Middle School Math Journal Rubric: Assess Math Problem Solving 5th 6th 7th 8th

Description

This middle school math journal rubric is a useful tool for assessing math written responses when completing word problems or problem solving tasks in the middle grades (5th, 6th, 7th, or 8th). Simply choose a math journal prompt; give your students time to explain their answers in diagrams, numbers, and words; and use the rubric to assess their work.

It is a great way to assess the Mathematical Practice Standards (1-8).

This math journal rubric can help show student growth and skill development throughout the year if you use it regularly: a great tool to show your students growth mindset in practice!

The math journal rubric includes four categories:

- Process: the strategy the student uses to solve the problem

- Vocabulary: the math vocabulary words included in the written response

- Completeness: the explanation of each step in the process

- Visual: an image or diagram is included to help clarify the answer

Each category is assessed at four levels:

- Not yet meeting expectations

- Minimally meeting expectations

- Fully meeting expectations

- Exceeding expectations

How to Use:

Use this math journal rubric with math questions that require written and visual explanation, can be solved with multiple methods, and/or require creative thinking.
For example: A $50 pair of jeans is on sale for 60% off at Store A and 50% off with an extra 10% off at Store B. Where would you shop and why?
I recommend using a math journal or notebook with room for a visual and written response as part of your regular math routine.
Give your students time to solve the problem you have provided and show their mathematical thinking in visuals and words.
Then print a rubric for each student and assess each journal entry in the four categories. Write a brief comment.
You can do this a few times a term to look for growth and improvement.

Grades to Use With:

This math journal rubric is designed for students in the middle grades (5th, 6th, 7th, or 8th) who are solving real-world math word problems and explaining their mathematical thinking in diagrams and words.

What's Included:

A one-page printable math journal rubric that can be used all year long!
An EASEL digital version of the rubric with drag & drop boxes and room to type a comment.

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Middle School Math Journal Rubric: Assess Math Problem Solving 5th 6th 7th 8th

Name: Middle School Math Journal Rubric: Assess Math Problem Solving 5th 6th 7th 8th
Brand: Grace Under Pressure
SKU: 9265280
Price: 2.00 USD
Availability: InStock

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Highlights

Digital downloads

Easel Activities, PDF

Grades

5th - 8th

Subjects

Applied Math, Math, Math Test Prep

Standards

CCSSMP1

CCSSMP2

CCSSMP3

Description

It is a great way to assess the Mathematical Practice Standards (1-8).

This math journal rubric can help show student growth and skill development throughout the year if you use it regularly: a great tool to show your students growth mindset in practice!

The math journal rubric includes four categories:

- Process: the strategy the student uses to solve the problem

- Vocabulary: the math vocabulary words included in the written response

- Completeness: the explanation of each step in the process

- Visual: an image or diagram is included to help clarify the answer

Each category is assessed at four levels:

- Not yet meeting expectations

- Minimally meeting expectations

- Fully meeting expectations

- Exceeding expectations

How to Use:

Use this math journal rubric with math questions that require written and visual explanation, can be solved with multiple methods, and/or require creative thinking.
For example: A $50 pair of jeans is on sale for 60% off at Store A and 50% off with an extra 10% off at Store B. Where would you shop and why?
I recommend using a math journal or notebook with room for a visual and written response as part of your regular math routine.
Give your students time to solve the problem you have provided and show their mathematical thinking in visuals and words.
Then print a rubric for each student and assess each journal entry in the four categories. Write a brief comment.
You can do this a few times a term to look for growth and improvement.

Grades to Use With:

What's Included:

A one-page printable math journal rubric that can be used all year long!
An EASEL digital version of the rubric with drag & drop boxes and room to type a comment.

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.