The documents provide rubrics for evaluating individual written reports and performance tasks in mathematics. The report rubric assesses representation of data and explanation, process/procedure. The performance task rubrics evaluate use of mathematical concepts, accuracy, organization, delivery. A third rubric rates performance tasks on accuracy, stability, creativity, and mathematical reasoning. All rubrics provide criteria for scoring levels from outstanding to beginning.

1. Rubric for the Written Individual Report
School Year 2018-2019
4 3 2 1
Representation
of data and
Explanation
It is complete,
organized and
clear.
It is complete
and organized.
It is complete
but
disorganized.
It is incomplete
and
disorganized.
Process/
Procedure
Has correct and
appropriate
illustration or
procedure.
Has correct
illustration or
procedure with
minor errors.
Has illustration
or procedure
with major
errors.
Has no
illustration or
process.
Prepared by:
MARILYN F. LOMIBAO
Subject Teacher

2. Performance Task Rubrics
School Year 2018-2019
Criteria OUTSTANDIND
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
USE OF
MATHEMATICAL
CONCEPTS
It shows in-depth
understanding of
the required
mathematical
knowledge in
probability. The
solution completely
addresses all
mathematical
components
presented in the
task.
It shows in-depth
understanding of
the required
mathematical
knowledge. The
solution addresses
most of the l
mathematical
components
presented in the
task.
It shows in-depth
understanding of
the required
mathematical
knowledge The
solution addresses
some of the
mathematical
components
presented in the
task.
It shows no
understanding of
the problem,
perhaps only re-
copying the
given data. The
solution
addresses none
of the
mathematical
components
required to solve
the task.
ACCURACY 100% of the steps
and solutions have
no mathematical
errors.
Almost all (85 –
89%) of the steps
and solutions have
no mathematical
errors.
Most (75 – 84%) of
the steps and
solutions have no
mathematical
errors.
More than 75 %
of the steps and
solutions have
mathematical
errors.
ORGANIZATION It uses an
appropriate and
complete strategy
for solving the
problem. It uses
clear and effective
diagrams and/or
tables.
It uses a complete
strategy for solving
the problem. It
uses creative
diagrams and/or
tables.
It uses inappropriate
strategy or
application of
strategy is unclear.
There is limited use
or misuse of
diagrams and/or
tables.
It has no
particular
strategy for
solving the
problem. It does
not show use of
diagrams nor
tables.
DELIVERY There is a clear and
effective
explanation of the
solution. All steps
are included so the
audience does not
have to infer how
the task was
completed.
Mathematical
representation is
actively used as a
means of
communicating
ideas, and precise
and appropriate
mathematical
terminology>
There is a clear
explanation and
appropriate use of
accurate
mathematical
representation.
There is effective
use of
mathematical
terminology.
There is an
incomplete
explanation; it is not
clearly represented.
There is some use of
appropriate
mathematical
representation and
terminology for the
task.
There is no
explanation of
the solution. The
explanation
cannot be
understood, or is
unrelated to the
task. There is no
use or
inappropriate
use of
mathematical
representation
and terminology
for the task.
Prepared by:
ROSELYN C. VILLOSILLO
Subject Teacher

3. Rubric of the Performance Task
School Year 2018-2019
Criteria OUTSTANDIND
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
Accuracy
The
computations are
accurate and sow
a wise use of the
kay concepts of
parallelismand
perpendicularity
of lines.
The
computations are
accurate and
show the use of
key concepts of
parallelismand
perpendicularity
of line.
The computations
are erroneous and
show some use of
the key concepts
of, parallelismand
perpendicularity of
lines.
The
computations are
erroneous and do
not show the use
of key concepts
of parallelismand
perpendicularity
of lines.
Stability The model is well
fixed and in its
place.
The model is firm
and stationary.
The model is less
firm and show
slight movement.
The model is not
firm and has the
tendency to
collapse.
Creativity The design is
comprehensive
and displays the
aesthetic aspects
of the
mathematical
concepts learned.
The design is
presentable and
makes use of the
concepts of
geometric
representation.
The design make
use of the
geometric
representations but
not presentable.
The design does
not use
geometric
representations
and is not
presentable.
Mathematical
Reasoning
The explanation
is clear,
exhaustive or
thorough, and
coherent. It
includes
interesting facts
and principles. It
uses complex and
refined
mathematical
reasoning.
The explanation
is clear and
coherent. It
covers the
important
concepts. It uses
effective
mathematical
reasoning.
The explanation is
understandable but
not logical with
some evidence of
mathematical
reasoning.
The explanation
is incomplete and
inconsistent with
little evidence of
mathematical
reasoning.
Prepared by:
ROSELYN C. VILLOSILLO
Subject Teacher