K-12 Math - Example - 4 Point Success Criteria (Rubric)

Oct 3, 2026

Uploaded by Cart

K–12 mathematics open-response rubric that defines a four-point success scale (4 to 0) for evaluating student performance aligned to four mathematical claims. It specifies success criteria for concepts and procedures, problem solving/modeling and data analysis, and communicating reasoning. Each performance level describes how students explain and apply mathematical ideas with accuracy, analyze real-world scenarios using models, and construct or critique arguments, including guidance on precision, completeness, and common misconceptions.

LanguageEnglish

CategoryExam

FormatPDF

Pages1

Reading Time3 min

AccessFree to download

Open Response Rubric

Success Criteria (4 to 0)

Concepts and Procedures

Problem Solving/Modeling and Data Analysis

Communicating Reasoning

Grade K-12 Math | Example: 4 Point Success Criteria ( Rubric) | OPEN RESPONSE-REQUIRING APPLICATION OF THE FOUR MATHEMATICAL CLAIMS | | | | | | | --- | --- | --- | --- | --- | --- | | SUCCESS CRITERIA | 4
The student demonstratesa thorough ability to consistently: | 3
The student demonstrates some ability to: | 2
The student demonstrates beginning ability, but requires additional instruction to: | 1
The student requires focused additional instruction to: | 0 No Score | | Concepts and Procedures
Applying mathematical concepts and procedures | Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
● Complete accuracy and precision.
● Exemplary response. | Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
● May include minor errors in precision and explanation.
● Complete response. | Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
● May have several errors or misconceptions.
● Reasonably complete response. | Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
● Incomplete
● Major errors or misconceptions.
● Partial response. | No response
or off-topic response. | | Problem Solving/Modeling and Data Analysis
Using appropriate tools and strategies to solve real world scenarios and mathematical problems | Solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.
Analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. | Solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.
Analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems | Solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.
Analyze complex, real-world scenarios and construct and using mathematical models to interpret and solve problems | Solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.
Analyze complex, real-world scenarios and construct and using mathematical models to interpret and solve problems | No response
or off-topic response. | | Communicating Reasoning
Demonstrating ability to support mathematical conclusions | The student demonstrates the thorough ability to clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others | The student demonstrates some ability to clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. | The student constructs a viable argument to support their own reasoning and to critique the reasoning of others.
● Requires additional support/scaffolding. | The student constructs a viable argument to support their own reasoning and to critique the reasoning of others
● Requires additional support/scaffolding. | No response
or off-topic response. | CDE: CA Assessment of Student Performance and Progress System (CAASPP) | CA Mathematics Standards 2013

FAQs

What does the 4-point rubric measure in K-12 math open responses?

It measures students’ ability across concepts and procedures, problem solving/modeling and data analysis, and communicating reasoning. Levels describe accuracy, completeness, and whether students can build or critique arguments.

How are the score levels (4, 3, 2, 1, 0) described?

Level 4 indicates thorough, precise, fluent performance; 3 indicates some ability with minor errors; 2 shows beginning ability requiring additional instruction; 1 requires focused additional instruction; 0 includes no response or off-topic response.

What criteria are used for communicating reasoning?

Students are evaluated on whether they clearly construct viable arguments to support their reasoning and critique others’ reasoning, with notes on the need for additional support when proficiency is limited.

Oct 3, 2026

Uploaded by Cart