the number system · · 2017-09-26• distribute and review the “project scoring rubric” and...

6th Grade Enrichment

THE NUMBER SYSTEM Menu Choice Board

Common Core Aligned

Fun and Engaging Activities

Color & Black/White

Project Based Learning

Lesson Plans & Scoring Rubrics Included

© Simon Says School 2016

T E R M S O F U S E & A B O U T T H E A U T H O R

© 2016 Simon Says School. All Rights Reserved. Purchase of this resource en>tles the purchaser the right to reproduce the pages in limited quan>>es for personal use only. Duplicates for an en>re school, an en>re school system, or commercial purposes is strictly forbidden without wriEen permission from the publisher.

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My name is Christy Simon, and I have been an educator for over 12 years. I have taught everything from middle school reading to a 4/5 combina>on class. For the past few years, I have been the giRed and talented resource teacher at my school and absolutely love my job! I have a true passion for project based learning and am honored to share the resources I create for my own students with other teachers through TPT.

Check out my blog at www.simon-‐says-‐school.com.


C h o i c e B o a r d G u i d e f o r t e a c h e r s

Choice boards are an amazing differentiation tool that I have been using in my classroom for years! By creating a variety of meaningful, engaging, and fun activities, I am able to empower my students through choice while also meeting their individual needs. These menus are especially wonderful for both gifted and reluctant learners because they give the students a greater sense of ownership, the ability to work at their own pace, and the freedom to choose or design activities based on their own interests and readiness. I hope you find the learning menu in this resource to be easy to use and rewarding for your students!

This Packet Includes Both Colored and Black/White Copies of… •  Menu Choice Board •  Project Proposal •  Project Rubric •  Presentation Rubric Set-up •  Print enough copies of the learning menu and scoring rubrics for each of your students. •  Start with 20 copies of the “Project Proposal” because students will require them as needed.

Process

•  Distribute a copy of the “Menu Choice Board” to each student. Explain the purpose of choice boards, how the menu is organized, and the requirements for this project (They will choose activities from the project menu that equal $10 or more. Students can choose any combination of projects desired based on their interests.)

•  Project and/or distribute copies of the “Project Proposal.” Explain that students can choose to design their own activities but that the proposal must be approved by the teacher prior to starting. Review the proposal form together as a class.

•  Distribute and review the “Project Scoring Rubric” and the “Presentation Scoring Rubrics” with students. •  At this time, give students an opportunity to review and choose which activities they would like to complete. •  Students can complete these projects during their regular math block, at home as homework, or as an early finisher activity

whenever time permits. •  When students are finished, ask them to self-assess their projects using the “Project Rubric.” You can also ask students to present

their projects to the whole class or in small groups. Assess them using the “Presentation Rubric.” Assessment Teacher Observation, Discussion, Student Self-Assessment, Presentation Rubric, and Project Rubric

Standards Appetizers $1 Entrées $5 Desserts $3 Project

Proposal

6.NS.A.1

I can interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.

Quiz

Create a five problem multiple choice quiz where students have to solve word problems involving division of fractions by fractions (i.e. How much chocolate will each person get if 3 people share ½ lbs. of chocolate equally?). Don’t forget to include an answer key.

Bakery Ingredients

You own a very successful bakery. Research a list of 15 ingredients a bakery is likely to use on a daily basis. For each ingredient, write a word problem where a fraction of the ingredient is divided into small portions (i.e. It takes 1/7 of a barrel of flour to make a batch of cookies. The bakery used 2/3 of a barrel yesterday. How many batches of cookies did the factory make?). Don’t forget to include a key.

Pattern Blocks

Using pattern blocks, create fifteen division problems where a fraction is divided by a fraction assuming that a yellow hexagon is a whole. For each problem, draw models using the pattern blocks! Don’t forget a key.

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6.NS.B.2

I can fluently divide multi-digit numbers using the standard algorithm.

Foldable

Create a foldable where you teach others the steps to dividing multi-digit numbers using the standard algorithm.

