Assessment of Reading, Writing and Mathematics:
Primary Division
Released 2015 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 • © 2015 Queen’s Printer for Ontario
Scoring Guide for Primary Mathematics Open-Response (2015)
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 interpret data from a pictograph and display the data in a bar graph
shows limited effectiveness due to


20
Application of knowledge and skills to interpret data from a pictograph and display the data in a bar graph
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 interpret data from a pictograph and display the data in a bar graph
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 interpret data from a pictograph and display the data in a bar graph
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 (2015)
Section 1, Question 8
Code 10
Annotation:
Response demonstrates misuse of procedures; the scale is not extended, but labels are included (above
bars) and the data from the pictograph is inaccurately represented (no bars correct).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 8
Code 20
Annotation:
Response demonstrates errors in the application of the procedures; the scale is extended correctly, with
correct labels included and two bars (Elephant and Penguin) from the pictograph are accurately
represented.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 8
Code 30
Annotation:
Response demonstrates a minor error in the application of the procedures; the scale is extended correctly,
with correct labels included and three bars (Monkey, Elephant and Penguin) from the pictograph are
accurately represented.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 8
Code 40
Annotation:
Response demonstrates a thorough understanding of the concepts; the scale is extended correctly, with
correct labels included and all four bars from the pictograph are accurately represented.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 9
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 determine how much larger the area of Playground A is than the area of Playground B
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 larger the area of Playground A is than the area of Playground B
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 larger the area of Playground A is than the area of Playground B
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 larger the area of Playground A is than the area of Playground B
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 (2015)
Section 1, Question 9
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; no totals shown for either playground
(26 is not the correct area for either playground) with incorrect conclusion (26).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 9
Code 20
Annotation:
Response demonstrates some understanding of the relationships between important elements of the
problem; correctly determines the area of one playground (20 for Playground B) with incorrect
conclusion (difference not calculated).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 9
Code 30
Annotation:
Response demonstrates a considerable understanding of the relationships between important elements of
the problem; correctly determines the area of one playground (20 for Playground B) and correct
conclusion based on error (5).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 9
Code 40
Annotation:
Response demonstrates identification of all important elements of the problem; correctly determines the
areas for both playgrounds (24 and 20) with correct difference (4) shown.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 10
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 add and subtract two-digit numbers and determine the number of items the boys collected
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 add and subtract two-digit numbers and determine the number of items the boys collected
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 add and subtract two-digit numbers and determine the number of items the boys collected
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 add and subtract two-digit numbers and determine the number of items the boys collected
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 (2015)
Section 1, Question 10
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; total number of items given not
determined and adds the number of items the boys collected on Monday (19) to the total number of
items.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 10
Code 20
Annotation:
Response demonstrates an incomplete solution process; correctly determines the total number of items
given (46) but the number of items needed to reach 50 (4) is not determined.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 10
Code 30
Annotation:
Response demonstrates a considerable understanding of the relationships between important elements of
the problem; correctly determines the total number of items given (46) but minor calculation error (5) in
determining the number of items needed to reach 50.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 10
Code 40
Annotation:
Response demonstrates a complete solution process; correctly determines the total number of items given
(46) and the number of items needed to reach 50 (4).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 11
Code
Descriptor
B

I


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 the number of lines of symmetry on four letters shows limited
effectiveness due to
10


misunderstanding of concepts
incorrect selection or misuse of procedures
Application of knowledge and skills to determine the number of lines of symmetry on four letters shows some
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 determine the number of lines of symmetry on four letters shows
considerable effectiveness due to
30


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 number of lines of symmetry on four letters shows a high
degree of effectiveness due to
40


Blank: nothing written or drawn in response to the question
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 (2015)
Section 1, Question 11
Code 10
Annotation:
Response demonstrates misunderstanding of concepts; one letter correct (Z is blank but A, H and T are
incorrect) and incomplete explanation.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 11
Code 20
Annotation:
Response demonstrates partial understanding of concepts; two letters are correct (H and T are incorrect
but correct line on A and Z is blank) with incomplete explanation (no reference to mira or fold, but
mentions same on other side).
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 11
Code 30
Annotation:
Response demonstrates minor omissions in the application of the procedures; all four letters correct (one
or both lines on H, correct lines on A and T and Z is blank) but no explanation.
Scoring Guide for Primary Mathematics Open-Response (2015)
Section 1, Question 11
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; all four letters correct (all correct lines
on A, H, T and Z blank) and complete explanation (includes both mirra and reflection).