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HIGHLINE SCHOOL DISTRICT MATH OLYMPIAD March 13, 1999
Cactus Problem Scoring Guide (for both years)
CORRECT ANSWER:
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Points |
Look for the following: |
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4 |
The correct answer is given:
- First year: 180 days
- Second year: Sunday
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2 |
- First year: An answer that is a multiple of 180 (360,540, etc.)
- Second year: an answer of 180 days gets 2 points, although it is not what was asked for.
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0 |
Answer is not correct. |
PROBLEM UNDERSTANDING
What did you notice about patterns? How did that help you approach the problem
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Points |
Look for the following: |
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4 |
- First year: Recognizes that this problem involves least common multiples(LCM)
- Second year: Recognizes that this problem involves LCM and finds the common factors in determining the LCM (3,3, and 20, or 3,3,4, and 5)
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3 |
- First year: Builds an appropriate table or visual representation to find the answer
- Second year: Recognizes that the problem involves LCM.
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2 |
- First year: Writes words that indicates understanding, but does not build a table.
- Second year:Builds an appropriate table or visual representation to find the answer.
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1 |
The task is misunderstood |
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0 |
No attempt at response. |
STRATEGY
Students were asked: What strategy did you use? Why did you choose it?
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Points |
Look for the following: |
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4 |
- First year: A valid strategy (LCM, table, visual representation, etc.) is used
- Second year: A valid, consistent strategy is used for all parts.
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3 |
A valid strategy is used, but may have breakdown in logic. |
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2 |
- Strategy was described, but steps may be missing
- Labels may be missing or directions may not have completely been followed
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1 |
Strategy was not explained according to directions, or the reasoning is confused (but there was one) |
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0 |
No attempted strategy, just answers |
COMMUNICATION
Students were told: Explain your reasoning using sentences, pictures. or tables
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Points |
Look for the following: |
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4 |
- Described strategy and solution clearly and completely, step-by-step
- Appropriate labels, terminology, and symbols are used
- Spelling and grammar are correct
- Complete sentences are used.
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3 |
- Described strategy and solution clearly, step-by-step
- Followed directions for presenting solution, including appropriate labels, terminology, and symbols
- May include awkward grammar and misspelling
- Sentences may not be complete (just phrases are used)
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2 |
- Strategy was described, but steps may be missing
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1 |
Strategy was not explained according to directions, or reasoning is confusing |
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0 |
No attempt to explain |
REASONABLE RESULT
Student was asked: How do you know your answer was reasonable? Did you work the problem a different way?
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Points |
Look for the following: |
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4 |
- Review used a different approach to support the result
- Review demonstrated correctness of work (showed work)
- Explained why the result makes sense
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3 |
Any sentence is present that indicates some check was done and that it verified the result |
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2 |
A statement is make about checking the result without supporting information |
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1 |
A check was done but it was not valid |
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0 |
No attempt was made to demonstrate the reasonableness of the result |
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