Class Trip

This year, your class is in the beginning stages of planning a large out of state trip. Research the cost of transportation, hotel accommodations, food, and admission tickets to several attractions for three different cities. After calculating the total cost of each trip, determine the cost per student. The trip that has the lowest cost per student is the winner!

Interactive Notebook

Create your own interactive notebook page that teaches others how to divide multi-digit numbers using the standard algorithm. Your page should include at least one foldable/interactive element, 5 practice problems, definitions of important vocabulary, and an objective.


THE NUMBER SYSTEM M e n u C h o i c e B o a r d

C h o o s e a c t i v i t i e s f r o m t h e p r o j e c t m e n u b e l o w t h a t e q u a l $ 1 0 o r m o r e . S h a d e i n e a c h b o x t o s h o w w h i c h a c t i v i t i e s y o u c o m p l e t e d .

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


Proposal

6.NS.B.3

I can fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Bingo

Create a bingo game where players have to add or subject or subtract decimals. You must create one 5 x 5 bingo card and 25 question cards that include the answers.

Store Order Form

You are now in charge of your school store and need to purchase enough items to sell for the next two weeks. Go online and find a retailer that sells all of the items you need (min. of 15 products). Create an order form that shows the quantity ordered, item name, price per unit, and total cost for each item. Then calculate the total cost of your order.

Comic Strip

People often make silly errors when dividing multi-digit decimals using the standard algorithm. Create a comic strip where someone makes a mistake and another character identifies the error and corrects it. Your comic strip should be a minimum of 9 panels long.

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6.NS.B.4

I can find the greatest common factor and the least common multiple of two whole numbers. I can use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor.

Poster

Create a poster to teach others the divisibility rules (i.e. 2 is a factor if the last digit of a number is even). Provide an example for each rule!

Lesson Plan

Think about lessons that you learned and enjoyed the most. Design your own math lesson where you teach others how to use the distributive property to find the sum of two whole numbers. For example, 45 + 40 = 5(9 + 8).

Venn-Diagram Book

Create a book where you find the least common multiple of 10 different sets of numbers using Venn-diagrams.

6.NS.C.5

I understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Top 10 List

Create a top ten list where you would find positive and negative numbers in the real-world. Provide an specific example for each.

Elevations Project

You love geology! Choose 15 countries around the world with the lowest land points. Then compare the lowest land points to the highest land points for each country by calculating the difference. Create a visual to present your project to the class (I,e, poster, Prezi, etc).

Temperature Table

Create a table to show the all-time high and low temperatures in both Celsius and Fahrenheit of 15 cities in the United States. Next, calculate the range and identify which city has the smallest and largest temperature difference.




N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


Proposal

6.NS.C.6

I understand a rational number as a point on the number line. I can extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

How-To Paragraph

Write a how-to paragraph describing the steps to plotting points across the x-axis or y-axis on a four coordinate coordinate graph. Use terms such as origin, x-axis, y-axis, perpendicular, quadrant, ordered pair, point, and coordinate plane in your paragraph.

Geocaching

Your family loves geocaching. Create a game where players have to find the hidden caches by calling out ordered pairs on a four quadrant coordinate plane. Your game must include a game board and directions. Play this game with a friend and turn in the used game board to your teacher.

Accordion

Create a ten panel accordion foldable where you plot rational numbers as points on number lines. You must include both positive and negative numbers as well one example that shows the opposite of the opposite of a number is itself. For example, –(–3) = 3.

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6.NS.C.7

I understand ordering and absolute value of rational numbers.

Exit Card

You have a jumping bean that loves to move from place on the number line to another. Create a five question exit card where students have to plot the bean’s location on the number line and answer questions about its location (i.e. The jumping bean starts at 6 and jumps 4 units away; where could the bean have landed?). Don’t forget to include a key!

