Assessment of Reading, Writing and Mathematics:
Junior Division
Released 2013 Assessment: Mathematics
Item-Specific Rubrics and Sample
Student Responses with Annotations
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2013 Queen’s Printer for Ontario
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 8
Code
B
I
10
Descriptor



Blank: nothing written or drawn in response to the question
Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings,
“?”, “!”, “I don’t know”)
 Off topic: no relationship of written work to the question
Thinking process to determine how many grams of potatoes the store has left shows limited
effectiveness due to





minimal evidence of a solution process
limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence
Thinking process to determine how many grams of potatoes the store has left shows some
effectiveness due to
20




an incomplete solution process
identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence
Thinking process to determine how many grams of potatoes the store has left shows considerable
effectiveness due to
30




a solution process that is nearly complete
identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the
problem
appropriate conclusions with supporting evidence
Thinking process to determine how many grams of potatoes the store has left shows a high
degree of effectiveness due to
40




a complete solution process
identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the
problem
appropriate conclusions with thorough and insightful supporting evidence
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 8
Code 10
Annotation:
Response demonstrates too much emphasis on unimportant elements of the problem; inaccurate
calculations are shown for all steps with incorrect conversion from kilograms to grams shown in
conclusion.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 8
Code 20
Annotation:
Response demonstrates identification of some of the important elements of the problem; accurate
calculations are shown for all steps but conversion from grams to kilograms is incorrect (572 g converted
to 5.72 kg instead of 0.572 kg) and answer (4.06) is in kilograms instead of grams.
.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 8
Code 30
Annotation:
Response demonstrates identification of most of the important elements of the problem; accurate
conversions and calculations are shown for all steps but answer (9.208) is in kilograms instead of grams.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 8
Code 40
Annotation:
Response demonstrates a thorough understanding of the relationships between all of the important
elements of the problem; accurate conversions and calculations are shown for all steps and answer (9208)
is in grams.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 9
Code
B
I
10
Descriptor



Blank: nothing written or drawn in response to the question
Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”,
“!”, “I don’t know”)
 Off topic: no relationship of written work to the question
Application of knowledge and skills to rotate a hexagon 90⁰ counter-clockwise shows limited
effectiveness due to


20
Application of knowledge and skills to rotate a hexagon 90⁰ counter-clockwise shows some effectiveness
due to


30
misunderstanding of concepts
incorrect selection or misuse of procedures
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to rotate a hexagon 90⁰ counter-clockwise shows considerable
effectiveness due to


an understanding of most of the concepts
minor errors and/or omissions in the application of the procedures
Application of knowledge and skills to rotate a hexagon 90⁰ counter-clockwise shows a high degree of
effectiveness due to
40


a thorough understanding of the concepts
an accurate application of the procedures (any minor errors and/or omissions do not detract from the
demonstration of a thorough understanding)
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 9
Code 10
Annotation:
Response demonstrates misuse of procedures; correctly draws the image of the hexagon with most points
labeled accurately but image is rotated on Point A instead of about Point X, 180 instead of 90 and with
reversed coordinates for the image shown of Point C (10, 6).
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 9
Code 20
Annotation:
Response demonstrates partial understanding of the concepts; correctly draws the image of the hexagon
but image is rotated on Point X and 180 instead of 90 about Point X and labeled inaccurately with
accurate coordinates for the image shown of Point C (8, 12).
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 9
Code 30
Annotation:
Response demonstrates a minor error in the application of the procedures; correctly draws and labels the
image of the hexagon but image is rotated on Point X instead of about Point X with accurate coordinates
for the image shown of Point C (11, 9).
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 9
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; correctly draws and labels the image of
the hexagon and shows accurate coordinates for the image of Point C.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 10
Code
B
I
10
Descriptor



Blank: nothing written or drawn in response to the question
Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings,
“?”, “!”, “I don’t know”)
 Off topic: no relationship of written work to the question
Application of knowledge and skills to determine which colours have the same probability of
being spun on Spinner A and Spinner B shows limited effectiveness due to


20
Application of knowledge and skills to determine which colours have the same probability of
being spun on Spinner A and Spinner B shows some effectiveness due to


30
misunderstanding of concepts
incorrect selection or misuse of procedures
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine which colours have the same probability of
being spun on Spinner A and Spinner B shows considerable effectiveness due to


an understanding of most of the concepts
minor errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine which colours have the same probability of
being spun on Spinner A and Spinner B shows a high degree of effectiveness due to
40


a thorough understanding of the concepts
an accurate application of the procedures (any minor errors and/or omissions do not detract
from the demonstration of a thorough understanding)
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 10
Code 10
Annotation:
Response demonstrates misunderstanding of concepts; correct conclusion of one colour (red) only and
shows number of sections on Spinner A and Spinner B for red but does not make a comparison.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 10
Code 20
Annotation:
Response demonstrates omissions in the application of the procedures; correct conclusion of one colour
(red) only and compares number of sections on Spinner A and Spinner B for red but no fractional
language or equivalent to describe probability.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 10
Code 30
Annotation:
Response demonstrates minor omissions in the application of the procedures; correct conclusion of one
colour (yellow) only and compares fractional amounts on Spinner A and Spinner B.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 10
Code 40
Annotation:
Response demonstrates a thorough understanding of the concepts; correct conclusion of red and yellow
and compares fractional amounts on Spinner A and Spinner B for both colours to describe probability.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 11
Code
B
I
10
Descriptor



Blank: nothing written or drawn in response to the question
Illegible: cannot be read; completely crossed out/erased; not written in English
Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I
don’t know”)

Off topic: no relationship of written work to the question
Thinking process to determine how much money the class will gain per apple shows limited effectiveness due
to





minimal evidence of a solution process
limited identification of important elements of the problem
too much emphasis on unimportant elements of the problem
no conclusions presented
conclusion presented without supporting evidence
Thinking process to determine how much money the class will gain per apple shows some effectiveness due
to
20




an incomplete solution process
identification of some of the important elements of the problem
some understanding of the relationships between important elements of the problem
simple conclusions with little supporting evidence
Thinking process to determine how much money the class will gain per apple shows considerable
effectiveness due to
30




a solution process that is nearly complete
identification of most of the important elements of the problem
a considerable understanding of the relationships between important elements of the problem
appropriate conclusions with supporting evidence
Thinking process to determine how much money the class will gain per apple shows a high degree of
effectiveness due to
40




a complete solution process
identification of all important elements of the problem
a thorough understanding of the relationships between all of the important elements of the problem
appropriate conclusions with thorough and insightful supporting evidence
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 11
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; accurate calculation is shown for the
total number of apples (72) but inaccurate calculations are shown to determine the amount gained per
apple.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 11
Code 20
Annotation:
Response demonstrates some understanding of the relationships between important elements of the
problem; accurate calculations are shown for the total number of apples (72), amount charged for all
apples ($54) but no calculations shown for the cost per apple or the amount gained per apple.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 11
Code 30
Annotation:
Response demonstrates a solution process that is nearly complete; accurate calculations are shown for the
total number of apples (72), amount charged for all apples ($54), and money gained for all apples
($41.76) but no calculation shown for the amount gained per apple.
Scoring Guide for Junior Mathematics Open-Response (2013)
Section 1, Question 11
Code 40
Annotation:
Response demonstrates a complete solution process; accurate calculations are shown for the total number
of apples (72), cost per apple (17 cents), and amount gained per apple (58 cents).