas.
compare/contrast trying to fool them.
Knowing how to read
graphs will tell a person when someone is trying
graphs will tell a person when someone is trying to fool them. to fool them.
graphsAwillbigtell
parta person whendata
of displaying someone
is knowingis trying
whichtokind
foolofthem.
graph or display to
A big part
use.
A big ofgraphs,
All
part displaying
of displaying data
plots, is knowing
charts,
data isand tables
knowing which kind of ofgraph
are representations
which kind graph or
thatdisplay
or show
display ato to
use.
use.AllAll
A graphs,
biggraphs,
part of displaying
plots,
plots,
connection charts,
charts,
or data
andand
interrelationis knowing
tables
tables areare
between which kind
representations of
representations
pieces graph
that
of information.that or
show display
show to
a connection
Whatever use. All
the data, or or
a connection
graphs, plots,
interrelation
interrelationcharts,
between
between
there is probably
and tables
pieces of
pieces or
a diagram
are representations
information.
of graph
information. Whatever that
that willWhatever
show
the
help you see data,
thethe a
data,connection
there
bigthere
or
is probably
picture is probably
interrelation
a diagram
a diagram between
or graph pieces of information. Whatever the data,
that will help you see the big picture hidden in the data. there is probably
hidden inorthe graph
data.that will help you see the big picture hidden in the data.
a diagram or graph that will help you see the big picture hidden in the data.
CHARTS
CHARTS
Charts
CHARTS
Data is displayed
Data in in
is displayed rows and
rows columns
and in in
columns nono
particular order.
particular order.The chart
The has
chart a a
has
Data is displayed in rows and columns in no particular order. The chart has a
Data
title,islabels
displayed
title, forfor
labels inrows
rows rows
andand columns
columns,
and columns, and inano
and keyparticular
akeyif necessary.
key order.
ifnecessary.
necessary. The The chart
chart
The has be
should
chart a be
should
title, title,
labels forlabels for
rows rows and columns,
and columns, and and a if The chart should
a key if necessary. The chart should be be
accurate
accurate and appropriate
and appropriateforforthethe
task.
task.
accurate and appropriate
accurate and appropriate for the task. for the task.
NUMBER
NUMBEROFOF PETS
PETSOWNED BYBY
OWNED 3RD3RD
GRADERS
GRADERS
RD
NUMBER OF
STUDENTPETS
STUDENT NAMEOWNED BY 3
NAME NUMBER
NUMBER GRADERS
OFOF
PETS
PETS
STUDENT NAME
Susan
Susan NUMBER OF 3 PETS
3
Susan
Chris
Chris 3 7 7
Chris
PaulPaul 7 1 1
Paul
KateKate 1 4 4
Kate
Anna
Anna 4 2 2
Anna
Jane
Jane 2 2 2
Jane
Sean
Sean 2 0 0
Sean 0
Table
TABLE
TABLE
TABLEA table
A table is is
A table a issystematically
systematically ordered
aasystematically ordered chart.
chart.
ordered The
The
chart. table
table
The should
should
table have
have a
should title,
have alabeled
title,
a title,
A labeled
table is rows
rows
labeled aand
systematically
and
columns,
rows and and aordered
columns,
columns, and
key, a chart.
key,
if necessary.
and a key, The
ifThe table
if necessary. should
necessary. The
table should have
table
be
The table a should
title, bebe
should
labeled
accuraterows
accurate
accurateand
and
and columns,
in in
and appropriate and
appropriate
in appropriate anumerical
key, iforder.
numerical
numerical necessary.
order.
order. The table should be
accurate and in appropriate numerical order.Because Because it is systematically
it is systematically
Because it is
ordered,
ordered, systematically
this
thisis is
a T-Table
a T-Table
Because it is systematically ordered, this is a T-Table not this
ordered, a T-Chart:
is not
a aT-Table
not T-Chart.
a T-Chart.
NUMBER
NUMBER OFOF CHAIRS IN IN
CHAIRS EACH
EACH ROWROWIN IN
THE THEGYMGYM not a T-Chart.
NUMBER
ROWROW OF CHAIRS
RED RED INBLUE
EACH
BLUEROW IN THE GYM
GREEN
GREEN TOTAL
TOTAL Tricycles
TricyclesWheelsWheels
ROWNUMBERRED
NUMBER CHAIRSBLUE
CHAIRS CHAIRS
CHAIRS GREEN
CHAIRS
CHAIRS TOTAL
CHAIRS
CHAIRS Tricycles1 1 Wheels 3 3
NUMBER 1 1 CHAIRS 2 2 CHAIRS 4 4 CHAIRS 3 3 CHAIRS 9 9 12 2 36 6
1 2 2 2 4 4 4 8 8 3 6 6 9 18 18
23 3 69 9
2 3 3 4 6 6 8 12 12 6 9 9 1827 27
3 4 4 6 8 8 1216 16 9 12 12 2736 36 34 4 9 1212
4 5 5 8 10 10 1620 20 1215 15 3645 45 4 5 5 12 1515
5 6 6 1012 12 2024 24 1518 18 4554 54 56 6 151818
6 12 24 18 54 6 18
Data
Mathematical Representation PAGE 163
© 2018, Exemplars
Exemplars
Systematic List
A list of information that is systematically organized,
SYSTEMATIC
SYSTEMATIC LISTAAlist
LIST listofofinformation
informationthatthatisissystematically
systematicallyorganized,
organized,
accurate, appropriate, labeled, and includes any necessary
accurate, appropriate, labeled, and includes any necessary keys. keys.
accurate, appropriate, labeled, and includes any necessary keys.
WAYSTO
WAYS TOORDER
ORDER3 3DIGITS
DIGITS
11 22 33
1 1 3 3 22
22 11 33
22 33 11
3 3 1 1 22
33 22 11
FREQUENCY TABLE
Frequency TABLE
FREQUENCY Table
AAfrequency
frequency table
table
A frequency shows
shows
table shows how
how often
how often
often an
an
an item,
item,
item, aanumber,
number,
a number, ororaaof
or a range range
range
numbersofof
numbers
numbers occurs.
occurs.
occurs. The
The
The table table
table
must must
must
have have
a titlehave
and aatitle
title
labeled and
and
rows labeled
labeled
and rows
rows
columns. Theand and
columns.
columns. Theoccurrence
The
occurrence occurrence ofthe
of the item is of the
often itemisisoften
item
represented often represented
represented
with tally with
with
marks. If there tally
tally
is any way marks.
marks.
IfIfthere
thereisisany
that aany way
way
mark that
canthat
be aamark
markcancan
misconstrued, be
thenbemisconstrued,
a misconstrued,
key will be needed. thenaakey
then keywillwillbebe
needed.
needed.
FAVORITEFOODS
FAVORITE FOODS
Characteristics of all Graphs:

CHARACTERISTICSOF
»» Graphs CHARACTERISTICS
use reference lines called axes.
OF ALL
ALL
Axes
GRAPHS:
are aGRAPHS:
horizontal and a vertical
Graphs
  Graphs use
use
line
reference
reference
that cross.
linescalled
lines calledaxes.
axes. Axes
Axesare areaahorizontal
horizontaland andaa
verticalline
vertical linethat
thatcross.
cross.
»» Axes are labeled. Some axes may need a SCALAR label as well as a
Axesare
  Axes arelabeled.
labeled.SomeSomeaxes axesmaymayneed
needaaSCALAR
SCALARlabel labelasaswell
wellas asaa
DESCRIPTOR label.
DESCRIPTORlabel.
DESCRIPTOR label.
»» Graphs always have a title.
Graphsalways
  Graphs alwayshave
haveaatitle.
title.
Representations that Compare:
Graphs that compare may show:
»» The same
REPRESENTATIONS
REPRESENTATIONS
kinds of data at different times
THAT
THAT COMPARE:
COMPARE:
or places (like scoring records for
Graphs
Graphs
a team in different
that compare
that compare may show:
years);
may show:
 Thesame
The samekindskinds
»» Different ofofdata
kinds ofdata
dataatat different
atdifferent
the times
times
same time ororplaces
or placeplaces (likerecords
(like
(like scoring scoring
scoring records
forrecords
foraateam
for team inindifferent
different
two different
years);
teamsyears);
in the same year);
 Differentkinds
Different kindsofofdata
dataatatthethesame
sametime
timeororplace
place(like(likescoring
scoringrecords
recordsfor
for
»» The different kinds of data that make up 100% of one group of data (like
twodifferent
two differentteams
teamsininthe thesame
sameyear);
year);
all the different ages of students in your class).
Thedifferent
  The differentkinds
kindsofofdata
datathat
thatmake
makeup up100%
100%ofofone
onegroup
groupofofdata
data(like
(like
allthe
all thedifferent
differentages
agesofofstudents
studentsininyour
yourclass).
class).
The most commonly used graphs for comparing data are bar graphs,
pictographs,
most commonlyhistograms
usedand circle graphs.
Themost commonly used graphs for comparing data are bar graphs,
graphs for comparing data are bar
graphs,
The
pictographs, histograms and circle graphs.
pictographs, histograms and circle graphs.
MathematicalData
© 2018, Exemplars
Exemplars
SINGLE BAR GRAPHS
SINGLE BAR
A bar GRAPHS
graph uses the lengths of solid bars to represent numbers and
A bar Single
graph
compare
Bar Graphs
uses the lengths
data. of solidatbars
Just glancing a bar tograph
represent
showsnumbers and
how quantities
A bardata.
compare graphJust
uses the lengths of
glancing at solid
a barbars to represent
graph shows numbers
how and compare
quantities
compare. One axis will show the categories and the other a scale of
compare.
data. Oneglancing
Just
values. axis will
at ashow the shows
bar graph categories and the
how quantities other aOne
compare. scale
axis of
values.
will show the categories and the other a scale of values.
Favorite Pizza at Lincoln Elementary