Business Ledger

You just opened your own company and are purchasing items on credit. Create a ledger where you track your purchases (minimum of 20 items) that includes the quantity purchased, item name, cost per unit, total price, current debt balance, and the absolute value of your cumulative debt.

Jeopardy

Create a jeopardy game where teams have to order and find the absolute value of rational numbers (i.e. True or False: -3 is greater than -7). As the question value increases so should the difficulty of the problems. Don’t forget to include a challenging final jeopardy question!

6.NS.C.8

I can solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.

Amusement Park

Your family is going to an amusement park for vacation. On a coordinate plane that includes all four quadrants, map five different attractions or rides you would like to see. Then write three real-world mathematical problems using your map. Don’t forget to include a key!

Constellations

Locate a constellation map. Choose ten different constellations and map them on a four quadrant coordinate plane. Create a legend which includes the name, ordered pairs, as well as the distance of each star to the other stars that make up the constellation.

Mystery Robot

Create a robot that goes into all four quadrants of a coordinate plane using only straight lines between points. Your picture must contain a minimum of 15 labeled points. After plotting your robot, identify and record each ordered pair. Then create a clue sheet that includes the first ordered pair and directions on how to find the rest of the points. (From point A, move three spaces up and two spaces left).



N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


What product will you create? ____________________________________ Standard Addressed: __________________________ Write a detailed descripBon of your project: _____________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ How many points do you feel your project should be worth? Circle one Appe>zer ($1) Entrée ($5) Dessert ($3) Why do you want to create this project? __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ Teacher Use Only Approval Decision : Not Approved Approved ModificaBons to Project: _____________________________________________________________________________________ __________________________________________________________________________________________________________ Project Level : Appe>zer ($1) Entrée ($5) Dessert ($3)


THE NUMBER SYSTEM P r o j e c t P r o p o s a l

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _

CATEGORY Exceeds 4

Meets 3

Approaches 2

Emergent 1

Required Elements

Student included more information than what was necessary. Additional details and/or components were added.

Student included all of the information that was required.

Almost all of the information that was required is included. One part or element is missing or incomplete.

Student included some information that was required but several important components are missing.

Accuracy

All math computations are accurate and absolutely no errors are present.

Most of the math computations are accurate but there are one or two small errors.

There are two to four small math computation errors or one major error present.

There are many math computation errors, and the student has not shown mastery.

Mastery

It is obvious that the student has an in-depth and extensive understanding of the math concept. The student can accurately answer all questions and explains his/her understanding in great detail.

The student has a strong understanding of the math concept and has shown mastery.

The student has a basic understanding of the math concept, and the work completed does not show mastery.

The student has not shown mastery of the math concept and cannot answer the majority of questions satisfactorily.

Originality The project shows an exceptional degree of creativity and divergent thinking.

A lot of student creativity is present.

The project shows some creativity but parts were inspired by the designs or ideas of others.

The project lacks overall creativity.

Neatness & Attractiveness

The project is exceptionally attractive in terms of design, layout, neatness, and overall appearance.

The project is attractive in terms of design, layout, neatness, and overall appearance.

The project is somewhat attractive. More time could have been spent on the overall appearance and presentation of the project.

The overall appearance is not attractive. The project looks rushed and does not show the student’s best effort.


THE NUMBER SYSTEM

p r o j e c t R u b r i c

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

s c o r e : _ _ _ _ _ _ _ _ _ _ _ _ _ _

CATEGORY Exceeds 4

Meets 3

Approaches 2

Emergent 1

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Answers Questions

The student can accurately answer all questions and explains his or her understanding in great detail.

The student is able to answer all questions posed accurately.

The student is unable to explain his or her thinking to all of the questions asked.

The student cannot answer the majority of questions satisfactorily.

Explains Thinking and Shows Mastery

Shows an advanced understanding of the math concept and provided an in depth explanation of his or her thinking.

Shows a good understanding of the math concept and clearly shared his or her thinking.

Additional practice is necessary for mastery. Student struggled at times with explaining his or her thinking.

