Grading Rubric Lilavati Math Design Cycle
Descriptors for Criteria A: Knowledge and Understanding
7-8 The student consistently uses appropriate mathematical concepts
and skills and selects and applies basic rules correctly to solve
problems in both fam iliar and unfam iliar situations, including
those in a variety of real-life contexts.
5-6 The student generally uses appropriate mathematical concepts and
skills and selects and applies basic rules correctly to solve problems in
both fam iliar and som e unfam iliar situations including those in
som e real-life contexts.
3-4 The student som etim es uses appropriate mathematical concepts
and skills and selects and applies basic rules correctly to solve
problems in fam iliar situations.
1-2 The student attem pts to use appropriate mathematical concepts and
skills and select and apply basic rules to solve problems in familiar
situations.
0 The student does not reach a standard described by any of the
descriptors given below.
MYP Descriptors for Criteria C: Communication in Mathematics
level
5-6 The student consistently uses appropriate mathematical language
in both oral and written communications in familiar situations. The
student uses different forms of mathematical representation with
confidence. The student clearly com m unicates a mathematical
line of reasoning in solving simple problems using different forms of
representation.
3-4 The student generally uses appropriate mathematical language in
both oral and written communications in familiar situations. The
student uses different forms of mathematical representation. The
student com m unicates a mathematical line of reasoning in solving
simple problems using different forms of representation
Task Specific Descriptors
 All levels of BEDMAS are used in the algebraic equation in the
poem
 Poem is constructed in a way that the equation has at least one
clear, logical solution
 The poem allows the audience to identify algebra at both familiar
(gr8 algebra) and unfamiliar (advanced algebra) levels.
 Most levels of BEDMAS are used in the algebraic equation in the
poem
 Poem is constructed in a way that the equation has a clear
solution
 The poem allows the audience to identify algebra at both familiar
(gr8 algebra) and some unfamiliar (advanced algebra) levels.
 Some levels of BEDMAS are used in the algebraic equation in the
poem
 Poem is constructed in a way that the equation has a solution
 The poem allows the audience to identify algebra at familiar (gr8
algebra) levels.
 The equation outlined in the poem involves simple algebraic
operations
 Poem translates to a basic equation and solution
The student does not reach a standard described by any of the
descriptors given below.
Task Specific Descriptors
 The poem consistently uses algebraic language that has been
introduced in class
 The English language used in the poem translates easily and
accurately to algebraic language.
 Translation is clearly outlined in table format (see example)
 Solution is clearly explained in a step-by-step format
 The poem generally uses algebraic language that has been
introduced in class
 The English language used in the poem translates somewhat
accurately to algebraic language.
 Translation is outlined in table format (see example)
 Solution is explained in a step-by-step format
1-2 The student attem pts to use appropriate mathematical language in
both oral and written communications in familiar situations. The
student attem pts to use different forms of mathematical
representation. The student attem pts to com m unicate a
mathematical line of reasoning in solving simple problems.
0 The student does not reach a standard described by any of the
descriptors given below.
MYP Descriptor for Criteria D: Reflection in Mathematics
level
The student can consistently consider the reasonableness of the
results in the context of the problem, attem pt to explain whether
5-6 they make sense, and consider the importance of their findings. The
student can consider the degree of accuracy of their results where
appropriate and estim ate errors in simple measurements. The
student considers alternatives to the method when appropriate.
3-4 The student can consider the reasonableness of the results in the
context of the problem, attem pt to explain whether they make
sense, and consider the importance of their findings. The student
can consider the degree of accuracy of their results where
appropriate and estim ate errors in simple measurements. The
student occasionally considers alternatives to the method when
appropriate.
1-2 The student attem pts to consider the reasonableness of the results
in the context of the problem and attem pts to explain whether they
make sense. The student attem pts to consider the degree of
accuracy of their results where appropriate and estim ates errors in
simple measurements. The student rarely considers alternatives to
the method.
0 The student does not reach a standard described by any of the
descriptors given below.
 An attempt at using algebraic language that has been introduced
in class has been made.
 Some of the English language used in the poem translates to
algebraic language.
 Explanation of the solution is attempted
The student does not reach a standard described by any of the
descriptors given below.
Task Specific Descriptors
 The student considers if the solution is reasonable and makes
sense in the context of the poem.
 The student explains if the poem leads the audience to an
accurate translation and a clear solution, any errors are clearly
described.
 The student considers if all possible solutions are identified and
explained.
 The student somewhat considers if the solution is reasonable and
makes sense in the context of the poem.
 The student attempts to explain if the poem leads the audience to
an accurate translation and a clear solution, any errors are
identified.
 The student occasionally considers if the possible solutions are
identified and explained.
 The student considers if the solution is reasonable and makes
sense in the context of the poem.
 The student attempts to explain if the poem leads the audience to
an accurate translation and a clear solution.
 The student does not consider if possible solutions are identified
and explained.
The student does not reach a standard described by any of the
descriptors given below.