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iRubric: Factors and Multiples 6.NS.B4 rubric

iRubric: Factors and Multiples 6.NS.B4 rubric

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Factors and Multiples 6.NS.B4 
Factors and Multiples
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36+8 as 4(9+2).
Rubric Code: RX74A79
By Misu1402
Draft
Public Rubric
Subject: Math  
Type: Assignment  
Grade Levels: 6-8

Powered by iRubric Factors and Multiples
 

4 pts


3 pts


2 pts


1 pts

Understanding

4

Student shows exceptional understanding of factoring/multiples as well as being able to identify prime and composite numbers.
3

Student shows adequate understanding of factoring/multiples as well as being able to identify prime and composite numbers.
2

Student shows some understanding of factoring/multiples as well as being able to identify prime and/or composite numbers.
1

Student lacks understanding of factoring/multiples and is unable to accuractely identify prime and/or composite numbers.
Mathematical Representations

4

Student is able to accurately determine factors/multiples when given a product or missing factor. Student always achieves a correct answer.
3

Student is able to accurately determine factors/multiples when given a product or missing factor. Student usually achieves a correct answer.
2

Student is partially able to determine factors/multiples when given a product or missing factor. Student has difficulty achieving a correct answer.
1

Student is unable to accurately determine factors when given a product or missing factor. Student does not achieve the correct answer.
Strategy

4

Student displays an effective strategy and process in finding factors/multiples of a given number or finding a missing factor.
3

Student displays a somewhat effective strategy and process in finding factors/multiples of a given number or finding a missing factor/multiple.
2

Student strategies and process are unclear in finding factors/multiples of a given number or finding a missing factor/multiple.
1

Student does not display a strategy or process in finding factors/multiples of a given number or finding a missing factor/multiple.
Reasoning

4

Student provides an accurate explanation for the answer that is achieved. Formal math language is used.
3

Student provides a somewhat accuracte explanation for the answer that is achieved. Some formal math language is used.
2

Student provides an explantion for an answer that is achieved but it is not accurate. Little or no math language is used.
1

Student does not provide an explanation for the answer that is achieved. No formal math language is used.




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