Does not show mastery and is unable to explain his or her thinking.

Posture, Eye Contact, and Volume

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation, and the volume is loud enough to be heard by all audience members throughout the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation, and the volume is loud enough to be heard by all audience members.

Sometimes stands up straight and establishes eye contact. Occasionally, the volume is not loud enough to be heard by all audience members.

Slouches and/or does not look at people during the presentation. The volume is often too soft to be heard by all audience members.

Use of Visual Aid Student explains and seamlessly integrates his/her visual aid into the presentation and uses it to make the presentation better.

Student explains and integrates his/her visual aid into the presentation and uses it to make the presentation better.

Student refers to his/her visual aid during presentation but it does not add to the presentation.

Student never refers to the visual aid OR the visual aid chosen detracts from the presentation.

!


THE NUMBER SYSTEM

p r e s e n t a t i o n R u b r i c

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

s c o r e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


Proposal

6.NS.A.1

I can interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.

Quiz

Create a five problem multiple choice quiz where students have to solve word problems involving division of fractions by fractions (i.e. How much chocolate will each person get if 3 people share ½ lbs. of chocolate equally?). Don’t forget to include an answer key.

Bakery Ingredients

You own a very successful bakery. Research a list of 15 ingredients a bakery is likely to use on a daily basis. For each ingredient, write a word problem where a fraction of the ingredient is divided into small portions (i.e. It takes 1/7 of a barrel of flour to make a batch of cookies. The bakery used 2/3 of a barrel yesterday. How many batches of cookies did the factory make?). Don’t forget to include a key.

Pattern Blocks

Using pattern blocks, create fifteen division problems where a fraction is divided by a fraction assuming that a yellow hexagon is a whole. For each problem, draw models using the pattern blocks! Don’t forget a key.

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d in d

oin

g a

ny o

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roje

cts h

ere

? C

reate

your

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n

pro

ject

usin

g t

he p

roje

ct p

roposal fo

rm a

nd p

resent

it t

o y

our

teach

er.

O

nce

your

pro

ject

is a

ppro

ved, your

teach

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will

dete

rmin

e h

ow

many p

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ts y

our

pro

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is w

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6.NS.B.2

I can fluently divide multi-digit numbers using the standard algorithm.

Foldable

Create a foldable where you teach others the steps to dividing multi-digit numbers using the standard algorithm.

Class Trip

This year, your class is in the beginning stages of planning a large out of state trip. Research the cost of transportation, hotel accommodations, food, and admission tickets to several attractions for three different cities. After calculating the total cost of each trip, determine the cost per student. The trip that has the lowest cost per student is the winner!

Interactive Notebook

Create your own interactive notebook page that teaches others how to divide multi-digit numbers using the standard algorithm. Your page should include at least one foldable/interactive element, 5 practice problems, definitions of important vocabulary, and an objective.




N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


Proposal

6.NS.B.3

I can fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Bingo

Create a bingo game where players have to add or subject or subtract decimals. You must create one 5 x 5 bingo card and 25 question cards that include the answers.

Store Order Form

You are now in charge of your school store and need to purchase enough items to sell for the next two weeks. Go online and find a retailer that sells all of the items you need (min. of 15 products). Create an order form that shows the quantity ordered, item name, price per unit, and total cost for each item. Then calculate the total cost of your order.

Comic Strip

People often make silly errors when dividing multi-digit decimals using the standard algorithm. Create a comic strip where someone makes a mistake and another character identifies the error and corrects it. Your comic strip should be a minimum of 9 panels long.

Not

inte

reste

d in d

oin

g a

ny o

f th

e p

roje

cts h

ere

? C

reate

your

ow

n

pro

ject

usin

g t

he p

roje

ct p

roposal fo

rm a

nd p

resent

it t

o y

our

teach

er.

O

nce

your

pro

ject

is a

ppro

ved, your

teach

er

will

dete

rmin

e

how

many p

oin

ts y

our

pro

ject

is w

ort

h.

