Student Page

Title Page

Introduction

Task

Process

Evaluation

Conclusion

Resources

Teacher Page

Credits		    
Evaluation
     This is how each group will be graded. Of the two rubrics, the first will be filled out on an individual basis based on your individual work and a conference. The second will be used to grade your group presentation. The two scores will combined to give you a grade.

Individual Rubric


 
CATEGORY 4 3 2 1
Mathematical Concepts

X2

 Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning.
Mathematical Errors 90-100% of the steps and solutions have no mathematical errors. Almost all (85-89%) of the steps and solutions have no mathematical errors. Most (75-84%) of the steps and solutions have no mathematical errors. More than 75% of the steps and solutions have mathematical errors.
Explanation

X2

Explanation is detailed and clear. Explanation is clear. Explanation is a little difficult to understand, but includes critical components. Explanation is difficult to understand and is missing several components OR was not included.
Completion All problems are completed. All but 1 of the problems are completed. All but 2 of the problems are completed. Several of the problems are not completed.
Working with Others Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. Student was an engaged partner but had trouble listening to others and/or working cooperatively. Student cooperated with others, but needed prompting to stay on-task. Student did not work effectively with others.
Journal

X2

 Every day journal is written and calculations recorded Most activities and calculations recorded Some activities and calculations recorded One activity and calculation recorded
Use of Time Always on task during class time On task most of the time On task some of the time Never on task

 


Presentation Rubric

 
CATEGORY 4 3 2 1
Comprehension

X2

Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic.
Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Time-Limit Presentation is 5-6 minutes long. Presention is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes.
Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was.
Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation.
Evaluates Peers Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation but scoring appears to be biased.