HIGHLINE SCHOOL DISTRICT MATH OLYMPIAD March 13, 1999

Cactus Problem Scoring Guide (for both years)

CORRECT ANSWER:

Points

Look for the following:

4

The correct answer is given:

  • First year: 180 days
  • Second year: Sunday

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.

0

Answer is not correct.

PROBLEM UNDERSTANDING

What did you notice about patterns? How did that help you approach the problem

Points

Look for the following:

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)

3
  • First year: Builds an appropriate table or visual representation to find the answer
  • Second year: Recognizes that the problem involves LCM.

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.

1

The task is misunderstood

0

No attempt at response.

 

STRATEGY

Students were asked: What strategy did you use? Why did you choose it?

Points

Look for the following:

4
  • First year: A valid strategy (LCM, table, visual representation, etc.) is used
  • Second year: A valid, consistent strategy is used for all parts.

3

A valid strategy is used, but may have breakdown in logic.

2
  • Strategy was described, but steps may be missing
  • Labels may be missing or directions may not have completely been followed

1

Strategy was not explained according to directions, or the reasoning is confused (but there was one)

0

No attempted strategy, just answers

 

 

COMMUNICATION

Students were told: Explain your reasoning using sentences, pictures. or tables

Points

Look for the following:

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.

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)

2
  • Strategy was described, but steps may be missing

1

Strategy was not explained according to directions, or reasoning is confusing

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?

Points

Look for the following:

4
  • Review used a different approach to support the result
  • Review demonstrated correctness of work (showed work)
  • Explained why the result makes sense

3

Any sentence is present that indicates some check was done and that it verified the result

2

A statement is make about checking the result without supporting information

1

A check was done but it was not valid

0

No attempt was made to demonstrate the reasonableness of the result