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Numbers/Operations/Calculations:
A-SSE(3) from CCSS
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Calculation errors
are found throughout the problems. OR Little or no evidence
to support incorrect answers. OR Support: Response fulfills
the requirements for a level 2, but the student received
support without which the work would not be of a level
2 quality.
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Calculations provided
are correct, but are insufficient to arrive at, at least,
the amount of yield produced by 3 sources of investment.
OR Calculations are correct on some parts of the problem.
OR Support: Response fulfills requirements of a level
3, but the student received support without which the
work would not be of a level 3 quality.
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Calculations are correct
for the evidence provided in the student work. The evidence
is sufficient to solve part of the solution. OR Minor
errors are present that do not affect the final outcome/decision.
OR Minor flaw consistently carried throughout. Support:
The student received no support or minor support.
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There is evidence of
calculations from all required elements/questions and
the calculations are accurate throughout.
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____
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Investment Recommendations:
A-CED(3,4), F-IF(8), F-LE(4) from CCSS
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An attempt was made
to apply mathematical concepts, skills, properties,
or relationships, but the concepts were applied incorrectly
or not appropriately or were insufficient for solving
the problem and do not lead to a complete solution.
OR Support: Response fulfills the requirements of a
Level 2, but the student received support without which
the work would not be of a level 2 quality.
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Calculations included
could lead to a solution, but some elements are incorrectly
applied and result in an incomplete or inaccurate solution.
OR Support: Response fulfills requirements of a level
3, but the student received support without which the
work would not be of a level 3 quality.
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Calculations of all
required investments are correctly done. Recommendation
to customers is included. There may be minor errors
in the solution. Support: The student received no support
or minor support.
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Meets the requirements
of level 3 and includes recommendations for choices
of investments for each scenario. Each choice is fully
justified with correct calculations and explanations.
Support: The student received no support.
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Mathematical Communication:
F-IF(8, 9) from CCSS
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Mathematical terms
or notation are used but they are inaccurate throughout
the presentation, or common terms are used instead of
mathematical terms. OR The presentation is not logical
or there is little work or explanation. OR The application
of grammar and conventions make it impossible to understand
reasoning or solution path. OR Support: Response fulfills
the requirements of a Level 2, but the student received
support without which the work would not be of a level
2 quality.
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Use of accurate and
appropriate terms and notation is inconsistent, or some
common terms are used instead of mathematical terms.
OR Parts of the presentation are not logical. OR The
application of grammar and conventions get in the way
of understanding reasoning or solution path. OR Support:
Response fulfills requirements of a Level 3, but the
student received support without which the work would
not be of a level 3 quality.
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Presentation communicated:
Using mathematical terms or notation that are accurately
and appropriately applied (there may be some minor flaws).
There is a logical representation. There is use of diagrams,
tables, graphs, models, calculations, or text, where
appropriate, but the reader may have to make the connections
between them. Grammar and conventions do not get in
the way of understanding the results of the solution.
There may be some inconsistencies in the presentation.
Support: The student received no support or minimal
support.
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Response includes the
use of consistent, accurate, and appropriate symbolic
or formal notation, and the text included enhances the
understanding of the mathematics or logic used, while
minimizing descriptions of procedures or calculations
already evident in work. AND Includes additional aspects
of strong mathematical communication such as: clear
links between the different parts of the activity; accurate
and appropriate use of more than one type of representation
with a clear linkage between the representation and
the text; clear link between equations or formulas and
models, diagrams, or graphs and the text.
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