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How to use:
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For each learning area, decide the level that best describes the student’s most consistent performance.
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1 – Beginning
Student is not yet ready to work independently		2 – Emerging
Student shows partial understanding but needs support		3 – Developing
Student can apply the concept in familiar situations		4 – Proficient
Student demonstrates solid and reliable understanding		5 – Mastery
Student applies understanding flexibly and confidently
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Requires constant teacher guidanceUnderstands parts of the concept but applies it inconsistentlySolves problems independently in familiar contextsSolves problems accurately and independentlySolves non-routine or challenging problems
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Struggles to understand the task or questionRequires prompts, hints, or step-by-step guidanceApplies correct procedures most of the timeApplies concepts correctly in both familiar and slightly new contextsApplies concepts across different contexts
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Unable to apply the concept even with promptsCan solve very familiar or guided examplesMakes occasional errors but can self-correct with minimal supportChooses appropriate strategiesSelects efficient strategies independently
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Responses may be incomplete, incorrect, or randomMakes frequent conceptual or procedural errorsUses appropriate representations (drawings, diagrams, numbers)Uses representations clearly and effectivelyExplains reasoning clearly using words, numbers, and diagrams
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Unable to explain thinkingExplanation of thinking is unclear or incompleteCan explain thinking in simple termsExplains reasoning clearly and logicallyCan justify answers and respond to “why” questions
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Conclusion:
Student is still developing foundational understanding		Conclusion:
Student is beginning to grasp the concept but is not yet secure		Conclusion:
Student is on track and progressing steadily		Conclusion:
Student meets expectations for this learning area		Conclusion:
Student demonstrates deep understanding and readiness to move ahead
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Important Guidance for Teachers
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Judge consistency, not best performance

Do not score based on one excellent answer

Ask:
“At what level does the student perform most of the time?”		Accuracy alone ≠ Mastery

A fast or correct answer without understanding
→ usually Developing or Proficient, not Mastery		Explanation matters more at higher levels

In ThinkingMath levels:

Poor explanation = cap at Developing / Proficient

Clear reasoning = Proficient / Mastery		Use professional judgement, not percentages

This rubric measures learning behaviour and thinking

It is not a test score conversion
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TEACHER EXAMPLES
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3 – Developing vs 4 – Proficient
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Example 1: Word Problems (ThinkingMath levels)
Example 2: Fractions
Example 3: Geometry (Any level)
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Task:Task:Task:
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Solve a 2-step word problem involving addition and subtraction.
Add two unlike fractions.
Find the area of a composite shape.
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Developing (3)Developing (3)Developing (3)
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Student gets the correct final answer, but:- Finds a common denominator after prompting- Breaks the shape correctly
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- Needs to reread the question several times- Makes small procedural mistakes- Applies formulas with minor errors
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- Uses trial-and-error or incomplete diagrams- Can fix errors when teacher points them out- Needs help choosing which shapes to calculate first
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- Cannot clearly explain why the method works- Explanation is fragmented- Explanation lacks clarity
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- Explanation is short, vague, or partially incorrectTeacher observation:Teacher observation:
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Teacher observation:“Understands the steps, but still needs reminders.”“Conceptually there, execution not fully stable.”
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“They can do it, but they’re not fully confident yet.”
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Correct answer ≠ ProficientProficient (4)Proficient (4)
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- Independently finds common denominator- Chooses an efficient way to break the shape
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Proficient (4)- Carries out steps accurately- Applies formulas correctly
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Student:- Explains why the denominator changes- Explains steps clearly
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Sets up the problem correctly the first time- Checks answer confidently- Solves independently
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Uses a clear diagram or equationTeacher observation:
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Solves accurately and independently“This is reliable and consistent.”
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Explains reasoning in a logical sequence
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Teacher observation:
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“They know what they’re doing and why.”
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5 – Mastery vs 4 – Proficient
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Example 4: Non-routine Problems
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Task:
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Solve a challenging multi-step problem.
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Proficient (4)
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- Solves accurately
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- Uses a correct strategy
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- Explains reasoning clearly
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Teacher observation:
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“Strong, but follows familiar patterns.”
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Mastery (5)
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- Solves efficiently
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- Chooses or compares strategies
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- Adapts approach when stuck
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- Justifies why a strategy works better
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Teacher observation:
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“They think beyond the method.”
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Mastery = flexibility + justification, not speed.
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2 – Emerging vs 3 – Developing
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Example 5: Basic Operations (Popsicle / TM1)
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Task:
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Solve addition within 50.
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Emerging (2)
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- Needs frequent prompts
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- Uses fingers or counting aids inconsistently
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- Gets some correct answers, but pattern is unclear
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- Explanation is minimal or incorrect
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Teacher observation:
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“They’re starting to get it, but not ready alone.”
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Developing (3)
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- Solves independently in familiar questions
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- Uses a consistent method
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- Makes occasional mistakes
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- Can explain thinking simply
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Teacher observation:
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“On track, just needs practice.”
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1 – Beginning vs 2 – Emerging
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Example 6: Foundational Skills (Popsicle)
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Beginning (1)
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- Cannot attempt task without full guidance
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- Misunderstands the question
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- Random answers or disengaged
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Emerging (2)
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- Attempts task with support
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- Shows partial understanding
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- Needs repeated guidance
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QUICK DECISION QUESTIONS FOR TEACHERS
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When unsure between levels, ask:
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Developing (3) or Proficient (4)?
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“Can the student do this independently and consistently?”
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Proficient (4) or Mastery (5)?
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“Can the student apply this flexibly in new situations and explain why?”
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Emerging (2) or Developing (3)?
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“Can the student do this without prompts?”
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