Favorite
6
Pizza at Lincoln Elementary
6
5
5
4
Students x 100
4
Students x 100
3
3
2
2
1
1
0
0 Cheese Pepperonni
Pepperoni Sausage Supreme
Cheese Pepperonni
Pepperoni Sausage Supreme
Double
DOUBLEBar Graphs
BAR GRAPH
DOUBLE BAR
AAdouble
double GRAPH
barbar graph
graph isgraph
is a bar a barthat
graph
uses that
pairs uses
of barspairs of bars
to compare setsto
of compare sets
A double
data. bar
Onegraph
of data. One
axis willis a bar
axis
show thegraph
will show that uses
theand
categories the pairs
categories of
other aand bars
scalethe to compare
other
of values. Ifathere
scalesets
of values.
of data. One
isIfa there axis will show
is a comparison
comparison the categories
within
within categories, and the
then acategories, other
then
key/legend must a
beaadded.scale of values.
key/legend must be
If thereadded.
is a comparison within categories, then a key/legend must be
added. FAVORITE SUBJECTS at LINCOLN ELEMENTARY
FAVORITE SUBJECTS at LINCOLN ELEMENTARY
10
10
9
9
8
8
7
7
Students x 10
6
Students x 10
6 BOYS
5 BOYS
5 GIRLS
4 GIRLS
4
3
3
2
2
1
1
0
0 READING MATH SCIENCE SOCIAL STUDIES
READING MATH SCIENCE SOCIAL STUDIES
Data
© 2018, Exemplars
Exemplars
HISTOGRAMS
Histograms
HISTOGRAMS
A histogram is a bar
AAhistogram
histogram is aisgraph
a bar
bar that
graph thatshows
graph how
thathow
shows shows often
often datadata
how often
fall falldata
into intofall
different
different into different
ranges,
ranges,ranges,
or intervals. Histograms
or Histograms
or intervals. intervals.differ differ
Histograms from bar graphs
differin from
from bar graphs barare
that there in
graphsthat there
in thatare
no spaces no are no
there
spacesspaces
between the
betweenbetween
the bars.
bars. the bars.
SALARY OF EMPLOYEES
SALARY OF EMPLOYEES
Pictographs
PICTOGRAPHS
PICTOGRAPHS
A pictograph is a bar
AApictograph
pictograph is a graph
isbar that
graph
a bar thatuses
graph thatpictures
uses pictures
uses or or symbols
symbols
pictures insteadinstead
of bars toof bars
or symbols instead of bars
to compare data.
compare It
data. must
It musthave
have aakey.
key.
to compare data. It must have a key.
NUMBER OF FOURTH
NUMBER GRADERS
OF FOURTH WHO RODE
GRADERS WHO THEIR
RODE BIKES TO SCHOOL
THEIR BIKES TO SCHOOL
THE FIRST WEEK IN JUNE
THE FIRST WEEK IN JUNE
Monday
Monday Tuesday Wednesday
Tuesday Thursday
Wednesday Thursday Friday Friday
is 2 children
is 2 children
MathematicalData
© 2018, Exemplars
Exemplars
Line Plots
LINE PLOTS
LINE PLOTS
A line plot is used to show the spread of the data. It can also be used to show
A line plot is
A line plot is used to used
showto show
the the of
spread spread of the
the data. data.
It can It can
also be also
usedbe to used to
the mode
show of the
theofmode data. Scales
of the do not
data. do have
Scales to start
do not at 0, but must cover the
show the mode the data. Scales not have to have to 0,
start at start
butatmust0, but must cover
cover
the range of data. The scale must include all numbers in the range, even if even if
the range of data. The scale must include
range of data. The scale must include all numbers in all
thenumbers
range, eveninif the range,
no data
no
no datamatch data
matchthatmatch
number.that number.
that number.
THEROLLED
THE SUMS SUMS ROLLED WITH
WITH TWO TWO DICE
DICE
X X
X XX X
X XX XX XX XX X X X
X XX XX XX XX XX XX X
X XX XX XX XX XX XX XX X X X
2 32 43 54 65 76 87 98 9
10 10
11 11
12 12
KEY: X KEY:
is oneXroll
is one roll
Circle Graph
CIRCLE ACIRCLE
GRAPH
circle graphGRAPH
A graphA
is acircle circle
graph
that isgraph
a graph
represents is athat
data graph
using that represents
represents
sections of a data data using
circle. using
Circle
sections sections
graphs, alsoof
of a circle. a Circle
known circle.
as pie Circle
graphs, graphs,
charts, arealso
theknownalso
best type known
as ofpie asforpie
charts,
graph charts,
are
showing are the best
the best
type
type of the
graph of graph for
for proportions
showing the showing the relative
relativecategories
proportions proportions
ofother of
different different categories to
relative of different to each and to categories
the to
each
each other andother andwhole.
to the to theCircle
whole. Circle are graphs are used when exact quantities
whole. Circle graphs are used whengraphsexact quantitiesusedarewhen exact
less important quantities
than
are
are lessthe less important
important than than
theparts: the relative
relative sizes ofsizes
the of theThe
parts: parts:
sum The sum of the
ofisthe
relative sizes of the The sum of the percents in a circle graph
percents percents
in a circlein a circleisgraph
graph is 100%.“Percentage”
100%.“Percentage” is used is to used
refer to
toarefer
a to a
100%.“Percentage”
general relationship is used to referthan
rather to a general
a relationship
specific measure. rather
“A than
large percentage of
general relationship rather than a specific measure. “A large percentage of
people
specific
people eat dinnereatout
dinner
measure. “A out onnight.”
large
on Friday Friday night.”
percentage of people eat dinner out on Friday
night.”
RESTAURANT
RESTAURANT
DINING DINING
Data
© 2018, Exemplars
Exemplars
SINGLE LINE GRAPH

Single Line GraphLine graphs visualize trends among data sets,
which areLine
SINGLE sometimes
LINE listedtrends
graphsGRAPH
visualize in anamong
Line accompanying
data
graphs table
sets, which
visualize arein
trends aamong
report.
sometimes Data
listed
data in
sets,
points areare
which anplotted with relation
sometimes
accompanying listed
table toreport.
in ain a vertical
an axis showing
accompanying
Data points table the
are plotted in a dependent
with report.toData
relation
variable and
points aarea horizontal
plotted
vertical
axis showing
with relation
axis showing
the independent
to a vertical
the dependent variableaxis
variable.
and ashowing
horizontalthe
A line is
axis dependent
showing
then drawn and
variable through these points
a horizontal to display
axis showing continuous
the independent data.
variable. A line is
the independent variable. A line is then drawn through these points to display
then drawn through
continuous data. these points to display continuous data.
MULTIPLE LINE GRAPH

A multipleMultiple Line is
line graph Graph
a line graph used to compare two or more
MULTIPLE LINE GRAPH
A multiple line graph is a line graph used to compare two or more quantities
quantities thatline
A multiple aregraph
increasing or decreasing
is a line graph used over time. Ittwo
to compare must orcontain
more a
key.quantities
that are increasing or decreasing over time. It must contain a key.
that are increasing or decreasing over time. It must contain a
key.
CABLE TV VIEWERS AND NEWSPAPER READERS
9
CABLE TV VIEWERS AND NEWSPAPER READERS
8 9
7 8
6 7
MILLIONS
5 6
CABLE
MILLIONS
4 5 NEWSPAPER
CABLE
3 4 NEWSPAPER
2 3
1 2
0 1
2000 2005 2010 2015
0
2000 2005 YEAR 2010 2015
YEAR
MathematicalData
© 2018, Exemplars
Exemplars
STEM Stem
ANDand
LEAF PLOT
Leaf Plot
The "stem" is theis left-hand
The “stem” the left-hand column which
column which contains
contains thedigits.
the tens tensThedigits. The
"leaves" are the
“leaves” arelists
the listsin in
the
theright-hand column,
right-hand column, showing
showing all the
all the ones ones
digits for digits
for each of of
each forties,
forties, fifties, sixties,
fifties, sixties, etc. etc. You're
You’re justoutlisting
just listing how manyoutentries
how manyyou
entries have
youinhave in certain classes of numbers, and what
certain classes of numbers, and what those entries are. Here are somethose entries are.
Here are some
more moreofexamples
examples stem-and-leaf ofplots,
stem-and-leaf
containing a plots, containing
few additional details. a few
additional details
Complete .
a stem-and-leaf plot for the following list of grades on a recent test:
Complete a stem-and-leaf plot for the following list of grades on a recent test:
73, 78,
73, 42, 67, 42, 67,
99, 78,
84,99,
91,84,82,
91,86,
82, 94
86, 94
TEST GRADES
STEM LEAF
4 2
6 7
7 3, 8
8 2, 4, 6
9 1, 4, 9
VENN Venn Diagram is normally comprised of overlapping circles. The

DIAGRAM
interiorNormally comprised
of the circle of overlapping
symbolically circles. The interior
represents of the circle
the elements of the set, while
symbolically represents the elements of the set, while the
the exterior represents elements that are not members of the set. The exterior
overlapping areaelements
represents or intersection
that are notwould
members then represent
of the what is common
set. The overlapping area to
both sets such as “getting a cat or a dog.”
or intersection would then represent what is common to both sets such as
“getting a cat or a dog.”
Getting a Cat Getting a Dog
Will go places with me

