Coins, Coupons, and Combinations by ra4tt4il

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									              Coins, Coupons, and Combinations

                      TASK 1 (Assessment Master 7)

 Advanced


 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.



                         TASK 2 (Assessment Master 8)

                •   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.
   Advanced
                     •   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
                     being at the Advanced level.


 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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