iRubric: Linear Equations and Expressions- Grade 8 rubric

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Linear Equations and Expressions- Grade 8

Students write and solve linear and equations by moving equations. Students also interpret solutions in the context of problems.Students apply reasoning to solve problems.

Rubric Code: QX7C955

By logan219

Ready to use

Public Rubric

Subject: Math

Type: Assessment

Grade Levels: 6-8

Task and Description
	Below Standards Student demonstrates a limited understanding of writing the expression in standard form. OR Student makes a conceptual error, such as dropping the parentheses or adding instead of multiplying. 20 pts	Approaching Standards Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem Student makes two or more computational errors. 20 pts	Meeting Standards Student demonstrates a solid understanding but makes one computational error and completes the question by writing a correct equivalent expression in standard form. OR Student answers correctly, but no further correct work is shown. 20 pts	Exceeding Standards Student writes the expression correctly in standard form, 4x+2y. Student shows appropriate work, such as using the distributive property and collecting like terms. 20 pts
Writing and Solving Equations	Below Standards Student makes no attempt to solve the problem or leaves the problem blank. OR Student may or may not have identified the variable.	Approaching Standards Student does not set up an equation (i.e., guesses the answer). OR Student may or may not have identified the variable.	Meeting Standards Student may or may not have set up the correct equation. OR Student may or may not have identified the variable. OR Student makes calculation errors.	Exceeding Standards .Student identifies the variable as, “Let x be the amount of money Ofelia had,” or something similar. AND Student sets up a correct equation, x-12=1/5 x or other equivalent version. AND Student solves for the variable correctly, x=15.
Using Expression to find digits	Below Standards Student makes no attempt to solve the problem or leaves the problem blank. OR Student may or may not have identified the variable.	Approaching Standards Student does not set up an equation (i.e., guesses the answer). Student may or may not have identified the variable. The x=s 77, but does not give all three numbers.	Meeting Standards Student attempts to set up an equation but may have set up an incorrect equation. Student only answers part of the question, stating, for example, that the first number is 77, but does not give all three numbers.	Exceeding Standards Student identifies the variable as, “Let x be the first integer.” AND Student sets up a correct equation, 3x+3=234 or other equivalent version. AND Student solves the equation correctly and identifies all three numbers correctly (i.e., 77, 78, and 79).
Solving for side lengths	Below Standards Student makes no attempt to solve the problem or leaves the problem blank. No diagram is constructed.	Approaching Standards Student does not set up an equation (i.e., guesses the answer). OR Student may or may not have identified the variable.	Meeting Standards Student attempts to set up an equation but may have set up an incorrect equation. Student may or may not have identified the variable.	Exceeding Standards Student identifies the variable as, “Let x be the number of pages Gil read last week,” or something similar. AND Student sets up a correct equation, x+20=184 or other equivalent version. AND Student solves for the number of pages Gil read last week as 164 pages.
Analyzing Equations-Solving	Below Standards Student makes no attempt to determine the type of solution or leaves the problem blank.	Approaching Standards Student uses the distributive property incorrectly on both sides of the equation (e.g., 7(2x+5)=14x + 5 or 4x-x=4), leading to an incorrect solution.	Meeting Standards Student uses the distributive property correctly on one or both sides of the equation but makes a computational error leading to an incorrect solution. Student may or may not have verified the answer	Exceeding Standards Student uses the distributive property correctly on both sides of the equation leading to a correct solution (i.e., x=-4).
Graphing Tables	Below Standards Proportional relationships can be represented through the use of graphs, tables, equations, diagrams, and verbal descriptions.	Approaching Standards Student performs a computation to prove the mistake. Little or no reference to the graph is made in the argument.	Meeting Standards Student makes a weak argument as to why (1.5,5) could not be correct. Student may have connected the dots on the graph to show (1.5,5) could not be correct.	Exceeding Standards Student makes a convincing argument as to why the point (1.5,5) could not be correct. Student references the relationship being proportional.

Keywords:

Equation, Equivalent Expressions, factor, Distributive Property, Commutative and Associative Property.

Subjects:

Math

Types:

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