Category

and Score Description

(May include both mathematical content and communication)

4 The students strategy in solving the rich task is efficient in finding the

A generalisable strategy that would solution to the problem and is easily generalizable to multiple contexts

apply efficiently as the conditions of involving similar rational number questions. The student shows a

the task were changed sophisticated understanding of rational number that goes beyond
fractional thinking and is able to accurately and efficiently find, compare
and contrast the amount of hay each animal gets using appropriate
rational number language. The students ability communicate and
explain theyre thought process is clear and obvious, demonstrating an
in-depth understanding of rational number.

3 The students strategy in solving the rich task is accurate in finding a

A productive strategy that may be solution but may be difficult to generalise and apply to contexts

correct but does is cumbersome or involving other rational number questions. The student shows a good

does not generalise easily understanding of how to find, compare and contrast how much hay
each animal gets but is limited mostly to fractional thinking rather than
other rational number concepts. The students is able to communicate
and explain their understanding, but can be uncertain and ambiguous at
times. This student shows a competent understanding of rational
number.

2 The students strategy in solving the rich task is inefficient and at times

A strategy that contains some elements inaccurate but shows signs of appropriate rational number thinking.

of a productive strategy While they may be able to find a fractional value, they show a very basic
understanding in how to compare and contrast the differences between
two sets of fractions and are unable to describe these circumstances
using fractional language, but rely on pictures and diagrams to support
their understanding. Their ability to communicate their judgments and
process is unclear and at times floored, showing a very basic knowledge
of rational number.

1 The students strategy in solving the rich task is inaccurate and shows

Little or no signs of mathematising the little to no understanding of rational number. They are unable to find a

problem fraction and cannot compare or contrast two sets of fractions in this
situation. The student cannot communicate a thought process that may
otherwise highlight some understanding of rational number.