Fractions and Decimals Rubric
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Knowledge and Understanding (e.g., numerator, denominator; whole numbers, proper fractions, improper fractions, decimals)
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
____
Thinking
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
____
Communication
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
____
Application
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
____
____
       
Total---->
____

Teacher Comments:

 


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