Assessment of Reading, Writing and Mathematics:

Primary Division

Released 2016 Assessment: Mathematics

Item-Specific Rubrics and Sample

Student Responses with Annotations

EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 1-888-327-7377 Web site: www.eqao.com 2011 Queens Printer for Ontario

EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 1-888-327-7377 Web site: www.eqao.com 2011 Queens Printer for Ontario

EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 1-888-327-7377 Web site: www.eqao.com 2016 Queens Printer for Ontario

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 8

Code
B

Descriptor

Blank: nothing written or drawn in response to the question

Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, ?, !,
I dont know)
Off topic: no relationship of written work to the question

10

Application of knowledge and skills to determine the fraction of the groups that go to the library shows
limited effectiveness due to

20

Application of knowledge and skills to determine the fraction of the groups that go to the library shows
some effectiveness due to

30

partial understanding of the concepts

errors and/or omissions in the application of the procedures

Application of knowledge and skills to determine the fraction of the groups that go to the library shows
considerable effectiveness due to

40

misunderstanding of concepts
incorrect selection or misuse of procedures

an understanding of most of the concepts

minor errors and/or omissions in the application of the procedures

Application of knowledge and skills to determine the fraction of the groups that go to the library shows a
high degree of effectiveness due to

a thorough understanding of the concepts

an accurate application of the procedures (any minor errors and/or omissions do not detract from the
demonstration of a thorough understanding)

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 8

Code 10

Annotation:
Response demonstrates misunderstanding of concepts; incorrect drawing (6 groups of 4) with no fraction
or justification.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 8

Code 20

Annotation:
Response demonstrates errors and omissions in the application of the procedures; incorrect drawing (6
groups of 4), but fraction (1/6) correct based on error. No justification shown.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 8

Code 30

Annotation:
Response demonstrates minor omissions in the application of the procedures; appropriate drawing (4
groups of 6) and correct fraction (1/4), but no justification.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 8

Code 40

Annotation:
Response demonstrates a thorough understanding of the concepts; appropriate drawing (4 groups of 6)
and correct fraction (1/4) with justification (drawing shows 1 group out of 4 leaving).

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 9

Code

Descriptor

Blank: nothing written or drawn in response to the question

10

Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, ?, !, I
dont know)

Off topic: no relationship of written work to the question

Thinking process to draw and describe paths on a grid shows limited effectiveness due to

minimal evidence of a solution process

limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence

Thinking process to draw and describe paths on a grid shows some effectiveness due to
20

an incomplete solution process

identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence

Thinking process to draw and describe paths on a grid shows considerable effectiveness due to
30

a solution process that is nearly complete

identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the problem
appropriate conclusions with supporting evidence

Thinking process to draw and describe paths on a grid shows a high degree of effectiveness due to
40

a complete solution process

identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the problem
appropriate conclusions with thorough and insightful supporting evidence

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 9

Code 10

Annotation:
Response demonstrates limited identification of important elements of the problem; shortest paths not
drawn on grid lines and incorrect descriptions for both paths.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 9

Code 20

Annotation:
Response demonstrates identification of some important elements of the problem; shortest paths drawn
for both (school to park and school to store) but descriptions incomplete for both paths (states total
number of units only with no directions).

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 9

Code 30

Annotation:
Response demonstrates considerable understanding of the relationships between important elements of
the problem; shortest paths drawn for both (school to park and school to store) with correct description
for one (school to park only).

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 9

Code 40

Annotation:
Response demonstrates identification of all important elements of the problem; shortest paths drawn for
both (school to park and school to store) with correct descriptions.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 10

Code

Descriptor

10

Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, ?, !, I
dont know)

Off topic: no relationship of written work to the question

Application of knowledge and skills to extend Kyle and Marlas patterns and determine a number in both
patterns shows limited effectiveness due to

20

partial understanding of the concepts

errors and/or omissions in the application of the procedures

Application of knowledge and skills to extend Kyle and Marlas patterns and determine a number in both
patterns shows considerable effectiveness due to

40

misunderstanding of concepts
incorrect selection or misuse of procedures

Application of knowledge and skills to extend Kyle and Marlas patterns and determine a number in both
patterns shows some effectiveness due to

30

Blank: nothing written or drawn in response to the question

an understanding of most of the concepts

minor errors and/or omissions in the application of the procedures

Application of knowledge and skills to extend Kyle and Marlas patterns and determine a number in both
patterns shows a high degree of effectiveness due to

a thorough understanding of the concepts

an accurate application of the procedures (any minor errors and/or omissions do not detract from the
demonstration of a thorough understanding)

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 10

Code 10

Annotation:
Response demonstrates minimal evidence of a solution process; correctly identifies second term of only
one pattern (Kyles) with incorrect conclusion.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 10

Code 20

Annotation:
Response demonstrates omissions in the application of the procedures; correctly identifies only second
term of both patterns (7 and 10) with incorrect conclusion.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 10

Code 30

Annotation:
Response demonstrates minor errors in the application of the procedures; minor error extending both
patterns (second term incorrect for both) but evidence of increasing by 6s and 7s with correct conclusion
based on errors.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 10

Code 40

Annotation:
Response demonstrates an accurate application of the procedures; correctly extends both patterns with
correct conclusion.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 11

Code

Descriptor

10

Blank: nothing written or drawn in response to the question

Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, ?, !, I dont
know)

Off topic: no relationship of written work to the question

Thinking process to complete a pictograph and determine the number of students who chose cheese shows limited
effectiveness due to

minimal evidence of a solution process

limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence

Thinking process to complete a pictograph and determine the number of students who chose cheese shows some
effectiveness due to
20

an incomplete solution process

identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence

Thinking process to complete a pictograph and determine the number of students who chose cheese shows
considerable effectiveness due to
30

a solution process that is nearly complete

identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the problem
appropriate conclusions with supporting evidence

Thinking process to complete a pictograph and determine the number of students who chose cheese shows a high
degree of effectiveness due to
40

a complete solution process

identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the problem
appropriate conclusions with thorough and insightful supporting evidence

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 11

Code 10

Annotation:
Response demonstrates minimal evidence of a solution process; no evidence of the number of students
for all three given snacks or number of students who choose cheese and pictograph not completed
accurately (4 smiley faces does not represent 4 students).

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 11

Code 20

Annotation:
Response demonstrates an incomplete solution process; evidence of the number of students for all three
given snacks (8, 5 and 4), but incorrectly determines number of students who choose cheese and
pictograph not completed.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 11

Code 30

Annotation:
Response demonstrates identification of most of the important elements of the problem; no evidence of
the number of students for all three given snacks (8, 5 and 4), but correctly determines number of
students who choose cheese (7) and pictograph accurately completed.

Scoring Guide for Primary Mathematics Open-Response (2016)

Section 1, Question 11

Code 40

Annotation:
Response demonstrates identification of all important elements of the problem; total number of students
for all three given snacks identified (17), correctly determines number of students who choose cheese (7)
and pictograph accurately completed.
notation: