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1
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2
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3
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4
|
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Knowledge and Understanding
(e.g., numerator, denominator; whole numbers, proper
fractions, improper fractions, decimals)
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Student demonstrates
limited understanding of fractions and decimals
|
Student demonstrates
some understanding of fractions and decimals
|
Student demonstrates
considerable understanding of fractions and decimals
|
Student demonstrates
a thorough understanding of fractions and decimals
|
____
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Thinking
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With limited effectiveness,
student demonstrates limited critical thinking skills,
has difficulty processing fraction problem-solving strategies
(e.g. fraction equivalents, ordering and comparing fractions,
comparing fractions to decimals, etc.)
|
With some effectiveness,
student demonstrates some critical thinking skills,
and has some success processing fraction problem-solving
strategies
|
With considerable effectiveness,
student demonstrates considerable planning and processing
strategies, when solving problems involving fractions
and decimals
|
With a high degree
of effectiveness, student demonstrates creative, critical
thinking skills, when solving problems involving fractions
and decimals
|
____
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Communication
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With limited effectiveness,
student expresses ideas and understanding of fractions
and decimals
|
With some effectiveness,
student expresses ideas and understanding of fractions
and decimals
|
With considerable effectiveness,
student expresses ideas and understanding of fractions
and decimals
|
With a high degree
of effectiveness, student creatively and thoroughly
expresses ideas and understanding of fractions and decimals
|
____
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Application
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In a fraction flag
project, student applied knowledge of fractions and
fraction equivalents, with limited effectiveness
|
In a fraction flag
project, student applied knowledge of fractions and
fraction equivalents, with some effectiveness
|
In a fraction flag
project, student applied knowledge of fractions and
fraction equivalents, with considerable effectiveness
|
In a fraction flag
project, student creatively applied knowledge of fractions
and fraction equivalents, with a high degree of effectiveness
|
____
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____
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|
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Total---->
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____
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