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Math problem solving rubric: grades K–2, 3–5 and 6–8

This math problem solving rubric scores a word problem and the work shown: understanding the problem, choosing a strategy, accurate computation, and explaining the thinking. Grades 3–5 and 6–8 use four levels with points, with the strategy counting twice; K–2 uses three levels in plain words a young child can follow, with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Math problem solving rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
I know the questionI tell what the problem asks and what numbers matter.I tell what the problem asks.I am not sure what the problem asks yet.
I show my workI show my work with a picture, numbers or counters, and it matches the problem.I show some of my work.I only write an answer.
My answerMy answer is right and I checked it.My answer is close or has a small mistake.My answer does not fit the problem.
I explainI tell each step of how I solved it.I tell one thing I did to solve it.I cannot tell how I solved it yet.
Open in the maker
  • I can tell what the problem asks.
  • I can show my work with a picture, numbers or tools.
  • I can find the right answer.
  • I can tell how I solved it.

Grades 3–5

4 levels, 4 criteria, 20 points in all.

Math problem solving rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
UnderstandingRestates the question, picks out all the needed information, and notes any extra information.Restates the question and finds the needed information.Understands part of the problem or misses needed information.Does not show understanding of the problem./ 4
Strategycounts ×2Chooses an efficient strategy, shows every step clearly, and labels the work.Chooses a strategy that works and shows the steps.Strategy only partly works, or steps are missing.No strategy shown, or it does not fit the problem./ 8
AccuracyAll computation is correct, the answer is labeled with units, and it is checked.Computation is correct, with a labeled answer.Small computation errors lead to a wrong answer.Many errors; the answer is wrong or missing./ 4
ExplanationExplains each step and why it works, using math words such as total, equal groups or difference.Explains the steps in order.Explanation is partial or unclear.No explanation./ 4
Open in the maker
  • I can explain what the problem asks and what information I need.
  • I can choose a strategy that fits and show it.
  • I can compute correctly and label my answer.
  • I can explain my thinking in words.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Math problem solving rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
UnderstandingIdentifies the question, relevant quantities and constraints, and defines any variables used.Identifies the question and relevant quantities.Identifies some quantities but misreads part of the problem.Misunderstands the problem./ 4
Strategy and reasoningcounts ×2Chooses an efficient strategy, such as an equation, table or model, and justifies why it fits the problem.Chooses an appropriate strategy and carries it out.Strategy is inefficient or partly flawed.No workable strategy./ 8
Accuracy and precisionAccurate computation, correct notation, precise units and sensible rounding throughout.Accurate computation with correct units.Errors in computation, units or notation.Many errors; the answer is wrong or missing./ 4
ExplanationJustifies each step with precise math language and explains why the answer is reasonable.Explains the steps clearly with some math language.Explanation describes steps but not why.No explanation./ 4
CheckingChecks the answer with a second method or an estimate and interprets it in context.Checks that the answer is reasonable in context.Mentions checking but does not show it.No check; the answer may not make sense./ 4
Open in the maker
  • I can make sense of the problem and define what my numbers and variables stand for.
  • I can choose an efficient strategy and justify why it fits.
  • I can compute accurately and use precise units and notation.
  • I can explain and justify my solution using precise math language.
  • I can check that my answer is reasonable in the context.

When to use it

  • Any word problem where students show their work, from a daily problem to a unit task.
  • Problem of the week: score the work, not only the final answer.
  • As a student checklist taped inside a math notebook.

What to say to students

  • Tell me what the problem is asking before you start.
  • Show your thinking with a picture, a number line, a table or an equation.
  • Check your answer: does it make sense in the story?
  • A wrong answer with clear thinking still earns points.

Related

The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.