Will catch mice
Funny to watch Will obey me
Might scratch people
Sheds hair Will do tricks
Will ignore me
Can live inside Need a fence
Can stay alone for
or outside Could bite people
a few days
Have to feed Will be protective & loyal
Wont dig up yard
Can be destructive Chews up shoes
Aloof
Vet bills Need to potty train
Uses a cat box
Fleas Needs lots of attention
Independent
Data
© 2018, Exemplars
Exemplars
DIAGRAMS
Diagrams
DIAGRAMS
A diagram is anisexplanatory
A diagram an explanatorydrawing.
drawing. AA diagram
diagram should
should be appropriate
be appropriate to the to
Atask,
the task,diagram is an in
explanatory explanatory
nature, have drawing.
a title, A diagram
labels and should be appropriate
any necessary
explanatory in nature, have a title, labels and any necessary keys.
keys. to
the task, explanatory in nature, have a title, labels and any necessary keys.
MRS. HILL’S CLASS
MRS. HILL’S CLASS
Key
Key
Boy
Boy
Girl
Girl
Back of Room
Back of Room
Wall
Wall
Wall
Wall
ANOTHERAnotherDIAGRAM
Diagram
“I wasANOTHER
“Iasked
was asked toDIAGRAM
to find allallthe
find thedifferent rectangles
different rectangles thatthat
have have a perimeter
a perimeter of 20 of 20
inches.“Iinches.
was
I madeasked
some
I made to diagrams
find
some all theto
diagrams todifferent
show
show rectangles
thethe rectangles
rectangles that Ihave
made asure
I found.
I found. perimeter
I made
I sureofI 20
labeledinches.
labeled I made
the length
the lengthsome
and width
and diagrams
with
width to show
with numbers
numbers theunits!”
and
and rectangles I found. I made sure I
units!”
8 in
labeled the9lengthin and width with numbers and units!”
1 in 8 in
9 in 2 in
1 in Perimeter = 20 in 2 in
Perimeter = 20 in
AreaPerimeter
= 9 sq. in = 20 in Area Perimeter
= 16 sq. in= 20 in
Area = 9 sq. in 5 in Area = 16 sq. in
5 in 6 in
7 in 6 in
7 in 5 in
3 in 5 in 4 in
3 in 4 in
Perimeter = 20 in Perimeter = 20 in
Perimeter = 20 in
Area Perimeter
= 21 sq. in= 20 in Area Perimeter
= 25 sq. in= 20 in
Area Perimeter
= 24 sq. in= 20 in
Area = 21 sq. in Area = 25 sq. in
Area = 24 sq. in
MathematicalData
© 2018, Exemplars
Exemplars
Models
Representational drawings or constructions, such as sets of plans, scale
representations or structural designs. A Model should include a title and
Models
any necessary keys. A model, like
are representational all representations,
drawings should besuch
or constructions, accurate
as sets of plans, scale
representations
and appropriateortostructural designs.
the task. Models can A
beModel shouldwith
documented include a title and any necessary
photography,
keys. A model,
drawings likemethods.
or other all representations, should be accurate and appropriate to the task.
Models can be documented with
Students were asked to find the photography,
average number ofdrawings
people inoranother methods.
American
family. One student asked 6 children in his class how many people were in his/
Students were asked to find the average number of people in an American family.
her family. He made a model to represent the data.
One student asked 6 children in his class how many people were in his/her
family. He made a model to represent the data.
Key
One cube is one person.
Ollie Yarnell Gary Ruth Paul Bren

Ollie Paul da
Next the student put the towers in order.
Gary
Yarnell
Ruth Bren
da
Ollie Yarnell Gary Ruth Paul Bren

Then the student evened out the towers & got an average of 4 da
people per family.
Then the student evened out the towers & got an average of 4 people per family.
Tree Diagram
Also called: systematic diagram, tree analysis, analytical tree, hierarchy
TREE DIAGRAM Also called: systematic diagram, tree analysis, analytical tree,
diagram. The tree diagram starts with one item that AND looks like a tree,
hierarchy diagram. The tree diagram starts with one item that AND looks like a
with trunk and multiple branches. It is used to break down broad categories
tree, with trunk and multiple branches.It is used to break down broad categories
into finer and finer levels of detail. Developing the tree diagram helps you
into finer and finer levels of detail. Developing the tree diagram helps you move
move your thinking step by step from generalities to specifics.
your thinking step by step from generalities to specifics.
COOKIES AND MILK chocolate chip cookies
white milk
oatmeal cookies
start
chocolate chip cookies

chocolate milk
oatmeal cookies
Data
© 2018, Exemplars
Exemplars
Diagram Tips (Deb Armitage)

»» Share a problem with the students that would lend
itself to a diagram.
»» Let students conclude that “drawing a picture” would

be a good plan for showing their thinking.
»» Talk about KISS (Keep It Simple Sweetie) as opposed

to artwork in showing a plan. (approach and reasoning)
»» Let students share KISS ideas such as just drawing legs

and shoes, just drawing a person’s face, just drawing
hats and mittens, etc.
»» Once students are comfortable with making diagrams

and scribing the labels, introduce the mathematical
language term, key. Keys unlock doors just as keys
unlock the diagram.
»» Let students create diagrams with keys to define what

they are diagramming.
»» Have some fun by covering up the key and asking

other teachers or guests to tell what a student’s work
is showing. For example, call a square a cracker, a
marshmallow, etc. so students learn the value of a key.
»» Have students practice keys by using them for lunch

count, work stations, etc.
»» When students are completely comfortable with

diagrams and keys, begin moving the information
from the diagrams to a table/chart, tree diagram, etc.
(verification)
Diagram
Mathematical Tips
© 2018, Exemplars
Exemplars
Representations in Grades Kindergarten to Five

as indicated in the Common Core Mathematics Standards
Kindergarten One Two Three Four Five
Manipulative model Manipulative model Manipulative model Manipulative model Manipulative model Manipulative model
Five frame
Ten frame diagram Ten frame Ten frame Ten frame Ten frame Ten frame
number line Diagram Diagram Diagram Diagram Diagram
Number line Number line Number line Number line Number line
Tally chart Tally chart Open number line Open number line Open number line
Tally chart Tally chart Tally chart Tally chart
Chart Chart Chart Chart
Table Table Table Table
Line plot Line plot Line plot Line plot
Array Array Array Array
Picture graph Picture graph Picture graph Picture graph
Exemplars
Diagram Tips
Bar graph Bar graph Bar graph Bar graph
Area/Visual model Area/Visual model Area/Visual model Area/Visual model
Set model Set model Set model
Linear model Linear model Linear model
Linear graph
Graph with
coordinates
PAGE 173
© 2018, Exemplars
Representations in Grades K-5 PAGE 173
© 2018, Exemplars
Exemplars
Mathematical Representations 6–8
»» Diagram »» Tables »» Histogram

»» Double Number Line Diagrams »» Pictograph »» Box & Whisker/Box Plots
»» Concrete/Visual fraction model »» Bar graph »» Algorithms
»» Geometric model »» Strip diagrams »» Expressions
»» Set Model »» Circle graph »» Exponents
»» Array Model »» Venn diagram »» Equations/Expressions with variables
Grade 6
»» Area Model »» Line graph »» +-x ÷ integers
»» Nets »» Frequency chart »» Inequalities
»» Linear Model »» Line/Dot Plot »» Parentheses & Brackets
»» Number line with + rational number »» Stem and Leaf with whole number »» Four quadrant graphing
(horizontal/vertical) and fractions
»» Diagram »» Pictograph »» Expressions

Exemplars
»» Double Number Line Diagrams »» Bar graph »» Equations with variables
Diagram Tips
»» Concrete/Visual fraction model »» Strip diagrams »» Slicing
»» Geometric model »» Circle graph »» Inequalities
»» Set Model »» Venn diagram »» Exponents
»» Array Model »» Line graph »» Coefficients
»» Area Model »» Frequency chart »» Constants
Grade 7 »» Nets »» Line/Dot Plot »» Parentheses Brackets
»» Scale drawings »» Stem and Leaf with whole numbers »» Four-quadrant graphing
»» Linear Model and fractions »» Proportional Relationships
»» Number line with + rational number »» Histogram »» Rate of change
(horizontal/vertical) »» Box & Whisker/Box Plots »» Decompose geometric figures
»» Tables »» Tree diagram »» Probability model
»» Organized List »» Algorithms
PAGE 174
© 2018, Exemplars
Mathematical Representations 6–8 PAGE 174
© 2018, Exemplars
Exemplars
Mathematical Representations 6–8 (cont.)
»» Diagram »» Bar graph »» Expression

»» Double Number Line Diagrams »» Trend Line »» Equations with variables Inequalities
»» Concrete/Visual model »» Strip diagrams »» Exponents
»» Geometric model »» Circle graph »» Coefficients
»» Set Model »» Venn diagram »» Constants
»» Array Model »» Line graph »» Scientific notation
»» Area Model »» Scatter Plot »» Parentheses & Brackets
»» Nets »» Frequency chart »» Four quadrant graphing
Grade 8 »» Scale drawings »» Line/Dot Plot »» Systems of linear Equations
»» Linear model »» Stem and Leaf with whole numbers »» Proportional Relationships
»» Number line with + rational number and fractions »» Rate of change
(horizontal/vertical) »» Histogram »» Random sampling
»» Tables/Two-way »» Box & Whisker/Box Plots »» Decompose geometric figures by
»» Bivariate sets of data »» Transformations/Transparencies slicing
Exemplars
Diagram Tips
»» Organized List »» Tree diagram »» Probability model
»» Pictograph »» Algorithms
PAGE 175
© 2018, Exemplars
Mathematical Representations 6–8 (cont.) PAGE 175
© 2018, Exemplars
Exemplars
MAKING CONNECTIONS
Exemplars
Making Connections PAGE 176

© 2018, Exemplars
Exemplars
Making Connections PAGE 177

© 2018, Exemplars
Exemplars
Mathematical Connections
»» How is this problem similar to or different from other
problems that I have solved?
»» Can I tell how the math is like another problem I

solved?
»» Can I solve the problem another way?
»» Use another strategy
»» Use a different representation
»» Can I define a rule and use my rule?
»» Mathematically relevant observation a student makes

about her/his solution.
»» What prior knowledge was useful in solving this

problem?
»» Can the problem be generalized?
»» What are some underlying math concepts in the task?
Mathematical Connections PAGE 178

© 2018, Exemplars
Exemplars
Looking at Connections
The National Council of Teachers of Mathematics (NCTM) defines

mathematical connections in Principals and Standards for School
Mathematics, as the ability to “recognize and use connections among
mathematical ideas; understand how mathematical ideas interconnect
and build on one another to produce a coherent whole; recognize and
apply mathematics in contexts outside of mathematics.” (Page 64) NCTM
stresses that students need to be make “explicitly aware”of mathematical
connections through questioning of the underlying mathematics of a
problem and its relationship to other mathematical ideas and problems.
New ideas are seen as “extensions of previously learned mathematics.”
Connections are mathematically relevant observations that students make

about their problem solving solution. Connections require a student to
look at his/her solution and reflect. What does the student notice in her/
his solution that links back to prior learning, helps her/him discover new
learning, or links the solution to her/his world.
Connections are as numerous as a student’s reflection. The Practitioner

level of the Exemplars rubric defines connections as “observations are
recognized.” Some examples could include a student:
»» Completing a collecting stamps pattern for seven days and stating
that seven days is a week, or that the underlying pattern of collecting
stamps was fiver per day
»» Recognizing that ten pennies is one dime
»» Noticing that an AB pattern from zero needs an even number to
complete a repeat
»» Stating a hexagonal table would allow more places to sit at a party than
a square
»» Recreating a problem by substituting different numbers for the ones in
the problem
»» Continuing tables, graphs, patterns, etc.
The Expert level encourages students to:

