Mathematics Problem Solving Official Scoring Guide

Apply mathematics in a variety of settings. Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts.
Apply and adapt a variety of appropriate strategies to solve problems. Monitor and reflect on the process of mathematical problem solving.

Process Dimensions **6/ 5 4 3 *2 / 1

Making Sense of the Task The interpretation and/or translation The interpretation and translation of The interpretation and/or translation The interpretation and/or translation
of the task are the task are of the task are of the task are
Interpret the concepts of the
• thoroughly developed and/or • adequately developed and • partially developed, and/or • underdeveloped,
task and translate them into • enhanced through connections • adequately displayed. • partially displayed. • sketchy,
mathematics. and/or extensions to other • using inappropriate concepts,
mathematical ideas or other • minimal, and/or
contexts. • not evident.
Representing and Solving The strategy and representations The strategy that has been selected The strategy that has been selected The strategy selected and
used are and applied and the representations and applied and the representations representations used are
the Task • elegant (insightful), used are used are • underdeveloped,
Use models, pictures, • complex, • effective and • partially effective and/or • sketchy,
diagrams, and/or symbols to • enhanced through comparisons to • complete. • partially complete. • not useful,
represent and solve the task other representations and/or • minimal,
situation and select an generalizations. • not evident, and/or
effective strategy to solve the • in conflict with the
solution/outcome.
task.
Communicating The use of mathematical language The use of mathematical language The use of mathematical language The use of mathematical language
and communication of the reasoning and communication of the reasoning and communication of the reasoning and communication of the reasoning
Reasoning are • follow a clear and coherent path • are partially displayed with are
Coherently communicate • elegant (insightful) and/or throughout the entire work sample significant gaps and/or • underdeveloped,
mathematical reasoning and • enhanced with graphics or and • do not clearly lead to a • sketchy,
clearly use mathematical examples to allow the reader to • lead to a clearly identified solution/outcome. • inappropriate,
language. move easily from one thought to solution/outcome. • minimal, and/or
another. • not evident.
Accuracy The solution/outcome is correct and The solution/outcome given is The solution/outcome given is The solution/outcome given is
enhanced by • correct, • incorrect due to minor error(s), or • incorrect and/or
Support the solution/outcome.
• extensions, • mathematically justified, and • a correct answer but work • incomplete, or
• connections, • supported by the work. contains minor error(s) • correct, but
• generalizations, and/or • partially complete, and/or o conflicts with the work, or
• asking new questions leading to • partially correct o not supported by the work.
new problems.
Reflecting and Justifying the solution/outcome The solution/outcome is stated The solution/outcome is not stated The solution/outcome is not clearly
completely, the student reflection within the context of the task, and clearly within the context of the identified and/or the justification is
Evaluating also includes the reflection justifies the task, and/or the reflection only • underdeveloped,
State the solution/outcome in • reworking the task using a solution/outcome completely by partially justifies the • sketchy,
the context of the task. different method, reviewing solution/outcome by reviewing • ineffective,
• evaluating the relative • the interpretation of the task • the task situation, • minimal,
Defend the process, evaluate effectiveness and/or efficiency of • concepts, • concepts, • not evident, and/or
different approaches taken, and/or • strategies, • strategies, • inappropriate.
and interpret the • providing evidence of considering • calculations, and • calculations, and/or
reasonableness of the other possible solution/outcomes • reasonableness. • reasonableness.
solution/outcome. and/or interpretations.
**6 for a given dimension would have most attributes in the list; 5 would have some of those attributes.
*2 for a given dimension would be underdeveloped or sketchy, while a 1 would be minimal or nonexistent.

For use beginning with 2011-2012 Assessments Office of Assessment and Evaluation
Oregon Department of Education Adopted May 19, 2011
Guide to Writing Quality Mathematics Work Samples
Effective tasks must provide an opportunity for scoring across all five process dimensions of the
Mathematics Problem Solving Official Scoring Guide. Tasks must elicit developmentally appropriate
problem solving skills and be tied to grade level content standards. A good task must be a non-familiar
application requiring multiple steps and, ideally, have more than one method of solution. When
appropriate, work samples should be embedded in the curriculum and may be used as a culminating
assessment.
Task Writing Process

Select the standard(s) to be addressed. Students working toward a solution may be required
to apply standards from earlier grades.

