# Coins, Coupons, and Combinations by ra4tt4il

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Proficient     •   Student finds the correct answer and shows his or her thinking.
•   Student uses doubles or combinations of 10 to solve the problem.

•   Student has incomplete or wrong answer based on inability to
Nearing           completely carry out mathematical procedures.
Proficient     •   Student’s answer is correct but work is not completely clear or
orderly.

Needs        •   Student’s answer is incorrect and unreasonable.
Improvement     •   Student uses tally marks in order to solve the problem.

•   Student finds 4 or more correct ways to make 50 cents.
Advanced       •   Student creates a table of the coins and systematically records
equivalent amounts.

•   Student finds 3 correct ways to make 50 cents.
•   Student uses the correct values for coins and labels them with the
Proficient         names or values.
•   Student shows a systematic way of organizing his or her work.
•   Student shows his or her thinking so that someone else can figure out
what he or she did to solve the problem.

•   Student finds 2 correct ways to make 50 cents.
Nearing       •   Student selects random amounts until he or she reaches 50 cents.
Proficient     •   Student knows the value of a penny.
•   Student’s thinking is not clear and his or her work is not organized.

Needs
Improvement     •   Student finds 1 or 0 correct ways to make 50 cents.
•   Student’s thinking is not shown.

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Coins, Coupons, and Combinations

TASKS 3A and 3B (Assessment Master 9)

•   Student writes more than 3 correct equations that each equal 45,
using only multiples of 5.
•   Student uses more than 1 operation in an equation.
•   Student shows his or her thinking for each equation.

Proficient       •   Student writes 3 equations that equal 45, using only multiples of 5.
•   Student shows his or her thinking for each equation.

•   Student writes 2 equations that equal 45, using only multiples of 5.
Nearing Proficient   •   Student writes 2 or 3 equations that equal 45, but uses numbers that
are not multiples of 5.
•   Student’s explanations are not complete.

•   Student writes 1 or 0 equations that equal 45 using only multiples of
Needs               5.
Improvement        •   Student writes equations that do not equal 45 or that do not use
multiples of 5.
•   Student does not show his or her thinking.

Continued on next page

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Coins, Coupons, and Combinations

TASKS 4 and 5 (Assessment Masters 10 and 11)

•   Student solves the tasks mentally without using a 100 chart or
interlocking cubes.
Advanced        •   Student flexibly combines or separates numbers to solve both tasks
(e.g., for Task 4: 29 + 10 = 39 and 39 + 2 = 41; and for Task 5: 32 –
2 = 30 and 30 – 5 = 25).
•   Student uses 10 and multiples of 10 as landmark numbers.

•   Student uses appropriate strategies that lead to correct solutions to
both problems. (Strategies student might use: known facts, showing
Proficient          movement on the 100 chart, counting up)
•   Student shows his or her thinking so that someone else can figure out
what he or she did.

Nearing        •   Student solves one problem correctly, but the work is not complete or
Proficient          reasonable.
•   Student uses counting strategies to complete the tasks.

Needs         •   Student does not show his or her thinking.
Improvement      •   Student uses only tally marks for his or her strategy.
•   Student’s answer is incorrect or unreasonable.

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Coins, Coupons, and Combinations

UNIT RUBRIC

Advanced        •   Student completes all 5 end-of-unit assessment tasks, with 3 of them

Proficient      •   Student completes all tasks at the Proficient level.

Nearing
Proficient      •   Student completes 3 tasks at the Proficient level.

Needs
Improvement      •   Student completes fewer than 3 tasks at or below the Proficient level.

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