iRubric: Math rubric

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Math Rubric evaluates the students ability to process information, re-interpret that information, diagram and calculate the math problem as well as explain their process in solving the problem. Rubric Code: AB395B By jmcrae1 Ready to use Public Rubric Subject: Math Type: Assignment Grade Levels: 6-8

Mathematics Rubric Rubric evaluates the students ability to process information, re-interpret that information, diagram and calculate the math problem as well as explain their process in solving the problem.
	Poor (N/A)	Good (N/A)	Great! (N/A)
Illustration 5 pts Student must re-interpret the problem using an illustration or diagram that shows their understanding of what is being asked within the problem.	Poor Student has not drawn anything. The illustration does not correspond to the problem at all. There is no clear picture of what the student is thinking or trying to express in the illustration.	Good Student has drawn an illustration that roughly shows what they were thinking when trying to decipher the problem. Illustration shows more or less the thought process of the student in interpreting the problem.	Great! Student has interpreted the problem and drawn a diagram or illustration that clearly shows their understanding of what needs to be done in the problem. Use of graphs, pictures, etc. is very clear and thorough. There is a cohesiveness that shows the illustration is directly linked to the math problem.
Calculation 5 pts Student shows in an organized, step-by-step layout the calculations used to solve the mathematical parts of the problem.	Poor Students calculations are confusing, out of order and very scattered. Student does not show any work for calculations and only presents an answer.	Good Students calculations are understandable but a bit out of order or not neatly written. The thought process of the student is not entirely clear. Student shows the calculation but does not circle or box their answer.	Great! Student's calculations are flawlessly presented in coherent, step-by-step order. There is a very clear road from beginning to end in the mathematical computations of the problem to show the student's thought process.
Explanation 5 pts Student explains in coherent, complete sentences the process taken to solve the entire problem. At least 5-7 sentences.	Poor Student writes 0-4 sentences. The sentences are fragmented, out of order and very confusing. Student does not write an explanation at all.	Good Student writes 3-5 sentences. Sentences are complete and make sense overall. Student tries to convey their mathematical reasoning but it is missing elements of cohesiveness.	Great! Student writes at least 5-7 sentences. All sentences are complete, coherent and express clear mathematical reasoning in the process used to solve the problem.