EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Goes Beyond

Task
Accomplished

Substantial
Progress

Some
Progress
Little Progress

Student shows extensive mathematical and conceptual understanding of the task

Student has used multiple solution strategies eg. Fraction wall, lattice diagram, fraction number line etc.
Student shows a strong understanding of operating fractions, evidenced through fraction based skills eg. Benchmarking, finding
equivalencies etc.
Students solutions are clear, organised and thoroughly explained through words and diagrams
Student has found all possible solutions
Student has shown a strong understanding of problem solving and mathematical understanding and reasoning, evidenced through
explanations and connection making.
Student shows an excellent mathematical and conceptual understanding of the task
Student shows a clear and distinct use of fractional strategies eg. Fraction wall, lattice diagram, number line etc.
Student shows the use of fraction based skills eg. Benchmarking, equivalence etc.
Student shows a successful attempt at the open task, all solutions have been found
Solutions are mostly set out clearly and explanation is good incorporating words and diagrams
Student shows a sound understanding of mathematical understanding and reasoning, evidenced through explanations, connection
making and problem solving.
Student has evidenced a good understanding of the mathematics and concepts in the task
Student shows a good understanding of fractional operations
Student shows a good attempt at a fractional strategy eg. Fraction wall, lattice diagram, number line etc.
Student has found at least 4 solutions and evidenced their relevance through the use of fraction based skills eg. Benchmarking,
equivalence etc.
Solutions have a basic level of organisation and explanation words and/or diagram
Student shows a good level of mathematical understanding and reasoning, evidenced through problem solving and explanation
Student shows some mathematical and conceptual understanding of the task
Student shows some understanding of fractions, student applied the problem to a fractional strategy eg. Fraction wall, number line,
lattice diagram etc. with little evidence of progress
Solution(s) found are not clearly organised, lacking in detail and explanation
Student attempted fractional strategy(ies) eg. Benchmarking, equivalency etc. however shows incorrect/incomplete findings
Student shows a basic mathematical understanding, lack of evidence provided to determine reasoning
Student is lacking mathematical and conceptual understanding of the task
Student shows little evidence of understanding of the question posed
Little or no attempt has been made at the use of a fractional strategy eg. Fraction wall, number line, lattice diagram etc.
Student shows incomplete/incorrect attempts at fraction based skills eg. Benchmarking, equivalency etc.
No solution to the problem is posed, no explanation is offered
Student shows little/incorrect understanding of mathematical reasoning