Determine a real-world context that students have previous experience with. Ideas may
come from textbooks, online resources, etc.

Write a task that provides an opportunity for students to demonstrate proficiency in the
selected standard(s).

Determine the solution.

Determine if there are implied assumptions or interpretations that may vary between
students.

Consider alternative solution paths; try to solve the task using a variety of different problem
solving strategies and approaches.

Determine what a proficient student response would look like. Determine what a “6” student
response would look like.

Apply the Matrix for Evaluating Mathematics Work Sample Tasks.

Make edits and re-evaluate.

Ask a colleague to solve it, and suggest edits as needed.

Matrix for Evaluating Mathematics Work Sample Tasks
In designing a task, writers may consider the following matrix. Task writers may use the matrix to reflect
on and revise their work, or as a training tool for use in developing tasks in teams.

Process Dimension Questions Yes/No Ideas for Revision

Does the task ask students to
Making Sense of the Task change important information 
into mathematical ideas?

Are there clear math strategies

Representing and Solving the students can use to solve this 
Task problem?

Does the task require a logical

chain of reasoning that is robust
Communicating Reasoning 
enough for the student to
demonstrate communication?
Is there one answer? Does the
task allow students to make their 
Accuracy
own connections and determine 
which steps to take?
Is there a reasonable way for the
student to rework the problem by
Reflecting and Evaluating
solving with an alternate method, 
by working backwards or double-
checking the result?
Characteristic Questions Yes/No Ideas for Revision
Will the task be used to
demonstrate Essential Skills?
Grade level standards are 
Does the complexity of the task
addressed 
deter students from addressing
below grade level standards?
Does the task deviate from a
standard mathematical

Non-routine template? Does the task suggest
an approach that is neither 
automatic nor routine?
Is the task too hard, too easy, not
Appropriate level of rigor enough steps? 

Is the language clear and

straightforward? Is the task

Bias, Sensitivity and Accessibility culturally equitable, free of
stereotypes, and within the 
students’ realm of experience?
Quadrilateral ABCD

Quadrilateral ABCD has the points A(1,1), B(3,3), C(3,5), D(1,6). If ABCD is reflected
across the y-axis and then the x-axis, what is the location of the points A’, B’, C’, and
D’?

El cuadrilátero ABCD tiene los puntos A(1,1), B(3,3), C(3,5), D(1,6). Si ABCD se refleja
a travéz del eje “y” y después el eje “x”, ¿cuál es la ubicación de los puntos A’, B’, C’ y
D’?

Четырёхугольник ABCD имеет вершины в точках A(1,1), B(3,3), C(3,5), D(1,6).

Какие координаты будут у точек A’, B’, C’, и D’, если поначалу отразить
четырёхугольник ABCD относительно оси y, а затем - относительно оси x?
Guide to Writing Quality Mathematics Work Samples
Effective tasks must provide an opportunity for scoring across all five process dimensions of the
Mathematics Problem Solving Official Scoring Guide. Tasks must elicit developmentally appropriate
problem solving skills and be tied to grade level content standards. A good task must be a non-familiar
application requiring multiple steps and, ideally, have more than one method of solution. When
appropriate, work samples should be embedded in the curriculum and may be used as a culminating
assessment.
Task Writing Process

Select the standard(s) to be addressed. Students working toward a solution may be required
to apply standards from earlier grades.

Determine a real-world context that students have previous experience with. Ideas may
come from textbooks, online resources, etc.

Write a task that provides an opportunity for students to demonstrate proficiency in the
selected standard(s).

Determine the solution.

Determine if there are implied assumptions or interpretations that may vary between
students.

Consider alternative solution paths; try to solve the task using a variety of different problem
solving strategies and approaches.

Determine what a proficient student response would look like. Determine what a “6” student
response would look like.

Apply the Matrix for Evaluating Mathematics Work Sample Tasks.

Make edits and re-evaluate.

Ask a colleague to solve it, and suggest edits as needed.

