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

Rational Number Open Task Rubric

Goes Beyond

Task
Accomplishe
d
Substantial
Progress

The student fully accomplishes the task, finding all fractions between 4/9 and 4/6
The student uses more than one effective and systematic strategy to prove all fractions between 4/9 and 4/6 are found
The student provides a detailed justification using both diagrams and worded explanations
All working out is clearly shown and supports the mathematical thinking of the students action plan
The student shows an immense amount of perseverance towards the task by going above and beyond expectations

The student is able to find all fractions between 4/9 and 4/6
The student uses one appropriate strategy successfully (benchmarking, equivalence, number lines, percentages, decimals,
residual thinking, visual representations, comparing numerators and denominators, etc)
The student provides either a diagram or worded explanation to explain their mathematical thinking
It is clear the student had an appropriate plan of action with working out clearly provided
The student displays a great deal perseverance to find solutions with the detail provided within their work

Some
Progress
Little
Progress

The student is able to locate 3-4 fractions between 4/9 and 4/6
The student uses strategies such as trial and error, or incomplete use of other strategies such as, benchmarking, comparing
numerators and denominators, equivalence and residual thinking
The student provides clear working, however is unable to explain or justify if and why they have or have not found all
solutions between 4/9 and 4/6
The student displays perseverance to try to find all solutions and is willing to learn how to do so

The student is able to locate 1-2 fractions between 4/9 and 4/6
The student uses ineffective strategies such as using numbers that lie between denominators (e.g. 4/8 and 4/7)
The student provides little mathematical explanation and is unable to articulate how they solved the 1-2 fractions between 4/9
and 4/6
The student displays little perseverance to the task

The student is unable to find a correct solution between 4/9 and 4/6
The students uses no clear strategy, rather seems to have guessed the answer
The student provides little to no evidence of working out which shows they have insufficient understanding of the question
The student shows little to no perseverance to the task

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

Rational Number Open Task Rubric