Mathematical Processes 
Work meets standard of excellence 
Work meets standard of proficiency 
Work meets acceptable standard 
Work does not yet meet acceptable standard 
Problem Solving 
The student demonstrates an insightful understanding of the problem
The student chooses an efficient and effective strategy to use a pattern to plan a training schedule

The student demonstrates a complete understanding of the problem
The student chooses an appropriate and workable strategy to use a pattern to plan a training schedule

The student demonstrates a basic understanding of the problem
The student chooses a simplistic and/or routine strategy to use a pattern to plan a training schedule

The student demonstrates a limited understanding of the problem
The student chooses an inappropriate or unworkable strategy to use a pattern to plan a training schedule

Communication 
The student provides a precise and insightful explanation of the pattern rules
The student uses effective and specific mathematical language, symbols, and conventions to tell about the pattern

The student provides a clear and logical explanation of the pattern rule
The student uses appropriate and correct mathematical language, symbols, and conventions to tell about the pattern

The student provides a partially clear explanation of the pattern rule
The student uses mathematical language, symbols, and conventions to tell about the pattern

The student provides a vague and/or inaccurate explanation of the pattern rule
The student uses mathematical and nonmathematical language and conventions incorrectly and/or inconsistently to tell about the pattern
