Scoring "How Many of Each?" Problems on a Rubric



Today we worked on "How Many of Each?" Problems again.  This time, though, we got a bit more abstract, so I began by telling the class that we'd be working with made-up stories. 

I also introduced a very simple scoring rubric.  Just because a task is open-ended doesn't mean there shouldn't be some performance standards. 

Here's my deal:  For every accurate answer a student provides, I mark a star on the paper.  Some students will work very hard to get that one star.  Other students will wind up with ten or twelve stars because they have found many possibly combinations.  Additionally, for every way in which they show me their thinking, I add a smiley face.  If there is a picture, it gets a smiley face.  If there are words, it gets a smiley face.  If there are numbers, it gets a smiley face.  If there is a chart, it gets a smiley face.  Obviously, four smiley faces might indicate a bit of overkill, but I'd rather have a student over-explain than under-explain as they are beginning to develop the habits they'll take into testing situations. 

And here are some of the stories we worked on today:

• There were 10 pets.  Some are dogs and some are cats.  How many of each could I have?
• There were 12 animals.  Some are cows and some are pigs.  How many of each could I have?
• There were 13 fruits.  Some are apples and some are pears.  How many of each could I have?
• There were 14 crayons.  Some are red and some are blue.  How many of each could I have?
• There were 16 toys.  Some are cars and some are boats.  How many of each could I have?
• I have 20 cents in nickles and pennies.  How many of each could I have?
• I have 25 cents in dimes, nickles, and pennies.  How many of each could I have?