Step A is scored 0 (Incorrect) or 1 (Correct) and assesses 1.C.1.b.
Step B is scored with a 4 point (0, 1, 2, 3) rubric and assesses Processes of Mathematics.

Note: Seven "Sample Student Responses" follow below. Each response appears on its own separate page and includes scoring information. The "Sample Student Responses" represent a range of score points.

Score for Sample Student Response #1:

Annotation for Step B, Using the Rubric: This response demonstrates a minimal understanding and analysis of the problem. The student identifies that the x value ("you always go from right to left") is first in the ordered pair ("then up to down; x then y"). This explanation is partially developed and not supported with numbers from the student's plot in Step A. The response to the second part of the question is irrelevant ("it would not be a square") or unclear.

Score for Sample Student Response #2:

Annotation for Step B, Using the Rubric: This response demonstrates a minimal understanding and analysis of the problem. The response to the first part of the question is incorrect ("the negetive & potiste is on the top and bottom of the grid") or irrelevant ("coordinate grid is used by negetives and postives"). The second part of the question is partially addressed in Step A, as the student plots a fourth point. Although the point is plotted at (-5, -5), it supports the response about the properties of a square ("a square has all four equal sides and this shape dose not; this is a trapazoy"). Thus, one point is awarded based on the second part of this response in Step B.

Score for Sample Student Response #3:

Annotation for Step B, Using the Rubric: Because all three points are plotted correctly in Step A, the minimum Step B score is Score Point 1. The remainder of the response for Step B is irrelevant ("made a triangle") or incorrect ("would make rumpses [rhombus]").

Score for Sample Student Response #4:

Annotation for Step B, Using the Rubric: Because two of the three points in Step A are plotted correctly, the minimum Step B score is Score Point 1. The justification for the mathematical process used to plot the three points is correct but partially developed ("at (0,1) … Up 1; (-6, 1) … Lef 6, down 1; (-1, -4) … Lef 1, Down 4"). The response to the second part of the question is clear and logical ("Neither sets of sides are parrrellel"), and symbols are used in Step B (a square and a quadrilateral that is not a square are drawn), as well as in the plot in Step A, where the fourth point is correctly plotted.

Score for Sample Student Response #5:

Annotation for Step B, Using the Rubric: This response demonstrates a general understanding and analysis of the problem. Combined with the correct plotting of all three points in Step A, the justification here for the mathematical process used to plot those points is clear, fully developed ("x axis is left and right; y axis is up & down; negative is left and also down; positive is right and up"), and logical, given the correct labeling of the four quadrants on the coordinate plane in Step A. However, the student writes nothing in response to the second part of the question.

Score for Sample Student Response #6:

Annotation for Step B, Using the Rubric: Combined with the correct plotting of all three points in Step A, the justification here for the mathematical process used to plot those points is clear, fully developed ("first number I will move along the x axis; if it is negitive I will move left from the origin; second number … along the y axis; positive I move up from the origin; negitive … down"), and logical. The explanation for why Jae is incorrect ("points don't make a square") is fully developed as well ("the points aren't spaced evenly").

Score for Sample Student Response #7:

Annotation for Step B, Using the Rubric: This response demonstrates a comprehensive understanding and analysis of the problem. The justification for the mathematical process used to plot the points is clear, fully developed ("take the first coordinate and travel either left or right; however many lines it tells you to go up or down … second coordinates; put a dot on where the lines intersect"), and logical ("rules of ordered pairs; depending on the integer sign"). In addition, the explanation in the second part of the response is fully developed ("graph all my ordered pairs; connect all the locations with line segments") and logical ("don't make a square because no sides are equivalent to each other").

Score 3

The response demonstrates a comprehensive understanding and analysis of a problem.

• Application of a reasonable strategy in the context of the problem is indicated.
• Explanation¹ of and/or justification² for the mathematical process(es) used to solve a problem is clear, fully developed, and logical.
• Connections and/or extensions made within mathematics or outside of mathematics are clear and stated explicitly.
• Supportive information and/or numbers are provided as appropriate. ³

Score 2

The response demonstrates a general understanding and analysis of a problem.

• Application of a reasonable strategy in the context of the problem is indicated.
• Explanation¹ of and/or justification² for the mathematical process(es) used to solve a problem is feasible, but may be only partially developed.
• Connections and/or extensions made within mathematics or outside of mathematics are partial or overly general, or may be implied.
• Supportive information and/or numbers are provided as appropriate. ³

Score 1

The response demonstrates a minimal understanding and analysis of a problem.

• Partial application of a strategy in the context of the problem is indicated.
• Explanation¹ of and/or justification² for the mathematical process(es) used to solve a problem is logically flawed or missing.
• Connections and/or extensions made within mathematics or outside of mathematics are flawed or missing.
• Supportive information and/or numbers may or may not be provided as appropriate.³

Score 0

The response is completely incorrect, irrelevant to the problem, or missing.⁴

Note 1:

Explanation refers to students' ability to communicate how they arrived at the solution for an item using the language of mathematics.

Note 2:

Justification refers to students' ability to support the reasoning used to solve a problem, or to demonstrate why the solution is correct using mathematical concepts and principles.

Note 3:

Students need to complete rubric criteria for explanation, justification, connections and/or extensions as cued for in a given problem.

Note 4:

Merely an exact copy or paraphrase of the problem will receive a score of "0".

Rubric Document Date: August 2003