On the mathematics scoring guide, the level 6 is not yet described. It is the opportunity to go beyond what is described in the 5, allowing the students to show their strengths. To describe a 6 for mathematics will require more evidence from students' performances. The four dimensions isolate distinct elements of the problem solving process on which student progress can be measured. The student will be showing an understanding of the mathematical concepts related to the task.
Communication is the student connecting the what and the how of solving a task.
Additionally, the student needs feedback regarding the overall accuracy of their work. There are three possible responses. The work may be precisely correct - the solution is accurate with no misuse of terminology or improper labels. No additional instruction appears necessary for the student to improve their work. If the work doesn't meet either of these descriptions, then it is not correct .