HIGHLINE SCHOOL DISTRICT MATH OLYMPIAD March 13, 1999

Cactus Problem Scoring Guide (for both years)

 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

 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