»» Extend their solutions by connecting to different mathematical strands.
For example, a second grader discovers that as the possible perimeters
of a puppy pen leads to a square, the larger the area becomes.
Looking at Connections PAGE 179

© 2018, Exemplars
Exemplars
»» Generalize and prove a rule for any day. For example, making a table to
show the number of birds seen each day for a week.
»» Verify a solution by solving the problem with a different strategy to
document that an answer is correct. For example, a first grader uses
a diagram to find how many ears are on six kittens and counts the
number of ears using one to one correspondence to conclude that six
kittens have a total of 12 ears. The student then creates a table to show
six kittens and uses a counting by two pattern to arrive at the same
answer and states, “I know I am correct because I found 12 ears two
different ways.” (This same student could also make the Practitioner
observations that 12 ears is a dozen, that the counting by two pattern
always results in an even number, that two ears are called a pair, add a
new kitten to the diagram for 14 ears.)
Students learn to enjoy making connections when they learn how to

reflect and question. Some typical questions a student could consider are:
»» What could happen next id I add another...?
»» Are there other mathematical terms I can use?
»» Is there another way I can state my thinking? (5 pennies is a nickel, 100
centimeters is one meter, two eyes is a pair, a square is a rectangle, a
trapezoid can look different than the red pattern block)
»» Is the solution (all the work including the answer) reasonable?
»» How is this problem like another problem I did and what is the
mathematical similarity?
»» How is this mathematically like something that is in “real-life” and how
can I explain the mathematics?
»» How can I verify that my answer is correct?
»» Is there a general rule?
»» Is there a mathematical phenomenon in my solution?
»» Can I test and accept or reject a hypothesis or conjecture about my
solution?
Students quickly gain an understanding of connections when their

teachers use good question “leads” during working problem solving
pieces and class discussion. Some of these question starters could
include, organize, construct, identify patterns, interpret, compare, relate,
draw conclusion, cite evidence, investigate, show, explain.
Looking at
Looking at Connections
© 2018, Exemplars
Exemplars
How Do I Teach Students to Make Quality

Mathematical Connections?
Some Suggestions:
»» Model connections for students by doing a problem together

and attempting to make a connection for every bullet on the
connections criteria.
»» After students complete a task, brainstorm what types of

connections they can go back and add to their work.
»» After students complete a task, request that they make an “eye

noticed” statement about their solution.
»» Have a guest problem solver come in to your class to solve a

problem as the students watch (perhaps a Principal, the PE teacher,
etc.) As the guest solves the task, ask her/him to think aloud about
the types of connections s/he makes as the problem is being
solved.
»» Ask good questions and give rich tasks that will provide
opportunity for students to make connections.
»» “Spotlight” students who make connections, either by giving them

a mathematics award, or just a pat on the back.
»» Have students model their connections for each other.
»» Feature a “connection of the week.”
»» Introduce the benchmarks to students so they know what you are

looking for!
»» Give students opportunity to self assess, then revise their work.
»» Give students highlighters to highlight their connections.
HowDoITeachStudentstoMake
How Do Quality
I Teach Mathematical
Students to Connections PAGE 181
Make Quality...? © 2018, Exemplars
Exemplars
Assessing Connections with the Exemplars Rubric
Teachers assess a student’s problem solving work by assessing each

of the five criteria for the Exemplars rubric separately and then may
select to assign an Achievement Level score for the student’s overall
performance. In order to meet the standard a student has to achieve the
Practitioner Level or above for each of the five criteria because the rubric
is performance based. Therefore, it is not possible to take a mode or
mean “grade” from the assessed criteria.
Determining the Achievement Level may seem “tough” at first for

educators. (Students tend to accept the performance standards
requirements for the Practitioner Level faster!) For example, if a student
does not have any representation on her/his work the Representation
score would be Novice and the Achievement Level would be assessed
at Novice. If a student has an Apprentice score in Communication and
all other scores are Practitioner, the student’s Achievement Level would
be assessed at Apprentice. If a student was assessed as Practitioner in
Communication but all other areas are Expert, the Achievement Level
would be assessed at Practitioner.
The NCTM standards suggest that the Connections criterion can be

demanding for students because it requires more cognitive thinking
and reflection. Therefore, there is one exception to the Achievement
Level score. If a student has all Apprentice scores or above but a Novice
in Connections, the student may receive an Achievement Level score
of Apprentice. The student cannot receive Practitioner because not all
criteria scores met the standard. The reason this decision was made
was that if a student has correct problem solving and reasoning as
well as communication and correct representation, it would be very
difficult to assign the student an Achievement Level of Novice as the
thinking and solution is correct. Teachers across the country seem to
agree that assigning an Achievement Level of Novice for a student who
simply puts an answer on her/his paper with no explanation or uses no
language when one term would be Apprentice or who does not attempt
a diagram, table, bar graph, etc. is reasonable. Once the “exception”
to the rule was agreed upon by many, the Achievement Level score
became well received as schools were looking for a way to give an
overall assessment score to a student’s problem solving piece.
Assessing Connections
Looking at with the Exemplars Rubric
© 2018, Exemplars
Exemplars
Here are a few examples to help clarify the Achievement Level

Assessed Score
Key
P/S Problem Solving N Novice
R/P Reasoning and Proof A Apprentice
Com Communication P Practitioner
Con Connections E Expert
Rep Representation
ACLV Achievement Level
P/S R/P Com Con Rep ACLV
P P N P A N
P P A P P A
P P E P P P

Exception to rule
E E E E A A

Exception to rule
P P P N P A
P P A N P A
P P A N N N
Hereareafewexamplestohelpclarify
Looking attheAchievementLevelAssessedScore
© 2018, Exemplars
Exemplars
A P P P P A
E E E E E E
Enjoy making connections with your students. You will find it a strong
formative/summative assessment of how your students are connecting
their mathematical concepts. Making connections can be lots of fun and
can happen throughout your teaching day. Students will gain confidence
in their mathematical thinking and the communication about their
solutions will be enjoyed by all.
Exception
Looking to rule
at Connections PAGE 184
© 2018, Exemplars
Exemplars
Exception to rule PAGE 185

© 2018, Exemplars
Exemplars
QUESTIONS
Exemplars
Questions PAGE 186

© 2018, Exemplars
Exemplars
Questions PAGE 187

© 2018, Exemplars
Exemplars
Questioning
Probing questions are a teaching/assessment strategy that provides

insight into the mental processes a student is using by engaging him
or her in conversation about the subject. The goal of the questions is
to deepen the student’s understanding of the content.
Sample probing questions
»» How did you know that?
»» What strategy did you use?
»» Does that remind you of another problem we solved?
»» Can you show us how you did that?
»» Is there another explanation?
»» Can that be done another way?
»» What if I changed [some element of problem]?
Prompting questions are a process by which a teacher supports a

student by giving hints that point the student toward appropriate
strategies to use to solve a problem or to clarify his or her response.
Prompting questions go far beyond simply making statements to
students in the form of a question. It is important that teachers not
“funnel,” by either answering the question themselves or changing the
question to one that requires little thought to respond.
Sample prompting questions
»» Remember when we did [a past problem]?
»» How would you begin this problem?
»» What do you think this relates to?
»» What are you thinking about this problem?
Questioning PAGE 188

© 2018, Exemplars
Exemplars
Problem Comprehension Questions
Can students understand, define, formulate, or explain the problem?

Can they cope with vaguely-defined problems?
Approaches and Strategies

»» Where could you find the needed information?
»» What have you tried? What steps did you take?
»» What did not work?
»» How did/might you record your work?
»» Did you use calculators, manipulatives, tools, computers, etc.,

appropriately?
»» How did you organize the information?
»» Did you have a system? strategy? design?
»» Have you tried tables, trees, lists, diagrams?
»» How would you research that?
Relationships
»» What is the relationship of this to that?
»» What is the same? different?
»» What is the central idea?
»» Is there a pattern?
»» What would the parts be?
»» Is there a problem you have previously done that is similar to this one?
»» Can you write another problem related to this one?
Flexibility
»» Can you vary the approach?
»» Would another recording method work as well or better?
»» Is there an easier problem?
»» Is there another way to draw, explain, or show that?
Problem Comprehension Questions PAGE 189

© 2018, Exemplars
Exemplars
1. Problem Solving
»» What is the question I need to answer?
»» What plan can I use to solve the problem?
2. Problem Solving
»» Did I tell more than what the problem asked?
»» Can I change the math in the problem and find a new solution?
»» Can I solve the problem another way?
»» Can I tell how the math is like another problem I solved?
»» Can I make a rule and use my rule?
3. Mathematical Communication
»» Have I used more than one math word?
»» Have I tried to use math words beyond those in the problem?
4. Mathematical Representation
»» Did I make a diagram, chart, table or graph to help show my thinking?
»» Is my representation labeled?
»» Does my representation need a key?
5. Reasoning and Proof

»» Did I clearly show how I solved the problem?
»» Is my answer highlighted (circled, in an answer box, underlined or in a

sentence)?
Questions for Self–Assessing PAGE 190

© 2018, Exemplars
Exemplars
Bloom’s Taxonomy and Critical Thinking

Level 1: Remembering - Recalling information
Recognizing, listing, describing, retrieving, naming, locating, finding Questions:
• What is . . . ? How is . . . ?
• Where is . . . ? When did __________ happen?
• How did __________ happen? How would you explain . . . ?
Level 2: Understanding - Explaining ideas or concepts

