Grade 8 9 1 c marzano rubric florida math connects course 3

  • 1,378 views
Uploaded on

If you make improvements, please email me or leave a comment about it, so we can improve this for all Florida teachers and save some time and effort for everyone.

If you make improvements, please email me or leave a comment about it, so we can improve this for all Florida teachers and save some time and effort for everyone.

More in: Technology , Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,378
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Grade 8: Math Course 3 TEACHER VERSIONCh 9-1 C Problem-Solving Investigation: Determining ReasonableAnswersPrerequisite Content:Round numbers.Estimate numbers.Use mental math.Learning Goal:By the end of this lesson, students will be able to solve problems by determiningreasonable answers.More Complex Content:Score 4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught, such as The student can correctly solve a word problem and determine if their answer is correct. The student can also create a word problem for other students to solve that would require estimation or rounding to determine reasonableness. Score 3.5 The student can correctly identify whether they have solved a problem correctly without help. They can solve a word problem after reading and understanding the question, and formulating a problem-solving plan. Prior to computing an answer they estimate what a reasonable answer would be. After arriving at an answer, the student knows they should check their answer for reasonableness again, and they do this by determining what the answer might roughly be through estimation or rounding.Score 3.0 While engaged in solving word problem tasks, the student demonstrates an ability to without help solve a word problem after reading and understanding the question, and formulating a problem-solving plan. After arriving at an answer, the student knows they should check their answer for reasonableness, and they do this by determining what the answer might roughly be through estimation or rounding. The student exhibits no major errors or omissions. Score 2.5 The student can, without help, read and understand the question being asked, and then formulate a plan to solve
  • 2. the problem by identifying clue words and their appropriate operations, and make a decision on a problem solving strategy. However, after finding a solution, the student does not have the ability to determine if the answer arrived at is reasonable or not.Score 2.0 No major errors or omissions regarding the simpler details and processes, such as without help, the student can read and understand the question being asked, and then formulate a plan to solve the problem by identifying clue words and their appropriate operations, but struggle to identify a problem-solving strategy unless assisted. However, the student exhibits major errors or omissions with Score 3.0 elements. Score 1.5 The student with help can read and understand the question being asked. With help the student can formulate a plan to solve the question.Score 1.0 With help, a partial understanding of some of the Score 2.0 elements and some of the Score 3.0 elements. The student with help can determine what the question is asking. Score 0.5 The student reads the question, but decides it is just too hard to solve a word problem. The student may write any number down, without any work shown, making a feeble attempt to look as though (s)he has solved the problem and arrived at an answer.Score 0.0 Even with help, no understanding or skill demonstrated. The student commits the cardinal sin of writing IDK, or leaving the answer blank, without attempting to read the question.
  • 3. Grade 8: Math Course 3 STUDENT VERSIONCh 9-1 C Problem-Solving Investigation: Determining ReasonableAnswersPrerequisite Content:Round numbers.Estimate numbers.Use mental math.Learning Goal:At the end of this lesson, students will be able to solve problems by determiningreasonable answers.More Complex Content:Score 4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught, such as I can solve word problems correctly and determine if my answer is reasonable or not using mental math, estimation, and/or rounding. I can also make up word problems for my friends and classmates. Score 3.5 I can solve a word problem correctly, and figure out if my answer is reasonable. Before I begin doing my actual calculations, I decide what the answer will be close to using mental math, estimation, and rounding. After I solve the problem, I check to see that it is correct, and close to the number I determined would be reasonable.Score 3.0 While engaged in solving word problem tasks, the student demonstrates an ability to The student exhibits no major errors or omissions. Score 2.5 without help I can solve a word problem. I know how to find the question and understand what it is asking. I know how to figure out a plan to solve the problem. But what I can’t do is check my answer very well. Sometimes, I think the problem is correct, but then my decimal point is in the wrong place, and I find out I was wrong.Score 2.0 No major errors or omissions regarding the simpler details and processes, such as without help, the student can read and understand the question being asked, and then formulate a plan to solve the problem by
  • 4. identifying clue words and their appropriate operations, but struggle to identify a problem-solving strategy unless assisted. However, the student exhibits major errors or omissions with Score 3.0 elements. Score 1.5 The student with help can read and understand the question being asked. With help the student can formulate a plan to solve the question.Score 1.0 With help, a partial understanding of some of the Score 2.0 elements and some of the Score 3.0 elements. The student with help can determine what the question is asking. Score 0.5 The student reads the question, but decides it is just too hard to solve a word problem. The student may write any number down, without any work shown, making a feeble attempt to look as though (s)he has solved the problem and arrived at an answer.Score 0.0 Even with help, no understanding or skill demonstrated. The student commits the cardinal sin of writing IDK, or leaving the answer blank, without attempting to read the question.