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iRubric: Algebra I Standard A.13 rubric

iRubric: Algebra I Standard A.13 rubric

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Algebra I Standard A.13 
Algebra I Standard A.13
The student will express the square root of a whole number in simplest radical form and approximate square roots to the nearest tenth.
Rubric Code: RX34747
By jecilie85
Ready to use
Public Rubric
Subject: Math  
Type: Quiz  
Grade Levels: 9-12

Powered by iRubric Algebra I Std. A.13
Rubric for Formative and Summative Assessment
  Excellent

4 pts

Good

3 pts

Fair

2 pts

Poor

1 pts

1) Perfect Square Definition

Define and give several examples of a perfect square. What is the square root of a perfect square?
Excellent

Definition is correct and includes: 1) product of an integer with itself, 2) square root of perfect square is an integer; 3) gives several correct examples, and 4) grammar, syntax and punctuation are correct
Good

Definition is basically correct and includes 1 of the first 2 items in the Excellent column. Examples are correct.
Fair

Definition is basically correct, but the examples are wrong. OR the Definition is incorrect or missing, but the examples are right.
Poor

Neither the definition nor the examples provide any evidence that the student understands the concept of perfect square.
2) Estimating Square Roots

Describe in words how you would estimate the square root of a non-perfect square? Give an example. Find the square root to the nearest tenth.
Excellent

Procedure is correct and includes: 1) identifying the two perfect squares it lies between, 2) finding the square root of those two perfect squares, and 3) using those values to estimate the square root of the non-perfect square. The example is correct. The grammar, syntax and punctuation are correct.
Good

Procedure is basically correct (2 of 3 elements in the Excellent column) and the example is correct.
Fair

Procedure is basically correct, but the example is wrong OR the procedure is incomplete or missing, but the example is worked correctly.
Poor

Neither the procedure nor the example provides any evidence that the student understands the concept of estimating square roots.
3) Squaring and Square Roots

What is the relationship between squaring and square roots? If I square the square root of a number what do I get? If I take the square root of a number squared what do I get? Demonstrate what you say in words with examples.
Excellent

Student describes the relationship as an inverse relationship. Student recognizes that squaring the square root of a number yields that number. Student recognizes that taking the square root of a number yields that number. The grammar, syntax and punctuation are correct.
Good

Student description recognizes that square roots and squaring are inverse operations. If the work inverse is not used, it is clear that the student understands the concept. The examples are correct.
Fair

Student description demonstrates understanding that square roots and squaring are inverse operations, but is unable to give examples. Student is unable to explain relationship, but examples demonstrate some understanding.
Poor

Neither the explanation nor the examples provide any evidence that the student understands the relationship between squaring and square roots.
4) Simplifying Radicals

Simplify the following 10 radical expressions. Show your work to demonstrate knowledge of the concepts. [Students would be given problems where the square roots for numbers less than 1000 would need to be simplified.]
Excellent

Student works 9-10 problems correctly. Their work shows that they identified perfect squares that could be factored out of the radicand. They demonstrate that understand that the square root of a product is the product of the square roots and simplify the expressions.
Good

Student works 7-8 problems correctly. Their work shows the same information as Excellent students.
Fair

Student works 5-6 problems correctly. Their work shows the same information as Excellent students.
Poor

Most problems are incorrect or work is not shown. Work does not demonstrate an understanding of the process and properties used to simply radical expressions.
5) Solving Word Problem

If the area of a square room were 90 square feet, what would be the dimensions of the room?
Excellent

Student remembers: 1) area is the length times width, 2) in a square the length equals the width, 3) the length of a side of the square room is the square root of 90, and 4) the student expresses the result in feet.
Good

Student sees the relationship to square roots and gets to the right answer but forgets the units.
Fair

Student attempts the problem and shows a diagram or some work that demonstrates effort.
Poor

Student does not try to solve the problem.



Keywords:
  • Square Root, Perfect Square, Squaring, and Radical

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