Interpreting, exemplifying, summarizing, inferring paraphrasing, classifying,
comparing, explaining Questions:
• How would you classify the type of . . . ?
• How would you compare . . . ? contrast . . . ?
• Will you state or interpret in your own words . . . ?
Level 3: Applying - Using information in another familiar situation or similar

situation
Implementing, carrying out, using, executing Questions:
• How would you use . . . ?
• What examples can you find to . . . ?
• How would you solve _______ using what you have learned . . . ?
Level 4: Analyzing - Breaking information into parts to explore understandings

and relationships
Comparing, organizing, deconstructing, attributing, outlining, finding,
structuring, integrating Questions:
• What are the parts or features of . . . ?
• How is _______ related to . . . ?
• Why do you think . . . ?
• What is the theme . . . ?
Level 5: Evaluating - Justifying a decision or course of action through use of

supporting “evidence”
Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting,
monitoring Questions:
• Do you agree with the actions . . . ? with the outcomes . . . ?
• What is your opinion of . . . ?
• How would you prove . . . ? disprove . . . ?
• Can you assess the value or importance of . . . ?
Level 6: Creating - Generating new ideas, products, or ways of viewing things

using acquired information
Designing, constructing, planning, producing, inventing, devising, making
Questions:
• What changes would you make to solve . . . ?
• How would you improve . . . ?
• What would happen if . . . ?
• Can you elaborate on the reason . . . ?
Reference: Quick Flip Questions for Critical Thinking, based on Bloom’s Taxonomy
and developed by Linda G. Barton Back in Print and available from : http://www.
barbsbooks.com/logic.htm
Bloom’s Taxonomy and Critical Thinking

Bloom’s Taxonomy PAGE 191
© 2018, Exemplars
Exemplars
TASKS THAT STRETCH
Exemplars
Tasks That Stretch PAGE 192

© 2018, Exemplars
Exemplars
Tasks That Stretch PAGE 193

© 2018, Exemplars
Exemplars
Marshmallow Peeps
Marshmallow Peeps come 10 in a package.

Each peep is 4 cm. long.
How long will a train of peeps be if they are lined up in a row with 1
cm. between them?
K–2
»» How long will her train be?
3–5
»» If Annelies had enough boxes how long would her train be if she
used 15 peeps? 20 peeps? 25 peeps? 146 peeps?
»» What do you notice about the number of peeps compared to the

number of spaces?
»» How long would her train be if she could choose any amount of
peeps?
5–8
»» Can you generate a formula that related the number of peeps in
the train to the length of the train?
»» Generate a table for this problem. Create a graph from this table.
What can you conclude from each of these representations of the
problem?
»» What is the slope of the graph? What is the meaning of the slope
of the graph for this problem? What is the y-intercept of this
graph? What is the meaning of the y-intercept of this graph for this
problem? Develop an equation for the graph.
»» What does it mean when you draw a straight line through the
points? What about the point (0,0)?
»» Would that be part of the graph in this problem?
8–10
»» Develop a function for this problem. What is the domain and range
of this function?
Marshmallow Peeps PAGE 194

© 2018, Exemplars
Exemplars
Grade 2, Pg. 1/1

© 2018, Exemplars
Exemplars
Grade 4, Pg. 1/1

© 2018, Exemplars
Exemplars
Grade 6, Pg. 1/1

© 2018, Exemplars
Exemplars
Grade 7-9, Pg. 1/1

© 2018, Exemplars
Exemplars

© 2018, Exemplars
Exemplars
TIPS FOR GETTING STARTED
Exemplars
Tips for Getting Started PAGE 200

© 2018, Exemplars
Exemplars
Tips for Getting Started PAGE 201

© 2018, Exemplars
Exemplars
Tips for Getting Started With Problem Solving
“start small, think big”
Environment
»» Create a safe and inviting environment, where students feel

comfortable taking risks to solve problems as well as to share
strategies
»» Make problem solving a regular part of the routine by expanding

problem solving to other disciplines, and by encouraging students
to pose problems, to ask probing questions, to research, and to seek
solutions
Scheduling
»» Before you feel confident integrating problem solving you might

select a time to focus on it, such as devoting one class per week with/
without cooperative groups, assigning problem solving homework
that involves families, or creating a time for “noisy solving” (as you
might have for “silent reading”)
Expectations
»» Articulate, post, and model expectations for individual

responsibilities, group work, performance standards and criteria, etc.
Process
»» Show samples of quality work using a rubric
»» Work on specific skills, such as identifying appropriate operations or

needed information, creating graphs or tables, choosing problem
solving strategies
Tips for Getting Started With Problem Solving PAGE 202

© 2018, Exemplars
Exemplars
»» Revisit the same types of problems to reinforce use of certain strategies
»» Use math journals and letter writing to help students communicate their
thinking
»» Conference with students, use interviews between students, require

students to keep a problem solving portfolio, and to self-assess
»» Guide student work with “reminder” questions:

»» I can’t follow this part. Can you make this more clear?
»» I see an error in reasoning. Can you find and correct it?
»» Your reasoning is excellent. Double check your calculations.
Tasks
»» Choose good tasks

»» Personalize tasks to your students, schools, community
»» Solve tasks yourself first
Strategies for Students
»» Solve as a whole group first to model and practice the process
»» Read the problem together: What is it asking you to do?
»» Underline or highlight important information in the problem
»» Make a T chart: What do you know? What do you need to know?
»» Think about: How can you solve this problem? What skills do you need?
What strategies can you use? What will be your procedure?
»» Use concrete materials to represent one possible solution
»» Solving the problem: Show and tell your thinking. Show with pictures,
charts, graphs, or diagrams. Tell using math language to describe your
thinking, your strategies used, and your procedure
»» Check and verify your solution: Does your solution make sense? Can
you solve in a different way?
»» Share or make an observation about what you learned, a rule or pattern

you noticed, a connection you made to other mathematical ideas or
problems

© 2018, Exemplars
Exemplars
Problem Solving Process
Problem Formulation
(Understand the problem and Devise a Plan)
»» Read the Problem
»» Write an “I need to” statement [What is the question(s)]
»» Separate important and unimportant information and identify any

missing information
»» Think about the math concepts and problem solving strategies you
know
»» Choose a strategy
Problem Implementation
(Carry Out the Plan)
Collect and explore data
Make obser vations, conne ctions, Use your strategy and

and/or gener alizations solve the problem
Explain the approach you used,

document all your wo rk in a readable w ay and use
math language and re presentation
Problem Implementation
(Carry Out the Plan)
»» Summarize your conclusions and make any other observations,

connections or generalizations
Re-read the problem and check that your answer is correct and
complete
Tips for Getting Started

Problem With
Solving Problem Solving
Process PAGE 204
© 2018, Exemplars
Exemplars
Problem solving should be a part of every they have to answer to solve the problem.
student’s daily work in math. Creating a Asking students to write an “I need to”
problem-centered classroom will have a great statement after careful reading is essential first
impact on students’ opportunity to learn and step.
on their perception of mathematics.
Devise a Plan
The instructional format outlined below should Once students have established what they
help teachers develop a plan for teaching need to do they should devise a plan to reach
problem solving to their students. This is a solution. Different approaches to a problem
different from assessing the problem solving are always possible depending on the insights,
abilities their students have developed. While skills and conceptual understanding of each
students are learning how to do problem student. Students need to see and be able to
solving they should have opportunities to apply several basic problem solving strategies.
see and discuss other strategies and to share Some of the strategies the students will find
connections. helpful are these:
Students should have a general framework »» Identify a pattern

for attacking any problem. Teaching the four »» Guess and check
step Polya problem solving method, which is »» Write and use an equation
outlined below, helps students become better »» Work backwards
problem solvers »» Make and use a diagram or model
»» Understand the problem »» Organize data in a table, chart, graph,
»» Devise a plan or plot.
»» Carry out the plan »» Solve a simpler related problem
»» Look back at the problem »» Use objects or act out the problem
»» Eliminate possibilities using logical
Problem formulation includes understanding reasoning.
the problem and devising a plan. Teaching
problem formulation is a complex process. These strategies should be taught directly to
The teacher must be careful not to formulate students throughout their K-12 mathematical
the problem for students. Well-intentioned experience. In action students need the
teachers who do this remove the formulation opportunity to solve problems suing their own
hurdle while trying to make sure that everyone strategies and to learn from each other.
understands what to do. Instead teachers
need to give students practice in problem Carry Out the Plan
formulation, allowing for questions and The next step in problem solving is to
discourse so that everyone makes an effort to implement the strategies in the plan and solve
understand the problem. the problem. The teacher can encourage
students to use their chosen strategy by
Understand the Problem creating a classroom climate where all
To successfully formulate a problem, students approaches are equally valued. It is important
must first understand the problem they are to have students document their work in a
being asked to solve. To find out what a way that enables them to see at a glance
problem means, students must understand what they’ve completed. To become effective
how the words and phrases describe what student problem solvers, students must learn to
is happening. Important information, and think and reason through solutions themselves.
any missing information must be identified. They will make more progress if the teacher
Students must be able to state the question answers their questions with questions, such as
those in the attached list of general questions.
Tips for Getting

ProblemStarted With
Process PAGE 205
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Look Back at the Problem »» Balance Direct instruction with constructivist

learning to build competency in students.
The process of looking back at a problem does
not only happen after the students have reached »» Take on different roles: guide, coach, observer,
a solution. Observations, connections and facilitator, model.
generalizations can and will occur at any point in
the problem solving process. »» Promote working and assessment portfolios for
all students across all grades.
Students should learn to reread the problem
and check the solution to see that it answers »» Receive support from and provide support for
the question and meets the parameters given. colleagues.
Probing questions might lead students to make an »» Establish exiting skills at various grade levels
observation, discover a connection or generalize for mathematical language, representation, and
the problem to include other solutions. problem solving strategies.
Suggestions for Teachers »» Create task specific scoring guides to assess
Teachers can help students become independent content.
problem solvers by doing some or all the
»» Recognize that small steps are valuable.
following:
»» Encourage students to accept challenges and
»» Solve the problem and execute possible
persevere.
approaches to anticipate student difficulties
(before assigning the task.) »» Provide regular assessment and feedback.
»» Think about the mathematical skills and »» Embed problem solving into content
conceptual understanding necessary to solve instruction.
the problem.
Worthwhile Tasks
»» Encourage students to utilize the resources
available to them. (calculators, math Students need frequent, even daily, opportunities
dictionaries, resource books, manipulatives.) to solve problems. Worthwhile tasks need to be
chosen that engage students. A task is worthwhile
»» Regularly incorporate on-demand tasks, as if it supports some or all of the following:
well as longer tasks that students have an
opportunity to think about for several days. »» Multiple strategies can be used to solve the
problem.
»» Reduce anxiety by allowing communication and
cooperation. »» Important, useful, or “real world” mathematics
is embedded.
»» Allow ample time for student discourse and
reflection (both written and oral), so that »» Different solutions are possible.
students have an opportunity to learn from »» Different decisions can be made and defended
each other.
»» Student engagement and discourse is
In addition, teachers can: encouraged.
»» Commit to fully implementing a standards- »» Conceptual Development is promoted.
based program in their classroom
»» Grade level skills are required.
»» Examine quizzes and tests; rewrite to
provide better opportunities for students to »» The teacher has an opportunity to assess
conceptualize or problem solve student performance.

