EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1

Rational Number Open Task Rubric

ANNOTATIONS: Teaching Portfolio
This is an assignment that I completed which entailed creating a rubric for a Mathematics Rational Number open task. This shows my ability to create rubrics
in order to assess student work. I have demonstrated my obtainment of focus area 2.3 and 2.5 as this is a Mathematics assessment rubric which demonstrates
my understanding of how to assess students in Mathematics.

Goes Beyond

Task
Accomplished

Substantial
Progress

Some Progress

Little Progress

Correctly found all possible solutions (3/6, , 2/4, 4/8, 5/9)

Able to clearly and correctly justify how they know they have found all of the solutions.
Has shown a high level of understanding of equivalent fractions, simplifying and common denominators.
Used the lowest common denominator (18) to solve the problem, or have used simple methods (quality over
quantity of work)
Student shows an understanding of the task and would be able to apply this knowledge to other questions of
similar nature
Found all or most possible solutions
Able to justify how they found the solution
Have successfully used at least two relevant mathematical methods: equivalent fractions, simplifying and
common denominators
Errors are minor, (eg. Left out an equivalent fraction like 4/8)
It is clear that there is an understanding of the task and what it is asking with an adequate solution
Using equivalent fractions equal to or bigger than 18
Found some solutions
Explanation of their working out
Have attempted the use of any relevant mathematical methods: equivalent fractions, simplifying and common
denominators
Has made an attempt at solving the problem, but has struggled with producing answers from their working out
Used an extensive method such as counting
Working out somewhat connected to the answers produced
Found some correct or incorrect solutions
Have provided incorrect solutions but provide some sort of an explanation as to how they got their answers.
Difficulty linking their working out to provide solutions to problem
Have attempted the use (correct or incorrect) of one or more relevant mathematical methods: equivalent
fractions, simplifying and common denominators
Have not made a sufficient attempt at solving the problem, needs further assistance
Have correct or incorrect solutions (or no attempt at a solution) but no clear indication that they have used any
mathematical method or system. There is no or little explanation or working out that relates to their provided
answers.
Possibility of guess work or copying

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1

Rational Number Open Task Rubric

Have not shown any understanding of the relevant mathematical methods: equivalent fractions, simplifying and
common denominators
Student has misunderstood the task, with little or no mathematical effort made
Very little, if any success with process and solution