(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical
understanding. The student is expected to:

(A) Apply mathematics to problems arising in everyday life, society, and the workplace;

Product description: The children will work in groups to create posters about the math processes, describing how to solve the
equation, and three ways that the children can use it in everyday life.

Math - Problem Solving : Real life poster

Teacher Name: Ashley Brozovich

CATEGORY 4 3 2 1
Mathematical Explanation Explanation Explanation Explanation
Concepts shows shows shows some shows very
complete substantial understanding limited
understanding understanding of the understanding
of the of the mathematical of the
mathematical mathematical concepts underlying
concepts used concepts used needed to concepts
to solve the to solve the solve the needed to
problem(s). problem(s). problem(s). solve the
problem(s) OR
is not written.
Mathematical Errors 90-100% of the Almost all (85- Most (75-84%) More than 75%
steps and 89%) of the of the steps of the steps
solutions have steps and and solutions and solutions
no solutions have have no have
mathematical no mathematical mathematical
errors. mathematical errors. errors.
errors.
Strategy/Procedures Typically, uses Typically, uses Sometimes Rarely uses an
an efficient and an effective uses an effective
effective strategy to effective strategy to
strategy to solve the strategy to solve problems.
solve the problem(s). solve problems,
problem(s). but does not do
it consistently.
Neatness and The work is The work is The work is The work
Organization presented in a presented in a presented in an appears sloppy
neat, clear, neat and organized and
organized organized fashion but unorganized. It
fashion that is fashion that is may be hard to is hard to know
easy to read. usually easy to read at times. what
read. information
goes together.
Create an EDU320 Lesson Rubric!

Lesson Proficient Developing Unsatisfactory Team Member

Component

Focus Teacher grabs the Provides a hook Does not provide a

childs attention, that only gets 50% hook, students are
provides a hook that of the class not engaged in the
gets them interested interested activity or lesson

Instructional Uses all three Uses only two Uses only one
Delivery learning modalitys learning modality. Content
visual, kinesiology, modalities. is not accurate and
and auditory. not organized.
Accurate and Not organized.
organized

Guided Practice Ties directly to the Ties in to 50% of Does not tie in with
lesson. 90% of the the lesson. 60% of the lesson. Less
students are students are than 50% of the
engaged engaged. students engaged.

Independent Completes Only some Assignments are

Practice assignment independent work. not completed
independently. 80% 70% student independent. 50%
student understanding understanding
understanding.

Closure Reviews lesson and Student Student not

draws review from remembers 50% of remembering what
students concept they learned.

Engagement Uses three Uses only two of Uses one or less

variations of the three variations variations of
engagement of engagement engagement

Goal-
oriented
action
Attentional
devices
Compelling
tasks
Repetition Uses three out of the Uses only two of Uses one or less
five variations of the five variations variations of
repetition of repetition repetition

Pre-
exposure
Previewing
Priming
Reviewing
Revision

Input Quantity Uses three Uses two of the Uses one or less
variations of input three variations of variations of input
quanitity input quantity quantity

Information
provided in
3-7 chunks
Settling
time
Made
learning
connection
s

Coherence Uses three Uses two of the Uses one or less

variations of three variations of variations of
coherence coherence coherence

Lesson is
organized
Addresses
prior
knowledge
Use of
mental
models

Timing Uses at least three Uses two of the Uses one or less
of the five variations five variations of variations of timing
of timing timing

Tolerance
Activity shift
Movement
Scheduling
Testing

Error Correction Uses at least five of ten Uses at least 3 out Uses one or less
practical suggestions of of ten practical variations of error
error correction suggestions of correction
Model error corrections
building
Peer editing
Doing a
gallery walk
Pair-sharing
Using spell
check
 functions
Conducting
student
presentation
s with
audience
feedback
Playing
competitive
games
Using a
video audio
tape or
mirror
Doing
authors chair
or fishbowl
process
Using a
checklist or
rubric to
evaluate

Emotional States Uses all four Uses two of the Uses one or less
emotional states four emotional emotional states
states
Risk
Excitement
Pleasure
Urgency