Problem With
Process PAGE 206
© 2018, Exemplars
Exemplars
A teacher who exemplifies good problem Carry out the plan. The teacher:
solving instruction provides opportunities
»» Asks good questions to guide student
for students to: thinking.
Understand the problem. The teacher:
»» Honors different approaches
»» Gives practice om this step alone.
»» Teaches students to document their process.
»» Asks good questions to guide student
thinking. »» Encourages connections and generalization.
»» Provides adequate structure; for example, “I »» Encourages the appropriate use of math
need to...” language and representation.
»» Allows students practice in separating »» Teaches students to build a direct link

important information from unimportant between the solution, representation, and
information. connections.
»» Tries the “Aldo Bianchi Approach”: hand out Look back at the problem. The teacher:
a problem, give time to read, collect. Draw
everything you can from the group, then »» Provides time for looking back.
return the problem. Teach them to underline »» Encourages students to reread the problem
important parts, take notes, etc. and their response.
»» Provides opportunities for partner work and »» Provides time for revision.
small group work.
»» Has students assess their own work using a
»» Resists the temptation to formulate the standards-based scoring guide
problem for the student.
»» Gives feedback that indicates where
Devise a plan. The teacher: improvements could be made on future
problems.
»» Models the thinking process.
A student who exemplifies good problem
»» Focuses on this step alone.
solving skills:
»» Teaches specific strategies. Is able to understand the problem and devise
»» Encourages student questions.
a plan. The student:
»» Reads for understanding.

»» Encourages dialogue among students.
»» Separates important information from
»» Builds in opportunities for students to share
problem solving/inquiry strategies unimportant information.
»» States the question they have to answer

»» Has materials/manipulatives available to
students. (writes an, “I need to...” statement)
»» Knows problem-solving strategies.

»» Builds in opportunities for students to
evaluate their process. »» Has had many concrete experiences upon
»» Provides adequate structure to guide
which understanding can be built.
students as they learn the process. »» Has a solid understanding of math concepts.
»» Is skilled in formulating a workable approach.
Tips for Getting

ProblemStarted With
Process PAGE 207
© 2018, Exemplars
Exemplars
»» Makes good decisions regarding materials To promote problem solving,

and strategies. administrators:
»» Is flexible enough to choose another
strategy if needed Support teachers by:
»» Is able to think about a situation without »» Providing quality professional development

panicking and going straight to an answer. in mathematics.
»» Encouraging teachers to take courses and to

Is able to carry out the plan. The student:
attend local, state and national mathematics
»» Effectively implements an approach. conferences, workshops and network
meetings.
»» Uses appropriate vocabulary and
representation skills »» Adopting and implementing a standards-
based mathematics program.
»» Docum3ents work in a readable manner
»» Supporting teachers as they implement the
Is able to reach conclusions. The student: program.
»» Perseveres to arrive at a conclusion. »» Developing an articulated local curriculum

and assessments that support the
»» Makes observations, connections or standards and take into account the grade
generalizations while problem-solving level expectations of the New Standards
Reference Exam.
»» Rereads the problem to make sure the
question(s) was answered.
Work with the public by:
It is evident that students need strong »» Promoting the use of the New Standards
mathematical skills and concepts in order to released tasks and practice tests to give
be successful in the problem solving arena. students experience with the testing
Administrators and school boards can promote situation.
problem solving in many ways. Use the list
below to begin a dialogue on improving your »» Using assessment data to create an action
school’s efforts for its students. plan to improve student performance.
»» Holding family/community math events to

highlight local curriculum, student work and
progress.
»» Discussing characteristics of problem

solving.

Problem With
Process PAGE 208
© 2018, Exemplars
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Generic Questions
Problem Comprehension: »» What else would you like to know?
»» What is the problem about? What can you »» Is there a general rule?
tell me about it? »» Is the solution reasonable?
»» How would you interpret that? »» What made you think that was what you
»» Would you please explain that in your own should do?
words? »» How is this like the mathematics of a real-life
»» What do you know about this part? problem?
»» Do you need to define or set limits for the »» What were the mathematical ideas in this
problem? problem?
»» Is there something that can be eliminated or »» What was the one thing you learned?
that is missing? »» What kinds of mathematics were used in this
»» What assumptions do you have to make? investigation?
»» Where else would this strategy be useful?
Approach and Reasoning:
»» What other problems does this lead to?
»» Where could you find the needed
information? »» How would this work with other problems?
»» What have you tried so far? What did you »» What questions does this task raise for you?
discover?
Solution:
»» What do you understand now that you didn’t
before? »» Are you sure your solution is correct? Why/
How?
»» How did you organize the information? Do
you have a record? »» Is that the only possible answer?
»» Do you have a system, a strategy? »» How would you check the steps you have
taken for your answer?
»» How would you research that?
»» Other than retracing your steps, how can you
»» Have you solved any problems like this determine if your answers are appropriate?
before?
»» Is there anything you overlooked?
»» Give me another related problem. Is there an
easier problem? »» How did you know you were done?
»» Is there another way to solve this problem? Communication:

»» Is there another way to communicate that? »» Could you explain what you know right now?
»» What were your first thoughts about the »» How would you explain this process to a
task? younger child?
»» Are there any relationships in this problem »» Could you write an explanation for next
that will always be present in similar year’s students (or some other audience) of
problems? how to do this?
Connections: »» Which words were most important? Why?
»» Can you predict what will happen? »» Could you explain that another way?
»» What was your estimate or prediction? Why? »» Can you explain your reasoning?
»» How do you feel about your answer? »» What pictures do you have in your mind to
help you think about the task?
»» What do you think comes next?

© 2018, Exemplars
Exemplars
What Should I Look for in a Math Classroom?
A math classroom should provide practical experience in mathematical

skills that is a bridge to the real world of jobs and adult responsibilities.
This means going beyond memorization to enter a world of reasoning
and problem solving.
Sounds good, but how can you recognize a good math classroom when
you see one?
Look for the following actions by students and teachers. If you see them,
you will be looking at a classroom that is preparing students for the
world beyond school.
What are students doing?

1. Interacting with each other as well as working independently,
just as adults do.
2. Using textbooks as one of many resources. Students should

know how and when to use manipulatives and technology as
problem solving tools.
3. Applying math to real life problems and not just practicing a

collection of isolated skills. Lots of time is allowed for solving
complex problems.
4. Seeking a best solution among several solutions to a problem.

Students can explain the different ways they reach these
solutions and defend the choice of one solution over another.
5. Working in groups to test solutions to problems with each group

member highly involved.
6. Communicating mathematical ideas to one another through

examples, demonstrations, models, drawings, and logical
arguments.
7. Working in teams to challenge and defend possible solutions.

Students help each other to learn.
What Should I Look for in a Math Classroom PAGE 210

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What are teachers doing?

1. Guiding students in exploring multiple solutions to any problem;
challenging student to think deeply.
2. Moving around the room to keep everyone engaged in

productive work.
3. Encouraging students to raise and discuss questions about math

for which there are no textbook answers. Rather than simply
answering these questions, teachers are helping students to gain
mathematical competence and confidence by finding their own
solutions.
4. Guiding students in making appropriate use of manipulatives

and technology.
5. Promoting student use of inquiry and creativity. Students are

moved to higher levels of learning and pursuing alternative
approaches to solving a problem or by proposing new problems
that are variations or extensions of a given problem.
6. Bringing a variety of learning resources, including guest

presenters, into the classroom in order to increase learning
options for all students.
7. Working with other teachers to make connections between

disciplines in order to show how math is a part of subjects that
students are studying.
8. Using assessment that focuses on problem solving and

understanding rather than on memory and speed.
9. Helping all students to explore career opportunities that use the

mathematics they are learning.
Mathematical thinking is an all–purpose tool. It can be applied

throughout a lifetime to recognize and clarify problems, locate and
interpret relevant information, explore alternative solutions, and defend
rational decisions with conviction.
Source: From Math Leads the Way, Annenberg Foundation
What Should I Look for in a Math Classroom PAGE 211

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Exemplars
Math Journal Writing Prompts
1. Tell how you could improve your work on the problem.
2. Tell what you liked or disliked about the problem and why.
3. Explain why you think the solution(s) of the problem turned out
the way they did.
4. Relate this problem to something else. Tell how it could be used

or applied in another area outside of class.
5. My rule for _______________ is _______________.
6. Give a “spin-off” problem you would like to try, or explain how

you could have done the problem differently?
7. After doing various problems in today’s class, I believe that I

could teach someone about or how to use ____________________.
Explain.
8. Which idea was most important in this problem and why?
9. Explain the main concept or idea in the problem.
10. What are some questions that you have or still have after
working on today’s problem? Some questions I still have about
_________________ are __________________.
11. If you were going to do this same problem again, what would
be something you could do to improve the accuracy of your
results?
12. What is the most surprising thing you discovered and why?
13. In hindsight, identify a question that you or your group should

have asked today or something that you should have done but
did not?
Math Journal Writing Prompts PAGE 212

© 2018, Exemplars
Exemplars
14. What makes a “good” question? Where do your questions come

from?
15. Make a diagram or picture that would go with your problem.
16. Share some data from your investigation and explain what the
data shows. Show an appropriate graph of your data.
17. Tell specifically what you personally did to help your group work
on the problem. What was your job or responsibility? What part
did you help the group do?
18. Who was the MVP (Most Valuable Person) for your group in
doing this activity? Explain what that person did to make the
investigation go well and why you picked that person. (You may
choose yourself)
19. Rate you own group on their cooperation and teamwork for this
problem. Explain how you came up with your rating.
20. Reflect in anyway you want about today’s activity. (words,

pictures, poetry, etc.)
21. Do you ever give up on or abandon your idea/question/

explanation? Why? When?
22. How do you know when to stop investigating; that is, how do
you know that you are finished?
23. How do you decide if an explanation is a good explanation?

