Assessment of Reading, Writing and Mathematics:
Primary Division
Released 2016 Assessment: Mathematics
Item-Specific Rubrics and Sample
Student Responses with Annotations
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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 • © 2016 Queen’s Printer for Ontario
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 8
Code
B
I
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

10
Application of knowledge and skills to determine the fraction of the groups that go to the library shows
limited effectiveness due to


20
Application of knowledge and skills to determine the fraction of the groups that go to the library shows
some effectiveness due to


30
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to determine the fraction of the groups that go to the library shows
considerable effectiveness due to


40
misunderstanding of concepts
incorrect selection or misuse of procedures
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 the fraction of the groups that go to the library shows a
high degree of effectiveness due to


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 Primary Mathematics Open-Response (2016)
Section 1, Question 8
Code 10
Annotation:
Response demonstrates misunderstanding of concepts; incorrect drawing (6 groups of 4) with no fraction
or justification.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 8
Code 20
Annotation:
Response demonstrates errors and omissions in the application of the procedures; incorrect drawing (6
groups of 4), but fraction (1/6) correct based on error. No justification shown. Note: based on the
curriculum, students in Grade 3 are only required to use fractional names (e.g., one sixth), not standard
fractional notation (1/6). Both are scored the same way. This anchor was selected as many students did
use standard fractional notation.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 8
Code 30
Annotation:
Response demonstrates minor omissions in the application of the procedures; appropriate drawing (4
groups of 6) and correct fraction (1/4), but no justification. Note: based on the curriculum, students in
Grade 3 are only required to use fractional names (e.g., one quarter or one fourth), not standard
fractional notation (1/4). Both are scored the same way. This anchor was selected as many students did
use standard fractional notation.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 8
Code 40
Annotation:
Response demonstrates a thorough understanding of the concepts; appropriate drawing (4 groups of 6)
and correct fraction (1/4) with justification (drawing shows 1 group out of 4 leaving). Note: based on the
curriculum, students in Grade 3 are only required to use fractional names (e.g., one quarter or one
fourth), not standard fractional notation (1/4). Both are scored the same way. This anchor was selected as
many students did use standard fractional notation.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 9
Code
Descriptor

Blank: nothing written or drawn in response to the question
B
I
10


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 draw and describe paths on a grid 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 draw and describe paths on a grid 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 draw and describe paths on a grid 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 draw and describe paths on a grid 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 Primary Mathematics Open-Response (2016)
Section 1, Question 9
Code 10
Annotation:
Response demonstrates limited identification of important elements of the problem; shortest paths not
drawn on grid lines and incorrect descriptions for both paths.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 9
Code 20
Annotation:
Response demonstrates identification of some important elements of the problem; shortest paths drawn
for both (school to park and school to store) but descriptions incomplete for both paths (states total
number of units only with no directions).
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 9
Code 30
Annotation:
Response demonstrates considerable understanding of the relationships between important elements of
the problem; shortest paths drawn for both (school to park and school to store) with correct description
for one (school to park only).
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 9
Code 40
Annotation:
Response demonstrates identification of all important elements of the problem; shortest paths drawn for
both (school to park and school to store) with correct descriptions.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 10
Code
Descriptor
B

I


10
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 extend Kyle and Marla’s patterns and determine a number in both
patterns shows limited effectiveness due to


20
partial understanding of the concepts
errors and/or omissions in the application of the procedures
Application of knowledge and skills to extend Kyle and Marla’s patterns and determine a number in both
patterns shows considerable effectiveness due to


40
misunderstanding of concepts
incorrect selection or misuse of procedures
Application of knowledge and skills to extend Kyle and Marla’s patterns and determine a number in both
patterns shows some effectiveness due to


30
Blank: nothing written or drawn in response to the question
an understanding of most of the concepts
minor errors and/or omissions in the application of the procedures
Application of knowledge and skills to extend Kyle and Marla’s patterns and determine a number in both
patterns shows a high degree of effectiveness due to


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 Primary Mathematics Open-Response (2016)
Section 1, Question 10
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; correctly identifies second term of only
one pattern (Kyle’s) with incorrect conclusion.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 10
Code 20
Annotation:
Response demonstrates omissions in the application of the procedures; correctly identifies only second
term of both patterns (7 and 10) with incorrect conclusion.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 10
Code 30
Annotation:
Response demonstrates minor errors in the application of the procedures; minor error extending both
patterns (second term incorrect for both) but evidence of increasing by 6s and 7s with correct conclusion
based on errors.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 10
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; correctly extends both patterns with
correct conclusion.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 11
Code
Descriptor
B

I


10
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 complete a pictograph and determine the number of students who chose cheese 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 complete a pictograph and determine the number of students who chose cheese 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 complete a pictograph and determine the number of students who chose cheese 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 complete a pictograph and determine the number of students who chose cheese 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 Primary Mathematics Open-Response (2016)
Section 1, Question 11
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; no evidence of the number of students
for all three given snacks or number of students who choose cheese and pictograph not completed
accurately (4 smiley faces does not represent 4 students).
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 11
Code 20
Annotation:
Response demonstrates an incomplete solution process; evidence of the number of students for all three
given snacks (8, 5 and 4), but incorrectly determines number of students who choose cheese and
pictograph not completed.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 11
Code 30
Annotation:
Response demonstrates identification of most of the important elements of the problem; no evidence of
the number of students for all three given snacks (8, 5 and 4), but correctly determines number of
students who choose cheese (7) and pictograph accurately completed.
Scoring Guide for Primary Mathematics Open-Response (2016)
Section 1, Question 11
Code 40
Annotation:
Response demonstrates identification of all important elements of the problem; total number of students
for all three given snacks identified (17), correctly determines number of students who choose cheese (7)
and pictograph accurately completed.
notation: