The following 15 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The student gives an incorrect answer of 2 cakes, but the explanation reveals that a reasonable strategy is applied. The student considers both the square and circular areas of the cake. However, the student makes an error in the circular area, using diameter (d) instead of the radius (r) in the correct circle area formula. Using the incorrect area to complete the problem results in an incorrect answer. Compare to Anchor Paper #7.

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The student correctly answers that the baker needs 4 cakes, and the answer is supported by an explanation of a correct strategy. In the explanation the student mistakenly states, "one should first find the surface area of the cake," but values clearly show that the area (not surface area) is found, making this only a minor error. Compare to Anchor Paper #8.

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The student gives the incorrect answer of 5 cakes. Little explanation of the applied strategy is provided. The statement, "The square cake is 12 by 12 and that equals 144 inches," indicates that the correct area of the square portion of the cake is found. However, there is no other indication of correct further analysis of this problem. This response indicates little application of a reasonable strategy to solve the problem. Compare to Anchor Paper #2.

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The student's strategy and analysis are provided in the explanation. The incorrect answer of approximately 7 cakes is given. The student finds the number of people the square part of the cake will feed, then calculates how many cakes the baker will need to make. Because no consideration is given towards the circular area, this response indicates an incomplete application of a reasonable strategy.

Score for Sample Student Response #5: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The student correctly answers that the baker needs 4 cakes, and the answer is supported by a fully developed explanation of a correct strategy to solve the problem.

Score for Sample Student Response #6: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The incorrect answer of 6 cakes is given. The explanation reveals that this student finds the number of people the square part of the cake feeds, then calculates how many cakes the baker needed to make. This response indicates an incomplete application of a reasonable strategy because the student does not consider the entire area. No consideration is given to the circular area. Compare to Anchor Paper #3.

Score for Sample Student Response #7: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The incorrect answer of 13 cakes is given. The student correctly calculates the total number (900) of square inches needed to serve 100 people. No explanation is given for the incorrect 68 square inches each cake will serve. Using this incorrect area value, the student calculates the number of cakes needed. This response indicates little application of a reasonable strategy to solve the problem.

Score for Sample Student Response #8: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The student gives an incorrect answer of 5 cakes, but the explanation reveals that a reasonable strategy is applied. The student attempts to calculate the area of the cake, considering both the square and two semi-circular areas, but makes an error, missing one of the semicircular areas. Using the incorrect area to complete the problem results in an incorrect answer. Compare to Anchor Paper #5.

Score for Sample Student Response #9: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The student incorrectly answers that the baker needs 3 cakes. The explanation reveals an appropriate strategy of considering both the square and circular areas and calculating the number of people one cake will serve. However, the student then states, "It came out to serve about 27 people per cake. Then I triple that...to serve 100 people." This error results in an incorrect answer.

Score for Sample Student Response #10: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The incorrect answer of approximately 6 cakes is given. The explanation reveals that the student finds the number of people the square part of the cake will feed and then calculates how many cakes the baker needs to make. This response demonstrates an incomplete application of a reasonable strategy because the student does not consider the entire area. No consideration is given to the circular area. Compare to Anchor Paper #5.

Score for Sample Student Response #11: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The student provides an incorrect answer of 13 cakes. The student has correctly calculated the total number of square inches (900) needed to serve 100 people but has demonstrated a serious misunderstanding of the area of each cake. (The student added the perimeter of the square to four times the radius value to calculate the area of each cake.) Using the incorrect area value of 72, the student calculates the number of cakes needed. This response indicates a serious flaw in reasoning regarding area and little application of a reasonable strategy to solve the problem.

Score for Sample Student Response #12: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The student gives an incorrect answer of 2 cakes, but the explanation reveals that a reasonable strategy is applied. The student considers both the square and circular areas of the cake. However, the student makes an error in the circular areas, using diameter (d) instead of the radius (r) in the correct circle area formula. Using the incorrect area to complete the problem results in an incorrect answer. Compare to Anchor Paper #7.

Score for Sample Student Response #13: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The student gives the correct answer of 4 cakes with an explanation of the complete correct strategy. In the explanation one operation is reversed ("29 people can eat one cake and then I divided that by 100," instead of 100 divided by 29) but is executed correctly, creating a minor error. Area values provide additional support.

Score for Sample Student Response #14: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The incorrect answer of 6-1/4 cakes is given. In the explanation the student finds the number of people the square part of the cake will feed, then calculates how many cakes the baker will need to make. No consideration is given to the circular area. This response indicates an incomplete application of a reasonable strategy because the student does not consider the entire area. Compare to Anchor Paper #3.

Score for Sample Student Response #15: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The student correctly answers that the baker needs 4 cakes, and the answer is supported by a fully developed explanation of a correct strategy to solve the problem. Compare to Anchor Paper #9.

Anchor Papers used in scoring