Making the Problem-Solving Rubric
“Kid Friendly”
Classroom
Mathematician
Numbers
Labeled
Folders are
labeled
Schedule
of the
Day
Organization
Shows step by step
of my thinking
Neat
Everything in its place
Bedroom
Computation
Brace Map for Part to the Whole Thinking
Share equally
Ruth, Roz, and Ralph
bought two boxes of
tennis balls. Each box
contains five tubes of
three balls in each. How
many tennis balls
will each person get if they
share equally?
How many tennis balls
will each person get if they
share equally?
3 friends
2 boxes of tennis balls
Five tubes of balls in
each box
3 balls in each tube
What are tubes of
tennis balls?
Flow Map for Sequencing Thinking
Flow Map for Sequencing Thinking
Let’s Talk About It
Justify: Why did you solve it this way? Is
your answer reasonable?
Now, We Can Write About It
Flow Map for Sequencing Thinking
Don’t Forget The Answer
Your Turn
☐{_
Using the Rubric For Grading
How do I get my students to improve?
•
•
•
•
Work in partners
Students check or grade work
Share strategies
Make your students think! Don’t tell them how to
solve a problem.
• Use the rubric often
• Solve problems regularly (not just on “Fun
Friday”). Make it part of your daily math
instruction.
Where Can I Get More Problems?
• Blue prints of nine week assessments
• Take multiple choice problems and turn them
into short answer questions
• Use your team’s capacity
Where Can I Get More Problems?
Math Support Website
http://classroom.leanderisd.org/webs/elemmath/hom
e.htm
LISD Curriculum Website
http://classroom.leanderisd.org/webs/elemcurr/