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iRubric: §111.16. Mathematics - Grade 4 - (4.14 - B) rubric

iRubric: §111.16. Mathematics - Grade 4 - (4.14 - B) rubric

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§111.16. Mathematics - Grade 4 - (4.14 - B) 
§111.16. Mathematics - Grade 4 - (4.14 - B)
Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Sources: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf http://www.uen.org/Rubric/rubric.cgi?rubric_id=13 http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=24§ion_id=7&
Rubric Code: TX6W8A7
By christine22
Draft
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Math - Underpying Processes 4G-4.14
Underlying processes and mathematical tools.
  Distinguished

4 pts

Proficient

3 pts

Partially Proficient

3 pts

In Process

1 pts

Understanding the Problem
This is the an exploratory stage, ans a basis for problem solving
Mathematical Concepts
5 %

Understanding of Mathematical Concepts
Distinguished

Demonstrates
thorough understanding
of concepts.
Proficient

Demonstrates
considerable understanding of concepts.
Partially Proficient

Demonstrates some
understanding of
concepts.
In Process

Demonstrates limited
understanding of
concepts.
Information Analysis
10 %

Distinguished

Clearly identifies and interprets the information given and the information that needs to be determined to solve the problem. The student makes many conjectures and identifies special factors that influences the approach before starting the problem
Proficient

Sufficiently identifies the information given and the information that needs to be determined to solve the problem. The students makes enough conjectures before starting the problem.
Partially Proficient

Identifies some of the information given and the information that needs to be determined to solve the problem. Understands enough to solve part of the problem or to get part of the solution.
In Process

Strives to identify the information given and the information that needs to be determined to start or solve the problem.
Uses Information Appriopriately
7.5 %

Distinguished

Explains why certain information is essential to the solution of the problem.
Proficient

Uses all appropriate information correctly for the solution of the problem.
Partially Proficient

Uses some appropriate information correctly for the solution of the problem.
In Process

Uses inappropriate information for the solution of the problem
Making a Plan
Use of Planning Skills
22.5 %

– Making a plan for solving
the problem
Distinguished

Uses planning
skills with a high degree
of effectiveness. The student considers many possible strategies and selects the best strategy or combination of strategies.
Proficient

Uses planning
skills with considerable
effectiveness. The student considers at least two strategies and selects a good strategy.
Partially Proficient

Uses planning
skills with some
effectiveness. The student considers only one strategy, that might not be the best option.
In Process

Uses planning
skills with limited
effectiveness. The student strives in considering (choosing) strategies.
Carrying out the Plan
Execution of Strategy
15 %

Distinguished

The execution of strategy and skills to solve the problem is
carried out with a high degree of effectiveness. The student explains and uses the an efficient and effective strategy, investigates other sources to extend knowledge, uses a valid source for data, and does the necessary calculations.
Proficient

The execution of strategy and skills to solve the problem is
carried out with enough effectiveness. The student uses the adequate (effective) strategy, a valid source for data, and does the necessary calculations.
Partially Proficient

The execution of strategy and skills to solve the problem is
carried out with some effectiveness. The student uses a valid source for data, but he or she might not use an adequate strategy, and lacks of some of the necessary calculations.
In Process

The execution of strategy and skills to solve the problem is
limited. The student doesn´t use an adequate strategy, valid source for data, and lacks a lot of the necessary calculations.
Use of Diagrams and Sketches
7.5 %

Distinguished

Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s).
Proficient

Diagrams and/or sketches are clear and easy to understand.
Partially Proficient

Diagrams and/or sketches are somewhat difficult to understand.
In Process

Diagrams and/or sketches are difficult to understand or are not used.
Evaluating the Solution
Evaluating the solution for reasonableness
Use of critical thinking process
11.25 %

(e.g.,
problem solving, inquiry)
Distinguished

Clearly uses critical/creative
thinking processes
with a high degree
of effectiveness for solving, inferring, and forming conclusions. The solution has many convincing arguments, and is clearly reasonable. It might extend the solution to a more complicated (complex) problem.
Proficient

Uses critical/creative
thinking processes
with considerable/substantial effectiveness for solving, inferring, and forming conclusions. The solution is reasonable, it might lack extended information support.
Partially Proficient

Uses critical/creative
thinking processes
with some
effectiveness for solving, inferring, and forming conclusions. The solution is partial or not supported, has errors, and is somewhat reasonable.
In Process

Uses critical/creative
thinking processes
with limited effectiveness for solving, inferring, and forming conclusions. No answer or wrong answer, or the answer lacks of basic sense.
Mathematical Errors
11.25 %

Distinguished

95-100% of the steps and solutions have no mathematical errors.
Proficient

Almost all (80-94%) of the steps and solutions have no mathematical errors.
Partially Proficient

Most (70-79%) of the steps and solutions have no mathematical errors.
In Process

More than 70% of the steps and solutions have mathematical errors.
Organization/Conventions
Expression and organization of idea
5 %

Expression and organization
of ideas and mathematical
thinking (e.g.,
clarity of expression, logical
organization), using
oral, visual, and written forms (e.g., pictorial,
graphic, dynamic,
numeric, algebraic
forms; concrete
materials)
Distinguished

Expresses and organizes
mathematical
thinking with a high degree of
effectiveness. Uses computer software with mastery to express and organize the problem. Explanations are detailed and clear.
Proficient

Expresses and organizes
mathematical
thinking with considerable
effectiveness. Uses computer software to express and organize the problem, or the (manual) work is clearly expresses and organized.
Partially Proficient

Expresses and organizes
mathematical
thinking with some
effectiveness. The work explanation is somewhat difficult to understand, it misses some problem solving components.
In Process

Expresses and organizes
mathematical
thinking with limited
effectiveness. The work is ambiguous, unorganized and difficult to understand, it misses several components.
Use of Conventions
5 %

Use of conventions,
vocabulary, and terminology
of the discipline (e.g., terms, symbols) in oral,
visual, and written forms)
Distinguished

Uses conventions,
vocabulary, and
terminology of the
discipline with a high degree of
effectiveness. Always uses words and symbols to represent the steps in carrying out the plan or doing the calculations.
Proficient

Uses conventions,
vocabulary, and
terminology of the
discipline with considerable
effectiveness. Uses words and symbols to represent the steps in carrying out the plan or doing the calculations.
Partially Proficient

Uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness. Uses some words and symbols to represent the steps in carrying out the plan or doing the calculations, but in some cases is confusing.
In Process

Uses conventions,
vocabulary, and
terminology of the
discipline with limited
effectiveness. Only uses natural language in the work or there is little or a lot of inappropriate use, of terminology and notation.



Keywords:
  • TEKS Mathematics, Grade 4, 4.14

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