Download Released 2016 Assessment: Mathematics

 Assessment of Reading, Writing and Mathematics:
Junior Division
Released 2016 Assessment: Mathematics
Item-Specific Rubrics and Sample
Student Responses with Annotations
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EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2016 Queen’s Printer for Ontario
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 8
Code
B
I
10
Descriptor



Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”,
“!”, “I don’t know”)

Off topic: no relationship of written work to the question
Application of knowledge and skills to determine the value of a point on a number line and compare
that number to other values shows limited effectiveness due to


20
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine the value of a point on a number line and compare
that number to other values shows considerable effectiveness due to


40
misunderstanding of concepts
incorrect selection or misuse of procedures
Application of knowledge and skills to determine the value of a point on a number line and compare
that number to other values shows some effectiveness due to


30
Blank: nothing written or drawn in response to the question
an understanding of most of the concepts
minor errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine the value of a point on a number line and compare
that number to other values shows a high degree of effectiveness due to


a thorough understanding of the concepts
an accurate application of the procedures (any minor errors and/or omissions do not detract from
the demonstration of a thorough understanding)
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 8
Code 10
Annotation:
Response demonstrates misunderstanding of concepts; determines incorrect value of Point A (0.5) and
no correct conclusions (no circling or answer indicated) with only two correct conversions (conversions
for 0.09 are incorrect).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 8
Code 20
Annotation:
Response demonstrates omissions in the application of the procedures; determines correct value of Point A
(1/4), but 0-1 correct conclusions (0 correct as justification missing). Note: Justification must include
conversion to same form; e.g., Point A to decimal or each number to fraction.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 8
Code 30
Annotation:
Response demonstrates an understanding of most of the concepts; determines correct value of Point A
(decimal) and two correct conclusions (circling for 0.88 and 0.09 are correct). No justification required
as Point A and the numbers are already in the same form (decimal) for comparison.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 8
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; determines correct value of Point A
(fraction) and three correct conclusions (circling with justification) as Point A correctly converted to the
same form as the numbers (decimal) for comparison.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 9
Code
B
I
10
Descriptor

Blank: nothing written or drawn in response to the question


Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”,
“I don’t know”)

Off topic: no relationship of written work to the question
Thinking process to determine the total number of toothpicks used in Term 1 to Term 5 of a pattern shows
limited effectiveness due to





minimal evidence of a solution process
limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence
Thinking process to determine the total number of toothpicks used in Term 1 to Term 5 of a pattern shows
some effectiveness due to
20




an incomplete solution process
identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence
Thinking process to determine the total number of toothpicks used in Term 1 to Term 5 of a pattern shows
considerable effectiveness due to
30




a solution process that is nearly complete
identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the problem
appropriate conclusions with supporting evidence
Thinking process to determine the total number of toothpicks used in Term 1 to Term 5 of a pattern shows
a high degree of effectiveness due to
40




a complete solution process
identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the problem
appropriate conclusions with thorough and insightful supporting evidence
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 9
Code 10
Annotation:
Response demonstrates limited identification of important elements of the problem; did not accurately
extend the pattern to determine the number of toothpicks in Term 1 or Term 5 and only states the number
of toothpicks for Term 2 and Term 4 (11 and 21).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 9
Code 20
Annotation:
Response demonstrates an incomplete solution process; accurately extends the pattern to determine the
number of toothpicks for either Term 1 or Term 5 (Term 5 correct) with or without the number of
toothpicks for Term 2 to Term 4 (11, 16, 21).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 9
Code 30
Annotation:
Response demonstrates identification of most of the important elements of the problem; accurately
extends the pattern to determine the number of toothpicks in both Term 1 and Term 5, but does not
correctly determine the total number of toothpicks (adds the number of toothpicks for Term 1 and Term 5
only).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 9
Code 40
Annotation:
Response demonstrates identification of all important elements of the problem; accurately extends the
pattern to determine the number of toothpicks in both Term 1 and Term 5, and correctly determines the
total number of toothpicks (80).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 10
Code
B
I
10
Descriptor



Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t
know”)

Off topic: no relationship of written work to the question
Application of knowledge and skills to determine the theoretical probability of the arrow landing on 3 colours
shows limited effectiveness due to


20
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine the theoretical probability of the arrow landing on 3 colours
shows considerable effectiveness due to


40
misunderstanding of concepts
incorrect selection or misuse of procedures
Application of knowledge and skills to determine the theoretical probability of the arrow landing on 3 colours
shows some effectiveness due to


30
Blank: nothing written or drawn in response to the question
an understanding of most of the concepts
minor errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine the theoretical probability of the arrow landing on 3 colours
shows a high degree of effectiveness due to


a thorough understanding of the concepts
an accurate application of the procedures (any minor errors and/or omissions do not detract from the
demonstration of a thorough understanding)
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 10
Code 10
Annotation:
Response demonstrates misunderstanding of concepts; 0-1 of the 6 values correct in chart (one theoretical probability for green) and number of spins do not add to 56.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 10
Code 20
Annotation:
Response demonstrates partial understanding of the concepts; 2-3 of the 6 values correct in chart (three theoretical probability for green, blue and red). Note: Probabilities expressed as a fraction or decimal do
not detract from understanding only for a Code 20.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 10
Code 30
Annotation:
Response demonstrates minor errors in the application of the procedures; all 6 values correct in chart, but
theoretical probabilities written using fractions (or decimals) instead of percentages, with or without
total.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 10
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; all 6 values (theoretical probabilities as
a percent and number of spins for the three colours) and the total are correct in the chart with some work
shown.
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 11
Code
B
I
10
Descriptor

Blank: nothing written or drawn in response to the question


Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I
don’t know”)

Off topic: no relationship of written work to the question
Thinking process to determine geometric properties of 4 quadrilaterals and draw a quadrilateral on a grid
shows limited effectiveness due to





minimal evidence of a solution process
limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence
Thinking process to determine geometric properties of 4 quadrilaterals and draw a quadrilateral on a grid
shows some effectiveness due to
20




an incomplete solution process
identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence
Thinking process to determine geometric properties of 4 quadrilaterals and draw a quadrilateral on a grid
shows considerable effectiveness due to
30




a solution process that is nearly complete
identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the problem
appropriate conclusions with supporting evidence
Thinking process to determine geometric properties of 4 quadrilaterals and draw a quadrilateral on a grid
shows a high degree of effectiveness due to
40




a complete solution process
identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the problem
appropriate conclusions with thorough and insightful supporting evidence
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 11
Code 10
Annotation:
Response demonstrates limited identification of the important elements of the problem; name or drawing
correct (drawing) with 0 to 5 values correct in chart (5 correct).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 11
Code 20
Annotation:
Response demonstrates identification of some of the important elements of the problem; name or drawing
correct (drawing) with 6 to 8 values correct in chart (7 correct).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 11
Code 30
Annotation:
Response demonstrates a considerable understanding of the relationships between important elements of the
problem; name or drawing correct with 9 to 12 values correct in chart (10 correct). Note: Name is correct
but drawing is not parallelogram as top and bottom side lengths are not equal (5 units and 6 units) and 1 unit
difference in lengths is above acceptable range of +/- half of a unit).
Scoring Guide for Junior Mathematics Open-Response (2016)
Section 1, Question 11
Code 40
Annotation:
Response demonstrates identification of all important elements of the problem; name and drawing
correct with 11 to 12 values correct in chart (11 correct).