Actual Rubrics are based on teacher-elaborations of selected content descriptors for the assessment that sufficiently map to all of the Achievement Standard components.
Achievement Standard Rationaliser for Assessment Construction (Non-Assessment Specific)
Achievement Standard Component
E
D
C
B
A
Students choose between equivalent representations of rational numbers and percentages to assist in calculations.
Partially recognises equivalence between fractions, decimals, and percentages.
Requires prompting to convert between rational numbers and percentages for calculations.
Students choose between equivalent representations of rational numbers and percentages to assist in calculations.
Quickly and independently chooses the most efficient representation for any given calculation.
Articulates exactly why a specific representation is superior for a complex calculation.
They use mathematical modelling to solve practical problems involving rational numbers, percentages and ratios, in financial and other applied contexts, justifying choices of representation.
Cannot apply mathematical modelling to financial or practical contexts.
Attempts modelling with rational numbers/ratios, but choices are inefficient or lack justification.
They use mathematical modelling to solve practical problems involving rational numbers, percentages and ratios, in financial and other applied contexts, justifying choices of representation.
Creates robust mathematical models for applied/financial problems and provides sound, logical justifications.
Designs sophisticated mathematical models for complex real-world financial contexts, critiquing their own choices.
Content Descriptor Rubric for Content Rationalisation (Non-task specific)
E
D
C 😊
B
A
Confuses ratios with fractions that represent parts of a whole.
Simplifies two-part ratios but fails to apply them proportionally to new quantities.
AC9M7N08 recognise, represent and solve problems involving ratios
Allocates quantities across multi-part ratios in authentic contexts (e.g., chemical mixes, scale drawings).
Reconstructs original totals when only partial ratio amounts and the final proportion are known.
Guesses answers without setting up a mathematical structure.
Constructs a basic model but abandons it if the initial calculation fails.
AC9M7M06 use mathematical modelling to solve practical problems involving ratios; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation
Adapts mathematical models dynamically when new constraints or variables are introduced to the problem.
Evaluates competing models for the same scenario, proving mathematically why one is superior.
Cannot compute basic percentages of a dollar amount.
Calculates simple discounts but fails to incorporate ongoing variables like compounding fees.
AC9M7N09 use mathematical modelling to solve practical problems, involving rational numbers and percentages, including financial contexts; formulate problems, choosing representations and efficient calculation strategies, using digital tools as appropriate; interpret and communicate solutions in terms of the situation, justifying choices made about the representation
Compares diverse financial products, synthesizing multiple variables to recommend the optimal option.