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iRubric: Adding/Subtracting Fractions rubric

iRubric: Adding/Subtracting Fractions rubric

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Adding/Subtracting Fractions 
Adding/Subtracting Fractions
The students have been working on all the concepts leading up to adding/subtracting with unlike denominators. Comparing fractions with unlike denominators, making equivalent fractions, simplifying fractions, and now adding/subtracting fractions with unlike denominators.
Rubric Code: EX7WACX
By Stingers
Ready to use
Public Rubric
Subject: Math  
Type: Project  
Grade Levels: K-5

Powered by iRubric Adding/Subtracting Fractions
  Beginning

1 pts

Developing

2 pts

Accomplished

3 pts

Exemplary

4 pts

SCORE

(N/A)

Find LCM of Denominators

Beginning

With intensive assistance, the student somewhat understands the concept of listing the multiples of the denominators, but their work is not complete.
Developing

With some assistance, the student somewhat understands the concept of listing the multiples of the denominators, but their work is not complete.
Accomplished

With minimal assistance, the student understands and lists the multiples of the denominators, showing the LCM by circling it, or making it the fractions new denominator.
Exemplary

The student fully understands and lists the multiples of the denominators, showing the LCM by circling it, or making it the fractions new denominator.
SCORE
Make Equivalent Fractions

Beginning

With intensive assistance, the student somewhat understands how change the fractions to equivalent fractions with the same denominators.
Developing

With some assistance, the student somewhat understands the concept of making equivalent fraction, but their understanding is not complete. They make may the new denominator the LCM but is not sure about how to get the new numerator.
Accomplished

With minimal assistance the student is able to make equivalent fractions from making the LCM of the unlike denominators the new denominators and then multiples the numerator by the same number they multiplied their old denominator by to get their new denominator.
Exemplary

The student is able to make equivalent fractions from making the LCM of the unlike denominators the new denominators and then multiples the numerator by the same number they multiplied their old denominator by to get their new denominator.
SCORE
Definition of Fraction words.

Beginning

The student does not give definition of Add, subtract, compare, fraction or Least common multiple
Developing

The student give little amount of definitions of Add, subtract, compare, fraction or Least common multiple
Accomplished

The student give some of the definitions of Add, subtract, compare, fraction or Least common multiple
Exemplary

The student give all of definitions of Add, subtract, compare, fraction or Least common multiple
SCORE
Simplify Fractions

Beginning

The student does not know or does not simplify fractions without assistance.
Developing

With some assistance the student may somewhat understand to list the factors of the numerator and/or denominator. An attempt is made to find the common factors and divide the numerator/denominator by the common factors, but the factors may not be in simplest form.
Accomplished

With minimal assistance the student is able to list the greatest common factors of the numerator and denominator and then dividing the numerator and denominator by the GCF to come up with the most simplified version of the fraction.
Exemplary

The student is able to list the greatest common factors of the numerator and denominator and then dividing the numerator and denominator by the GCF to come up with the most simplified version of the fraction.
SCORE
Model of adding fractions

Beginning

The student does not know or does not model fractions without assistance.
Developing

Students show little understanding how to add fraction through modeling.
Accomplished

Students show some understanding on how to add fraction through modeling.
Exemplary

Student is able to model adding fraction through modeling
SCORE
Model of subtracting fraction

Beginning

The student does not know or does not model fractions without assistance.
Developing

The student show little understanding on how to subtract fraction through modeling.
Accomplished

Students show some understanding how to subtract fraction through modeling.
Exemplary

Student is able to model subtracting fraction through modeling
SCORE
Number Line of Benchmark Numbers

Beginning

Students does not know how to create a number line using benchmark numbers
Developing

The student show little understanding on how to create a number line using benchmark numbers
Accomplished

Student show some understanding how to make a number line using benchmark numbers.
Exemplary

Students is able to create a number line using benchmark numbers.
SCORE



Keywords:
  • Adding, subtracting, equivalent, simply or reduce, least common denominators, and Fractions

Subjects:


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