Quantitative Reasoning Rubric
Overview
Quantitative reasoning allows a student to analyze/interpret quantitative data verbally, graphically, symbolically, and numerically; to communicate quantitative data verbally, graphically, symbolically, and numerically; to appropriately integrate technology into mathematical processes; and to use mathematical concepts in problem-solving through integration of new material and modeling.
| 3. Excellent | 2. Acceptable | 1. Needs Improvement | 0. Not Demonstrated | |
|---|---|---|---|---|
| Interpretation Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words). |
Provides an accurate and complete explanation of information in the mathematical form. | Explains most information in the mathematical form. | Attempts to explain but frequently confuses information presented in different mathematical forms. | No attempt is made to explain information. |
| Application Ability to use an appropriate strategy to approach a problem. (For example, by identifying and describing the underlying assumptions in the model, data, or strategy.) |
Uses a correct strategy with all elements incorporated into the solution; correctly describes any underlying assumptions about the model, data, or strategy. | Applies an appropriate strategy, correctly describing any underlying assumptions, but the application of the strategy or description of any assumptions is incomplete. | A strategy is taken to solve the problem; however, this strategy is not appropriate or starts from false/misapplied assumptions about the model, data, or strategy. | No strategy is shown. |
| Communication Ability to express mathematical evidence in support of an answer to a problem. |
Solution steps are logically connected, written with correct mathematical notation or vocabulary, and clearly walk the audience through the problem to the correct answer; or uses appropriate quantitative information in an effective format to properly support the argument. | Solution steps are logically connected and use correct mathematical notation or vocabulary, but some steps are skipped or written inaccurately; or uses appropriate quantitative information to support an argument, although the format or expression of that information may be ineffective. | Presents a solution to the problem that is difficult to follow, uses steps unrelated to each other and the problem, or does not provide adequate quantitative information to support an argument. | No solution steps are shown. |
| Numeracy Ability to understand and work with measured quantities in context. |
Answer is correct and makes sense in context; calculations attempted are successful and sufficiently comprehensive to support the correct output value. | Answer is appropriate in context, but minor calculational errors result in an incorrect answer. | Answer given does not make sense in context, or calculations are attempted which are unsuccessful. | No answer is given. |