What makes one explanation better than another? What kind of
evidence do you find convincing?
24. If you were the teacher, what question would you ask your
students about today’s activity to see if they understood?
25. Ask a question about what we did or studied today.
26. What was the most difficult part of the activity to understand?

© 2018, Exemplars
Exemplars
27. What new idea did you learn from today’s activity? What did you
discover? I learned or I discovered ________________.
28. How does what we studied apply to your everyday life?
29. What was the main point, purpose, or idea of today’s activity?
30. How is today’s math concept important to you?
31. Describe what was new and what was more of a review for you.
32. How does what we did today connect with other things you have
learned this year in math?
33. How is what we did today connect to another subject in school?

Share how it fits with the other subject.
34. Do you feel uncertain about any aspects of today’s class? What
part do you think most students did not understand? Why do
you think that?
35. Explain, in writing, one of the main ideas or concepts that you
learned to a student that is younger than you are. Remember to
use vocabulary that he/she would understand.
36. Give a definition of one of the important vocabulary words used

in the problem and use it correctly in a sentence.
37. If you were the teacher, what would you do differently in this
activity or investigation?
38. What is a past experience that you had which relates to today’s
problem?
39. From today’s activity, are you curious about anything? Did
anything surprise you? What do you wonder about?

© 2018, Exemplars
Exemplars
40. What would be a useful or revealing photograph to take related

to this problem? How would the photograph contribute to
helping understand the problem?
41. Explain the steps that you followed today in solving the problem.
What did you do? (D) What did you observe? (O)
42. Write or select a short poem or song that fits what we studied
today.
43. Draw a sketch that shows you understand one of the main ideas
in today’s problem.
44. Identify something that your group could have done better in
terms of cooperation and teamwork.
45. Write about how you were acting and thinking like a
mathematician in today’s activity?
46. Write 3-5 things that you think that you know about the topic
that we are studying today? I think ________________ means
________________. This is my definition of ________________.
Adapted by Cornelis de Groot, PhD. from:

http://www.morrisonlabs.com/journal_reflections.html

© 2018, Exemplars
Exemplars
How Can I Keep All Student Problem–Solving

Tasks Organized And Manageable?
»» Have students keep their own running Table of Contents.
»» Keep all problem solving tasks you have used with your students
and possible solutions in a working folder with your records. The
folder could be in chronological order, or in order by content area
or skill addressed. Make notes on the pieces after your student
completes the task, reminding yourself of things that went well and
things you might change next time.
»» Keep clean master copies of tasks for students who have misplaced
them.
»» Teach students to be responsible for their own portfolios and

their own work. Create math portfolio folders of finished possible
“best pieces” in a student-accessible location. Create checklists for
students so they can self-monitor whether they have tasks attached,
legible work, dates on materials, all work stapled together, and
group work labeled. Check periodically to make sure pieces are
organized and are not lost.
»» If you have tables or clusters of desks, place a file box or milk

crate at each table with color coded files for each subject, class or
section. The box could remain at the table, and then students can
file their work during their own math class. In this way student will
not crowd to a central class filing spot.
»» Set up a system of self-assessment so that students check their own

work against the criteria.
»» Ask a parent or other volunteer to check student files or notebooks

against a master list of assignments, and compile a list of missing or
incomplete work.
»» Selection is an important aspect of portfolios. Have students review

their portfolios on a regular basis (perhaps once a month) to select
possible best pieces to include in their “Best Piece” portfolio. Have
students justify their selections by discussing the merits of a piece
orally or in writing.
HowCanIKeepAllStudent
HowProblem–SolvingTasks
Can I Keep All OrganizedAndManageable
Student PAGE 216
Problem-Solving Tasks... © 2018, Exemplars
Exemplars
Ways to Keep the Assessment Pure

(And Still Get Good Thinking From Students)
How can I assess fairly and provide helpful feedback in order for
students to improve the quality of their work?
1. Indicate on the students’ papers the occasions when students

work together versus individually solving a problem.
2. Even though students work in groups to research, investigate,

gather data, etc., they should each document their own solution
for the problem.
3. Students can work over a period of time (days) to solve problems.

During that time they can add to or change their solutions. You
should encourage the “step back from the problem and look at it
another time” approach.
4. Make sure students include all drafts of their work. Give credit in
your grading system for the organization and inclusion of all work.
5. Positive redrafting comments:

The following are some comments that you can write on a
student’s work and then ask them to go back into their work
and revise. However, your comments should be included on the
finished piece and all drafts as well.
a. I cannot follow what you are doing; can you make it clearer?
b. I see an error in your reasoning; can you find it?
c. Excellent reasoning... check your calculations.
d. It looks to me as if you omitted a key piece; can you find it?
This strategy is particularly pertinent to complex problems with multiple

parts.
Go over a problem with students and then give them a problem at a later
time that would use similar strategies or address the weaknesses that you
saw in their original solution.
Once there has been class discussion on the problem...no revising should
be done.
Teaching samples of student work should not be used as assessment

samples of student work. (During assessment, teacher intervention should
be noted by initialing the student’s work.)
Ways to Keep the Assessment Pure PAGE 217

© 2018, Exemplars
Exemplars
Working Versus Assessment Portfolios
Working Portfolio
A student’s working portfolio includes:
»» Class pieces
»» Scaffold pieces
»» Homework pieces
»» Edited pieces done after class instruction in the mathematics or

problem–solving strategy of the task
»» Conferenced pieces with directed editing
»» Pieces used as a class to learn strategies
»» Pieces used to help students learn to organize and write their

solutions
»» Tasks used to direct instruction to learn the criteria of the scoring

guide
Working Portfolio
A student’s assessment portfolio includes:
»» A student’s independent problem–solving work that demonstrates

what s/he knows and is able to do.
Working Versus Assessment Portfolios PAGE 218

© 2018, Exemplars
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Problem–Solving Plan
Name:
Date:
Title of Work:
1. Understand
What is the challenge?
2. Plan
What did you think about before solving the problem (clues, past
learning, ideas, steps, equations)?
3. Solve (and re-solve)

What strategies did you try? Describe your best strategy.
4. Look Backward / Look Forward

How did you check your solution? How did you share your ideas
and solution (writing, drawings, talk, maps, etc)? What did you learn
(general rules, better ways to do things)? How can you use what
you’ve learned in the future?
Problem–Solving Plan PAGE 219

© 2018, Exemplars
Exemplars

Math Assessment Results
Self-Assessment Teacher Assessment
If you score a 4, you are an Expert! If you score a 4, you are an Expert!
If you score a 3, you are an Practitioner If you score a 3, you are an Practitioner
If you score a 2, you are an Apprentice If you score a 2, you are an Apprentice
If you score a 1, you are an Novice If you score a 1, you are an Novice
Your overall score is a ____________. Your overall score is a ____________.
Understanding 4 3 2 1 Understanding 4 3 2 1
»» Did you show that you understood the »» Did you show that you understood the
problem? problem?
»» Did you work all the parts of the task? »» Did you work all the parts of the task?
»» Do you understand the math concept? »» Do you understand the math concept?
Reasoning 4 3 2 1 Reasoning 4 3 2 1
»» Did you choose appropriate strategies? »» Did you choose appropriate strategies?
»» Did you show evidence for your claims? »» Did you show evidence for your claims?
»» Did you make the correct observations and »» Did you make the correct observations and
conclusions? conclusions?
Accuracy 4 3 2 1 Accuracy 4 3 2 1
»» Is your work organized and easy to follow? »» Is your work organized and easy to follow?
»» Ares your facts and calculations correct? »» Ares your facts and calculations correct?
»» Did you label all equations and graphics? »» Did you label all equations and graphics?
Communication 4 3 2 1 Communication 4 3 2 1
»» Did you explain clearly how and why »» Did you explain clearly how and why
decisions were made? decisions were made?
»» Do your math representations directly »» Do your math representations directly

relate to the solution? relate to the solution?
»» Did you use math terminology and »» Did you use math terminology and
notation? notation?
Level 3 indicates proficiency at meeting the standard.
Math Assessment Results PAGE 220

© 2018, Exemplars
Exemplars
Show Your Solution
Show Your Solution
Explain the problem in your own words: _________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
Exemplars
Show Your Solution

Draw a Picture or Diagram Tell About It
Draw a Table, Chart or Graph Show It Mathematically
PAGE 221
© 2018, Exemplars
Show Your Solution PAGE 221
© 2018, Exemplars
Exemplars
Student Reflection
Name:
Date:
Title of Work:
This problem is asking me to: I know that:
To solve this problem I am going to:
Here is what I did:
The answer is:
Here is what I did to make sure my solution was correct:
Student Reflection PAGE 222

© 2018, Exemplars
Exemplars
Name:
Date:
Title of Work:
This problem is asking me to:
I know that:
To solve this problem I am going to:
Here is what I did:
The answer is:
Here is what I did to make sure my solution was correct:
Problem Solving and Assessment PAGE 223