6.NS.B.4

I can find the greatest common factor and the least common multiple of two whole numbers. I can use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor.

Poster

Create a poster to teach others the divisibility rules (i.e. 2 is a factor if the last digit of a number is even). Provide an example for each rule!

Lesson Plan

Think about lessons that you learned and enjoyed the most. Design your own math lesson where you teach others how to use the distributive property to find the sum of two whole numbers. For example, 45 + 40 = 5(9 + 8).

Venn-Diagram Book

Create a book where you find the least common multiple of 10 different sets of numbers using Venn-diagrams.

6.NS.C.5

I understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Top 10 List

Create a top ten list where you would find positive and negative numbers in the real-world. Provide an specific example for each.

Elevations Project

You love geology! Choose 15 countries around the world with the lowest land points. Then compare the lowest land points to the highest land points for each country by calculating the difference. Create a visual to present your project to the class (I,e, poster, Prezi, etc).

Temperature Table

Create a table to show the all-time high and low temperatures in both Celsius and Fahrenheit of 15 cities in the United States. Next, calculate the range and identify which city has the smallest and largest temperature difference.




N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


Proposal

6.NS.C.6

I understand a rational number as a point on the number line. I can extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

How-To Paragraph

Write a how-to paragraph describing the steps to plotting points across the x-axis or y-axis on a four coordinate coordinate graph. Use terms such as origin, x-axis, y-axis, perpendicular, quadrant, ordered pair, point, and coordinate plane in your paragraph.

Geocaching

Your family loves geocaching. Create a game where players have to find the hidden caches by calling out ordered pairs on a four quadrant coordinate plane. Your game must include a game board and directions. Play this game with a friend and turn in the used game board to your teacher.

Accordion

Create a ten panel accordion foldable where you plot rational numbers as points on number lines. You must include both positive and negative numbers as well one example that shows the opposite of the opposite of a number is itself. For example, –(–3) = 3.

Not

inte

reste

d in d

oin

g a

ny o

f th

e p

roje

cts h

ere

? C

reate

your

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n

pro

ject

usin

g t

he p

roje

ct p

roposal fo

rm a

nd p

resent

it t

o y

our

teach

er.

O

nce

your

pro

ject

is a

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ved, your

teach

er

will

dete

rmin

e

how

many p

oin

ts y

our

pro

ject

is w

ort

h.

6.NS.C.7

I understand ordering and absolute value of rational numbers.

Exit Card

You have a jumping bean that loves to move from place on the number line to another. Create a five question exit card where students have to plot the bean’s location on the number line and answer questions about its location (i.e. The jumping bean starts at 6 and jumps 4 units away; where could the bean have landed?). Don’t forget to include a key!

Business Ledger

You just opened your own company and are purchasing items on credit. Create a ledger where you track your purchases (minimum of 20 items) that includes the quantity purchased, item name, cost per unit, total price, current debt balance, and the absolute value of your cumulative debt.

Jeopardy

Create a jeopardy game where teams have to order and find the absolute value of rational numbers (i.e. True or False: -3 is greater than -7). As the question value increases so should the difficulty of the problems. Don’t forget to include a challenging final jeopardy question!

6.NS.C.8

I can solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.

Amusement Park

Your family is going to an amusement park for vacation. On a coordinate plane that includes all four quadrants, map five different attractions or rides you would like to see. Then write three real-world mathematical problems using your map. Don’t forget to include a key!

Constellations

Locate a constellation map. Choose ten different constellations and map them on a four quadrant coordinate plane. Create a legend which includes the name, ordered pairs, as well as the distance of each star to the other stars that make up the constellation.

Mystery Robot

Create a robot that goes into all four quadrants of a coordinate plane using only straight lines between points. Your picture must contain a minimum of 15 labeled points. After plotting your robot, identify and record each ordered pair. Then create a clue sheet that includes the first ordered pair and directions on how to find the rest of the points. (From point A, move three spaces up and two spaces left).



