Assessment Rubric
Summary Description
Score Content
5 Presents an exceptional standard of
Goes work with strategies and methods fully
beyond explored and explained, showing a high
level of mathematical knowledge and
understanding including making
connections to other mathematical
ideas such as equivalence,
benchmarking and conversions.
4 Reaches the solution of the task with a
Task clear explanation of the mathematical
accomplishe ideas and strategies used but without
d the depth in communication to reach
the next stage. Recognises and makes
note of some or all important
mathematical ideas such as
equivalence and benchmarking.
3 Students make substantial progress
Substantial towards accomplishing the task while
progress showing an understanding of some
related mathematical concepts,
although common misconceptions are
displayed.
2 Some attempt at the task is made but
Some minimal progress achieved. Slight
progress understanding of the mathematical
ideas displayed but with
Processes/ Proficiencies
10 correct answers found.
Recognition of equivalent fractions and understanding of
mathematics using benchmarking, decimal conversions or
conceptual understanding.
2 or more strategies used effectively to find correct solutions (e.g
lattice diagrams, number lines, fraction wall).
Uses correct mathematical terminology to communicate, explain
and justify their processes.
Chooses and follows appropriate procedures when using strategies
to maximise probability of finding all correct solutions.
8-9 correct solutions found.
2 strategies used in an effective manner (e.g lattice diagrams,
number lines, fraction wall).
Some recognition of equivalence and demonstration of
benchmarking, decimal conversions and/or conceptual
understanding.
Explains and justifies their thinking well and communicates the
main mathematics used in the task.
Displays an appropriate method in exploring all possible solutions.
5-7 correct solutions found.
Begins to show an understanding of equivalent fractions e.g ,
2/4, 4/8.
At least one appropriate mathematical strategy is effectively used
in attempting the task (e.g lattice diagrams, number lines, fraction
wall).
Makes some effort to explain their thinking and communicate the
strategy and methods used.
2-4 correct solutions found.
Evidence of an attempt to use a mathematical strategy to solve
the task.
Inadequate attempts made to communicate mathematical
 misconceptions overpowering thinking.
understanding. No attempt is made to No method followed.
explain, justify or communicate the
mathematical thinking.

1 Little understanding of the One or no correct answers.

Little mathematical concepts displayed and No clear strategy used.
progress identification of common Working out is unclear and difficult to understand.
misconceptions apparent. No method used.