© 2018, Exemplars
Exemplars
Tasks for Students with Special Needs
Accommodated Tasks
Problem solving tasks are accommodated to allow students with special
needs to complete the same tasks as their classmates. Accommodations
compensate for the effects of disabilities or other unique student
characteristics, but do not change the task. Approximately 85–95% of
students with special needs receive accommodations such as large print,
the task is read to the student, the student works in another room, etc.
Modified Tasks
Problem–solving tasks are modified to allow students with special needs
to complete similar tasks as their classmates. The numbers, arithmetic,
language, or other components are modified but the underlying
mathematical concept(s) is maintained. Approximately 5–8% of students
with special needs receive modifications.
Adapted Tasks
Problem–solving tasks that are adapted allow students with special
needs to complete tasks that are different from their classmates. The
math goals may differ from the classroom math goals but the task is
designed to assess the problem–solving and communication criteria.
Approximately 3–5% of students with special needs receive adaptations.
Alternative Assessments
Students with severe disabilities participate in assessments that reflect
the unique and individual nature of their special education programs.
Although the alternative assessments may include mathematical
components, the tasks and activities cannot be meaningfully scored.
About 2% of all students with special needs receive alternative
assessments.
Tasks for Students with Special Needs PAGE 224

© 2018, Exemplars
Exemplars

Cover Sheet for Classroom Performance Task
Name Grade Subject/Course

Name of task:
Date task was administered: Number of student work attached:
Exemplars: Vol. Mo/Season Year c Adaptations made to task.
Correlated State Standards:
Grade Level Objectives:
This task was used for c instruction or c assessment.
Implications for instruction based on student performance on this task:
Final Check
FF Task aligned to at least one state standard
FF Student work scored with holistic and analytic rubrics
FF Written feedback given to students
FF Additional content specific rubric used (optional)
FF Grading system used (optional)
Cover Sheet for Classroom Performance Task PAGE 225

© 2018, Exemplars
Exemplars
SAMPLE
Mathematics 100 Point Grading Rubric
Possible Self- Teacher’s

Criteria
Points Assessment Assessment
Problem Solving
10 Efficient strategy chosen
5 Correct solution
5 Adjustments made if necessary or alternative strategies

considered
10 Extension of prior knowledge is present
Reasoning and Proof

10 Decisions are justified
5 Evidence is used to support decisions and solution
10 Generalizations resulted
Communication
5 Sense of audience and purpose is communicated
5 Solution is organized, coherent, sequenced, labeled
5 Formal math language is used to share and clarify
5 Justification is supported by math properties
5 Precise math terms and symbolic notation communicate ideas

Connections
5 Math connections or observations are noted
5 Math connections or observations are use to extend the

solution
Representation
5 Abstract or symbolic math representations analyze relationships
5 Representations extend thinking and clarify phenomenon
100 points
TOTALS
possible
Mathematics 100Mathematics
Sample Point Grading Rubric PAGE 226
100 Point Grading Rubric © 2018, Exemplars
Exemplars
Math Rubric
Name:
Understanding:
Has the right solution...
• Expert – 20pts
• Practitioner – 18pts
• Apprentice – 15pts
• Novice – 12pts
Communication:
Explains what the problem is about...
Strategy, Reasoning, Procedure:

Draws a picture, table, chart or graph...
Strategy, Reasoning, Procedure:

Shows number sentences (for all steps) to solve problem...
Communication:
Writes in words what they did to solve the problem (for all steps)...
Total Score:
Mathematics Math
100 Point Grading Rubric
Rubric PAGE 227
© 2018, Exemplars
Exemplars
Exemplars® Standard Rubric Scoring Notes
Exemplars Problem Reasoning Exemplars Problem Reasoning

Communication Connections Representations Communication Connections Representations
Level Solving and Proof Level Solving and Proof
Novice Novice
Apprentice Apprentice
Practitioner Practitioner
Expert Expert
Comments: Grade Level Comments: Grade Level
Student’s Name: Date: Student’s Name: Date:

Novice Novice
Expert Expert

Novice Novice
Expert Expert
Mathematics
Rubric100 Point Notes
Scoring Grading Rubric PAGE 228
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Mathematics 100 Point Grading Rubric PAGE 229

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PRELIMINARY PLANNING SHEETS
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Preliminary Planning Sheets PAGE 230

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© 2018, Exemplars
Preliminary Planning Sheet for a Mathematics Portfolio Task
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Task Title: __________________________________________________________ Grade: ______________
Standard(s) : _____________________________________________________________________________
Related Tasks: ___________________________________________________________________________
Grade Level Expectations : _______________________________________________________________
Program Link: ____________________________________________________________________________
Underlying Mathematical Problem Solving

Concept(s) Strategies / Representations
Mathematical Terminology Connections/Extensions:

expected:
Possible Solution(s)
My goal for this task: (circle one) Pre-Assessment Instructional Assessment

Students will work in: Pairs Groups of 4 Groups of 3 Whole Class Individually
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Pat’s Test Scores
Pat’s average after four tests is 78. What must Pat

score on the next test to raise the average to 80?
Pat’s Test Scores PAGE 233

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Pat’s Test Scores

Pat has an average of 78 on four tests. He will take another
test. Find out what he has to receive on the next test to
have an average score of 80.
Taking another test means that there will be 5 test scores to

average. To have an average of 80, all five scores could be
80 which would look like this:
Test 1 Test 2 Test 3 Test 4 Test 5
80 80 80 80 80
With an average of 78 on four tests means that all four tests
could be 78 each as shown below.

78 78 78 78
Now you can see to go from the second chard to the first
chart the four scores of 78 would have to increase by 2
points each to get the first chart.
78+2 78+2 78+2 78+2 80
Now take these 8 extra points needed and add them to the
fifth test. This means that you must score an 88 on the fifth
test to get an average test score of 80
This can be checked like this:

78 + 78 + 78 + 78 + 88 = average
5
400 = average
5
80 = average

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A second way to do this problem would be to use an

equation.
First you have to know that to find an average you add

the test scored and divide the sum by the number of tests
added.
Let s represent the sum of the 4 tests.
This means that: s = 78

4
s = 78 (4)
s = 312
Let n represent teh score needed on the fifth test.

This gives:
312 + n = 80
4
312 + n = 5 (80)
312 + n = 400
n = 400
n = 80
This shows that the fifth test score must be an 88.

This answer must be correct because I used two different
methods to solve this problem.

© 2018, Exemplars
Preliminary Planning Sheet for a Mathematics Portfolio Task
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Pat’s Test Scores
Task Title: __________________________________________________________ Grade: ______________
Number/Oper, Alg, PS, Rep
Standard(s) : _____________________________________________________________________________
M&M Dilemma, Planning Ahead
Related Tasks: ___________________________________________________________________________
Grade Level Expectations : _______________________________________________________________
Program Link: ____________________________________________________________________________
Underlying Mathematical Problem Solving

Concept(s) Strategies / Representations
Mean (average) Working Backward
Operations (+, -, /, *) List, Table, Finding a Pat-
Algebraic Reasoning Pro- tern
cess Guess and Check
Probability, Statistics Work a Simpler Problem
Mathematical Terminology Connections/Extensions:

expected: What do I want my average to be in?
Average, mean, Average salary
equation, Sports statistics
reasonable, solve Temperature connections
for N, sum, mode, Stock Market averages
range, median, What if I change ?
relationship,
inverse operation,
solution Possible Solution(s)
The solution is 88
My goal for this task: (circle one) Pre-Assessment Instructional Assessment

Students will work in: Pairs Groups of 4 Groups of 3 Whole Class Individually
© 2018, Exemplars
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© 2018, Exemplars
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KEEPING TRACK
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Keeping Track PAGE 238

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Keeping Track PAGE 239

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Portfolio Task Record
Name of Task _______________________________________________________________
Student P/S R/P Com Con Rep Ach/Level
Portfolio Task
Portfolio Task Record
Record PAGE 240
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Portfolio Task Record PAGE 241

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APPENDIX
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Appendix PAGE 242

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Appendix PAGE 243

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Appendix PAGE 244

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Appendix PAGE 245

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Standards–Based Assessment + Instruction

271 Poker Hill Road • Underhill, Vermont

1. Introduction to Standards–Based Assessment and Instruction 4-26

Introduction to Standards–Based PAGE 5

The Assessment Standards for School

1. A shift toward judging the progress of students’

2. A shift toward communicating with students about

3. A shift toward using multiple and complex

4. A shift toward students learning to assess their own

The Assessment Standards for School Mathematics PAGE 6

Expectations for all Students

»» Confident in their ability to do mathematics

Expectations for all Students PAGE 7

21st Century Skills

21st Century Skills PAGE 8

Industry Expectations (Pollak)

»» The ability to set up problems with the appropriate

»» Knowledge of a variety of techniques to approach

»» Understanding of the underlying mathematical

»» The ability to work with others on problems

»» The ability to see the applicability of mathematical

»» Preparation for open problem situations, since most

»» Belief in the utility and value of mathematics

Industry Expectations PAGE 9

Standard–based mathematics programs must include assessment systems to monitor, enhance

A balanced assessment should include ongoing (embedded) assessment, product assessment

Outside Assessment that includes: Periodic Assessment that includes:

»» State assessments »» End-of-unit tests

»» Journal writing or math logs

What do Assessments Tell Us?

»» Provide clear expectations to teachers for what

»» Provide clear expectations for students about what

»» Demonstrate student understanding of knowledge

»» Document student progress over time

»» Help to improve student performance by providing

»» Identify areas of instruction to be changed or

»» Help guide future planning

What do Assessments Tell Us PAGE 11

Mathematics | Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise

These practices rest on important “processes and proficiencies” with

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

(y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel

Connecting the Standards for Mathematical Practice to the

The Standards for Mathematical Content are a balanced combination

In this respect, those content standards which set an expectation

What is the Difference Between

»» Mathematics is the science that studies and explains

»» Arithmetic is the computational part of mathematics

Source: The Kid’s World Almanac of Amazing Facts About Numbers,

“Problem solving has been defined as what to do

Crossing the River With Dogs, page 2

About Teaching Mathematics, Burns, page 16

Problem Solving PAGE 18

Depth of Knowledge Levels for Mathematics

Level 1 (Recall) includes the recall of information such as a fact,

Level 2 (Skills/Concepts) includes the engagement of some mental

Depth of Knowledge PAGE 19

Level 3 (Strategic Thinking) requires reasoning, planning, using

Level 4 (Extended Thinking) requires complex reasoning, planning,