SMP Strongly in Satisfactory Making Area of Place Progress/ Concern Developing The student The student The student The student Make explained the explained the explained the was unable to sense of problem and problem and problem and explain the problems showed showed showed some problem and and perseverance by showed perseverance perseverance persevere identifying the when in identifying minimal in solving purpose of the identifying the the purpose of perseverance them. problem and purpose of the the problem, when selected and problem, and and selected identifying the applied an selected an and applied an purpose of the appropriate applied and appropriate problem. problem solving appropriate problem strategy that lead problem solving strategy to a thorough and solving strategy that lead to a accurate solution. that lead to a partially generally complete complete and and/or partially accurate accurate solution. solution. The student was The student The student The student Attends precise by clearly was precise by was precise by was unclear in to describing their clearly clearly their thinking precision actions and describing their describing their and was unable strategies, while actions and actions and to showing strategies, strategies, communicate understanding and while showing while showing using understanding understanding appropriate and using and using vocabulary in their grade-level appropriate process of finding appropriate vocabulary in solutions. vocabulary in their process of their process of finding finding solutions. solutions. The student The student The student The student Models selected multiple selected an selected was unable to and use efficient tools and efficient tool appropriate select an of tools correctly and/or drew a tools or drew a appropriate represented the correct correct tool, draw a tools to reason and representation representation representation justify their of the efficient of the tools to reason or response. In tool used to used to reason justify their addition this reason and and justify their thinking. students was able justify their response. to explain why response. their tool/ model was efficient The student The student The student The student Seeing identified various identified identified a was unable to structure patterns and patterns or pattern or identify and structures in the structures in the structure in the patterns, number system and number system number system structures or noticed and noticed and noticed connect to connections to connections to connections to other areas of multiple areas of other areas of other areas of mathematics mathematics and mathematics mathematics or and/or real-life. real-life. and real-life. real-life.
SMP Strongly in Place Satisfactory Making Progress/ Developing Area of Concern Make sense of problems and persevere in solving them. The student explained the problem and showed perseverance by identifying the purpose of the problem and selected and applied an appropriate problem solving strategy that lead to a thorough and accurate solution. The student explained the problem and showed perseverance when identifying the purpose of the problem, and selected an applied and appropriate problem solving strategy that lead to a generally complete and accurate solution. The student explained the problem and showed some perseverance in identifying the purpose of the problem, and selected and applied an appropriate problem solving strategy that lead to a partially complete and/or partially accurate solution. The student was unable to explain the problem and showed minimal perseverance when identifying the purpose of the problem. Attends to precision The student was precise by clearly describing their actions and strategies, while showing understanding and using appropriate vocabulary in their process of finding solutions. The student was precise by clearly describing their actions and strategies, while showing understanding and using grade-level appropriate vocabulary in their process of finding solutions. The student was precise by clearly describing their actions and strategies, while showing understanding and using appropriate vocabulary in their process of finding solutions. The student was unclear in their thinking and was unable to communicate Models and use of tools The student selected multiple efficient tools and correctly represented the tools to reason and justify their response. In addition this students was able to explain why their tool/ model was efficient The student selected an efficient tool and/or drew a correct representation of the efficient tool used to reason and justify their response. The student selected appropriate tools or drew a correct representation of the tools used to reason and justify their response. The student was unable to select an appropriate tool, draw a representation to reason or justify their thinking. Seeing structure and The student identified various patterns and structures in the number system and noticed connections to multiple areas of mathematics and real-life. The student identified patterns or structures in the number system and noticed connections to other areas of mathematics and real-life. The student identified a pattern or structure in the number system and noticed connections to other areas of mathematics or real-life. The student was unable to identify patterns, structures or connect to other areas of mathematics and/or real-life.