|
|
Points |
Look for the following: |
|
4 |
The correct answer is given. |
|
2 |
Although an incorrect answer is given, the
process was correct. In other words, the problem was solved in the correct manner but an arithmetic error was made. |
|
0 |
The answer is not correct. |
PROBLEM UNDERSTANDING: Are there any patterns? Can this help you
with solving the problem?
|
Points |
Look for the following: |
|
4 |
The student identifies a pattern and uses
that pattern and/or visual representations to help solve the problem. |
|
3 |
The student uses visual representations, but
doesn't recognize the pattern. |
|
2 |
The student writes mathematical thoughts,
but does not show visual representations or complete understanding of the problem. |
|
1 |
The student misunderstands the problem. |
|
0 |
There is no attempt to solve the problem. |
STRATEGY: What strategy will work best for solving this problem?
Why are you choosing this strategy?
|
Points |
Look for the following: |
|
4 |
The student chooses a valid strategy and shows
the step-by-step process for determining the answer to the problem. |
|
3 |
The student selects a valid strategy but there
is a breakdown in the logic or step-by-step process selected. |
|
2 |
The student selects and describes a strategy,
but steps are missing in solving the problem. |
|
1 |
The student is unable to explain the strategy
according to the directions, or the reasoning is confused. |
|
0 |
The student did not display any strategy -
only an answer is provided. |
COMMUNICATION: Be sure to explain your reasoning using sentences, equations,
pictures, or tables.
|
Points |
Look for the following: |
|
4 |
The student:
|
|
describes the strategy and solution clearly
and completely, step-by-step; |
|
|
uses appropriate labels, terminology, and
symbols; |
|
|
has correct spelling and grammar; |
|
|
uses complete sentences. |
|
|
3 |
The student:
|
|
describes the strategy and solution clearly,
step-by-step; |
|
|
follows directions for presenting the solution,
including appropriate labels, terminology, and symbols; |
|
|
may include awkward grammar and misspelling;
|
|
|
uses incomplete sentences (i.e.phrases). |
|
|
2 |
The student described the strategy; however,
steps are missing. |
|
1 |
The student did not explain the strategy according
to directions, or the reasoning is confusing. |
|
0 |
The student did not make any attempt to explain
the problem. |
REASONABLE RESULT: Is your answer reasonable? Does it make sense?
How do you know?
|
Points |
Look for the following: |
|
4 |
The student demonstrates correctness of work
and explains why the result makes sense. |
|
3 |
The student indicates some check was done
and that the result was verified. |
|
2 |
The student indicates some checking of the
result was done but has no supporting information. |
|
1 |
The student checked the work, done but it
was not valid. |
|
0 |
The student did not attempt to demonstrate
the reasonableness of the result. |
|