Matrix for Evaluating Mathematics Work Sample Tasks
In designing a task, writers may consider the following matrix. Task writers may use the matrix to reflect
on and revise their work, or as a training tool for use in developing tasks in teams.

Process Dimension Questions Yes/No Ideas for Revision

Does the task ask students to
Making Sense of the Task change important information 
into mathematical ideas?

Are there clear math strategies

Representing and Solving the students can use to solve this 
Task problem?

Does the task require a logical

chain of reasoning that is robust
Communicating Reasoning 
enough for the student to
demonstrate communication?
Is there one answer? Does the
task allow students to make their 
Accuracy
own connections and determine 
which steps to take?
Is there a reasonable way for the
student to rework the problem by
Reflecting and Evaluating
solving with an alternate method, 
by working backwards or double-
checking the result?
Characteristic Questions Yes/No Ideas for Revision
Will the task be used to
demonstrate Essential Skills?
Grade level standards are 
Does the complexity of the task
addressed 
deter students from addressing
below grade level standards?
Does the task deviate from a
standard mathematical

Non-routine template? Does the task suggest
an approach that is neither 
automatic nor routine?
Is the task too hard, too easy, not
Appropriate level of rigor enough steps? 

Is the language clear and

straightforward? Is the task

Bias, Sensitivity and Accessibility culturally equitable, free of
stereotypes, and within the 
students’ realm of experience?
Gopher Security

Gopher Security Company has been hired to create a security system for the Portland
Museum to guard the famous Hope Diamond. They will be installing a laser bean
triggered security system. You will help them determine the distance the beam will
travel around the room to protect the diamond. If the beam is broken, the alarm will be
triggered.

The display box will be placed in the center of the room.

The beam travels from the sensor at point A to sensor B to sensor C to sensor D and
back to sensor A.

What is the total distance the beam will travel around the room?

Show all work and reasoning to complete the task.

 Calibration Packet

Overview:
This packet contains a series of papers completed by students during a mathematics
field test. The purpose of this calibration activity is to ensure that papers scored across
the state are looked at similarly and scored comparably.

Directions:

• Solve the task “Roads In Prezville”

• Determine the solution and key concepts, first individually and then as a table.
• Establish key concepts for the score site.
• Score paper J-5 and J-I2 individually and then as a table. Record key points or scoring
considerations.
• As a score site check table scores against key scores. If you are somewhat lenient or
severe based on this comparison, adjust your scoring appropriately so that you are
“calibrated” to the expectations that all raters are being asked to match as reflected in
the keys scores.
• Individually score paper J-15, J-27 and J-28.
• With your table lead check the key scores to see how your scores compare. If you are
off by one score point discuss with your table lead the rational for that score point. If
you are off by more than two score points on two or more process dimensions please
see the scoring director to score additional papers.

Representing
Making Sense Communicating Reflecting and
Paper # Task Title and Solving Accuracy
of the Task Reasoning Evaluating
the Task

Roads in
J-5 Prezville

Roads in
J-12 Prezville

Roads in
J-15 Prezville

Roads in
J-27 Prezville

Roads in
J-28 Prezville
 Mathematics Work Sample Assessment
Roads in Prezville
Use the information provided to solve the problem listed below. Be sure to show your work at all phases of
problem solving. Refer to the Mathematics Problem Solving Official Scoring Guide to receive the highest
score in each of the five process dimensions.

Student: _________________________________ Teacher: _________________________________

SSID: ____________________________________ School: ___________________________________

In the city of Prezville, Adams Street and Washington Street both cross Jefferson Avenue and Monroe Avenue
at intersections labeled X, Y, Z and R, as shown. The distance from X to Y along Washington Street is equal
to the distance from Z to R along Adams Street AND equal to the distance from Y to Z along the diagonal.
Two of the angles formed by the diagonal ̅YZ̅̅̅, ∠XYZ and ∠RZY are congruent. Prove that Washington St. is
parallel to Adams St. AND Jefferson Ave. is parallel to Monroe Ave.
 Calibration Packet

Overview:
This packet contains a series of papers completed by students during a mathematics
field test. The purpose of this calibration activity is to ensure that papers scored across
the state are looked at similarly and scored comparably.

Directions:

• Solve the task “Homework & Grades”

• Determine the solution and key concepts, first individually and then as a table.
• Establish key concepts for the score site.
• Score paper M-6 and M-8 individually and then as a table. Record key points or scoring
considerations.
• As a score site check table scores against key scores. If you are somewhat lenient or
severe based on this comparison, adjust your scoring appropriately so that you are
“calibrated” to the expectations that all raters are being asked to match as reflected in
the keys scores.
• Individually score paper M-10, M-22 and M-29.
• With your table lead check the key scores to see how your scores compare. If you are
off by one score point discuss with your table lead the rational for that score point. If
you are off by more than two score points on two or more process dimensions please
see the scoring director to score additional papers.

Representing
Making Sense Communicating Reflecting and
Paper # Task Title and Solving Accuracy
of the Task Reasoning Evaluating
the Task

Homework
M-6 & Grades

Homework
M-8 & Grades

Homework
M-10 & Grades

Homework
M-22 & Grades

Homework
M-29 & Grades
 Mathematics Work Sample Assessment
Homework & Grades
Use the information provided to solve the problem listed below. Be sure to show your work at all phases of
problem solving. Refer to the Mathematics Problem Solving Official Scoring Guide to receive the highest
score in each of the five process dimensions.

Student: _________________________________ Teacher: _________________________________

SSID: ____________________________________ School: ___________________________________

Math teachers always claim that doing homework helps students get better grades in their math classes. To
test this theory a survey of high school math students was conducted and the following results were
obtained:
 48% complete math homework regularly
 55% have a B average or better in math class
 40% do not complete math homework regularly AND have less than a B average in math class.

Using this data, does it appear that students who complete math homework regularly are more likely to
have an average of B or better in math class? Justify your answer using mathematics.
 Calibration Packet

Overview:
This packet contains a series of papers completed by students during a mathematics
field test. The purpose of this calibration activity is to ensure that papers scored across
the state are looked at similarly and scored comparably.

Directions:

• Solve the task “Don’t Hit the Ceiling”

• Determine the solution and key concepts, first individually and then as a table.
• Establish key concepts for the score site.
• Score paper B-1 and B-7 individually and then as a table. Record key points or scoring
considerations.
• As a score site check table scores against key scores. If you are somewhat lenient or
severe based on this comparison, adjust your scoring appropriately so that you are
“calibrated” to the expectations that all raters are being asked to match as reflected in
the keys scores.
• Individually score paper B-11, B-24 and B-28.
• With your table lead check the key scores to see how your scores compare. If you are
off by one score point discuss with your table lead the rational for that score point. If
you are off by more than two score points on two or more process dimensions please
see the scoring director to score additional papers.

Representing
Making Sense Communicating Reflecting and
Paper # Task Title and Solving Accuracy
of the Task Reasoning Evaluating
the Task

Don’t Hit the

B-1 Ceiling

Don’t Hit the

B-7 Ceiling

Don’t Hit the

B-11 Ceiling

Don’t Hit the

B-24 Ceiling

Don’t Hit the

B-28 Ceiling
 Mathematics Work Sample Assessment
Don’t Hit the Ceiling
Use the information provided to solve the problem listed below. Be sure to show your work at all phases of
problem solving. Refer to the Mathematics Problem Solving Official Scoring Guide to receive the highest
score in each of the five process dimensions.

Student: _________________________________ Teacher: _________________________________

SSID: ____________________________________ School: ___________________________________

A group of friends have made up a game to play in the gym. Each person
throws a ball toward the ceiling and the one who comes closest to the ceiling
without touching it is the winner. After everyone has a turn, Hannah and
Jake, with the two best tosses, go again.

The ceiling of the gym is 30 feet high. Hannah stands in the middle of the
gym and throws the ball straight up. Jake stands near the gym door and
throws the ball at an angle toward the ceiling.
Each equation represents the height of the ball (h), in feet, after t seconds.

Who wins?

Hannah: h = -28t2 + 56t + 4 Jake: h = -6t 2 + 24t + 5