Solving Rational Equations
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Understanding
There is no solution, or the solution has no relationship to the task. Inappropriate concepts are applied and/or procedures are used. The solution addresses none of the mathematical components presented in the task.
The solution is not complete indicating that parts of the problem are not understood. The solution addresses some, but not all of the mathematical components presented in the task.
The solution shows that the Student has a broad understanding of the problem and the major concepts necessary for its solution. The solution addresses all of the mathematical components presented in the task.
The solution shows a deep understanding of the problem including the ability to identify the appropriate mathematical concepts and the information necessary for its solution. The solution completely addresses all mathematical components presented in the task. The solution puts to use the underlying mathematical concepts upon which the task is designed.
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Strategies, Reasoning, Procedures
No evidence of a strategy or procedure, or uses a strategy that does not help solve the problem. No evidence of mathematical reasoning. There were so many errors in mathematical procedures that the problem could not be solved.
Uses a strategy that is partially useful, leading some way toward a solution, but not to a full solution of the problem. Some evidence of mathematical reasoning. Could not completely carry out mathematical procedures. • Some parts may be correct, but a correct answer is not achieved.
Uses a strategy that leads to a solution of problem. Uses effective mathematical reasoning. Mathematical procedures used. • All parts are correct and a correct answer is achieved.
Uses a very efficient and sophisticated strategy leading directly to a solution. Employs refined and complex reasoning. • Applies procedures accurately to correctly solve the problem and verify the results. • Verifies solution and/or evaluates the reasonableness of the solution. • Makes mathematically relevant observations and/or connections.
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Communication
There is no explanation of the solution, the explanation cannot be understood or it is unrelated to the problem. There is no use or inappropriate use of mathematical representations (e.g. figures diagrams, graphs, tables, etc.). There is no use, or mostly inappropriate use, of mathematical terminology and notation.
There is an incomplete explanation; it may not be clearly presented. There is some use of appropriate mathematical representation. There is some use of mathematical terminology and notation appropriate of the problem.
There is a clear explanation. There is appropriate use of accurate mathematical representation. There is effective use of mathematical terminology and notation.
There is a clear, effective explanation detailing how the problem is solved. All of the steps are included so that the reader does not need to infer how and why decisions were made. Mathematical representation is actively used as a means of communicating ideas related to the solution of the problem. There is precise and appropriate use of mathematical terminology and notation
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Total---->
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Teacher Comments:

 


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