N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D u e D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


What product will you create? ____________________________________ Standard Addressed: __________________________ Write a detailed descripBon of your project: _____________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ How many points do you feel your project should be worth? Circle one Appe>zer ($1) Entrée ($5) Dessert ($3) Why do you want to create this project? __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ Teacher Use Only Approval Decision : Not Approved Approved ModificaBons to Project: _____________________________________________________________________________________ __________________________________________________________________________________________________________ Project Level : Appe>zer ($1) Entrée ($5) Dessert ($3)


THE NUMBER SYSTEM P r o j e c t P r o p o s a l

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D a t e : _ _ _ _ _ _ _ _ _ _ _ _ _ _

CATEGORY Exceeds 4

Meets 3

Approaches 2

Emergent 1

Required Elements

Student included more information than what was necessary. Additional details and/or components were added.

Student included all of the information that was required.

Almost all of the information that was required is included. One part or element is missing or incomplete.

Student included some information that was required but several important components are missing.

Accuracy

All math computations are accurate and absolutely no errors are present.

Most of the math computations are accurate but there are one or two small errors.

There are two to four small math computation errors or one major error present.

There are many math computation errors, and the student has not shown mastery.

Mastery

It is obvious that the student has an in-depth and extensive understanding of the math concept. The student can accurately answer all questions and explains his/her understanding in great detail.

The student has a strong understanding of the math concept and has shown mastery.

The student has a basic understanding of the math concept, and the work completed does not show mastery.

The student has not shown mastery of the math concept and cannot answer the majority of questions satisfactorily.

Originality The project shows an exceptional degree of creativity and divergent thinking.

A lot of student creativity is present.

The project shows some creativity but parts were inspired by the designs or ideas of others.

The project lacks overall creativity.

Neatness & Attractiveness

The project is exceptionally attractive in terms of design, layout, neatness, and overall appearance.

The project is attractive in terms of design, layout, neatness, and overall appearance.

The project is somewhat attractive. More time could have been spent on the overall appearance and presentation of the project.

The overall appearance is not attractive. The project looks rushed and does not show the student’s best effort.


THE NUMBER SYSTEM

p r o j e c t R u b r i c

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

s c o r e : _ _ _ _ _ _ _ _ _ _ _ _ _ _

CATEGORY Exceeds 4

Meets 3

Approaches 2

Emergent 1

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Answers Questions

The student can accurately answer all questions and explains his or her understanding in great detail.

The student is able to answer all questions posed accurately.

The student is unable to explain his or her thinking to all of the questions asked.

The student cannot answer the majority of questions satisfactorily.

Explains Thinking and Shows Mastery

Shows an advanced understanding of the math concept and provides an in depth explanation of his or her thinking.

Shows a good understanding of the math concept and clearly shared his or her thinking.

Additional practice is necessary for mastery. Student struggled at times with explaining his or her thinking.

Does not show mastery and is unable to explain his or her thinking.

Posture, Eye Contact, and Volume

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation, and the volume is loud enough to be heard by all audience members throughout the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation, and the volume is loud enough to be heard by all audience members.

Sometimes stands up straight and establishes eye contact. Occasionally, the volume is not loud enough to be heard by all audience members.

Slouches and/or does not look at people during the presentation. The volume is often too soft to be heard by all audience members.

Use of Visual Aid Student explains and seamlessly integrates his/her visual aid into the presentation and uses it to make the presentation better.

Student explains and integrates his/her visual aid into the presentation and uses it to make the presentation better.

Student refers to his/her visual aid during presentation but it does not add to the presentation.

Student never refers to the visual aid OR the visual aid chosen detracts from the presentation.

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THE NUMBER SYSTEM

p r e s e n t a t i o n R u b r i c

N a m e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

s c o r e : _ _ _ _ _ _ _ _ _ _ _ _ _ _


FONTS & CLIPART

the number system · · 2017-09-26• distribute and review the “project scoring rubric” and...

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