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iRubric: "What do you mean?" Powers of Ten Rubric

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"What do you mean?" Powers of Ten Rubric Students evaluated, critiqued and corrected errors made by "Justin Bieber" on his powers of ten quiz. They applied their knowledge of the powers of ten in order to explain his computation misconceptions and accuracy. Rubric Code: Q22BB89 By amarte78 Ready to use Public Rubric Subject: Math Type: Assessment Grade Levels: K-5

Powers of Ten
	Exceeded 4 pts	Met 3 pts	Approaching 2 pts	Not Met 1 pts
Explanation/Strategies	Exceeded Explains the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001) with no procedural or computational errors.	Met Consistently explains the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001) with few procedural or computational errors.	Approaching Shows progress, but inconsistently explains the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001) with multiple procedural or computational errors.	Not Met Shows minimal progress or does not explain the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001).
Vocabulary	Exceeded Uses correct number names, and expanded form with no procedural errors.	Met Consistently uses base-ten numerals, number names, and expanded form with few procedural errors.	Approaching Shows progress, but inconsistently uses base-ten numerals, number names, and expanded form with multiple procedural errors.	Not Met Shows minimal progress or does not use base-ten numerals, number names, and expanded form.
Procedure/Strategies	Exceeded Analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01 with no procedural or computational errors	Met Consistently analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01 with few computational or procedural errors.	Approaching Shows progress, but inconsistently analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01 with multiple computational or procedural errors.	Not Met Shows minimal progress or does not analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01