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Friendly Fractions 
Friendly Fractions
For this activity, students will write a poem based on two fractions that they pull from two different fishbowls. Students will demonstrate their knowlegde of converting improper fractions and mixed numbers, comparing and ordering fractions, adding/subtracting them, and simplifying and finding equivalents. This will take about 6 days to complete. On day 6, students will read their poems to the class in a "coffee shop" fashion.
Rubric Code: FAC2C6
By hemamalinirajes
Draft
Public Rubric
Subject: Math  
Type: Presentation  
Grade Levels: K-5

Powered by iRubric Friendly Fractions
-Students will be graded in percentages rather than points.
  Poor

*Based on any of three factors:
1.) No understanding of conept.
2.) No inclusion of concept in poem.
3.) Shows no work.

5 pts

Good

*Based on any of 3 factors:
1.) Has basic understanding of concept.
2.) Inclusion concept in poem.
3.) Shows no work.

10 pts

Excellent

1.) Excellent understanding of concept.
2.) Inlusion of concept in poem.
3.) Shows work.

15 pts

Accurate Converesions

Poor

-The student does not have a clear understanding of how to convert an improper fraction into a mixed number.
-The student does not have a clear understanding of how to convert a mixed number into an improper fraction.
-The student did not include the concept in poem.
-Also, the student showed no work on their paper.
Good

-The student showed a basic understanding of the concept of converting an improper fraction into a mixed number. However, did not show work.
-The student understands the concept of converting a mixed number to an improper fraction.
-The student applied the concept in poem.
-The student did not show their work on their own paper.
Excellent

-The student showed excellent understanding of the concept of conversion between improper fractions and mixed numbers.
-The student showed their work on their own paper
-The student included concept in poem.
Accurate Simplification

Poor

-The student does not have a clear understanding of how to simplify fractions.
-The student did not include the concept in their poem.
-Also, The student did not show their work on their own paper.
Good

-The student showed a basic understanding of simplifying fractions.
-The student included the concept in their poem.
-The student did not show their work on their own paper.
Excellent

-The student showed excellent understanding of the concept of simplifying fractions.
-The student included concept in poem.
-The student showed their work on their own paper.
Accurate Comparisions/Order

Poor

-The student does not have a clear understanding of comparing or ordering fractions.
-The student did not include the concept in their poem.
-The student did not show their work on their own paper.
Good

-The student showed a basic understanding of comparing and oerdering fractions.
-The student included the concept in their poem.
-The student did not show their work on their own paper.
Excellent

-The student showed excellent understanding of comparing and ordering fractions.
-The student included the concept in their poem.
-The student showed their work on their own paper.
Accurate Equivalency

Poor

-The student does not have a clear understanding of showing equivalent fractions.
-The student did not include the concept in their poem.
-The student did not show their work on their own paper.
Good

-The student showed a basic understanding of equivalent fractions.
-The student included the concept in their poem.
-The student did not show their work on their own paper.
Excellent

-The student showed excellent understanding of equivalent fractions.
-The student included the concept in their poem.
-The student showed their work on their own paper.
Accurate Addition/Subtraction

Poor

-The student does not have a clear understanding of adding or subtracting fractions.
-The student did noot include the concept in their poem.
-The student did not show their work on their own paper.
Good

-The student showed a basic understanding of adding or subtracting fractions.
-The student included the concept in their poem.
-The student did not show their work on their own paper.
Excellent

-The student showed an excellent understanding of adding or subtracting fractions.
-The student included the concept in their poem.
-The student showed their work on their own paper.
Oral Presentation/Line Requirements

Weighted differently.
*Based on 2 factors:
1.) Confidence in speech
2.) Format of poem

Total points earned: /100
Poor

*Poor: 10%

-The student did not speak confidently.
-The student did not follow the set format of the poem.
Good

*Good: 15%

-The student spoke with confidence.
-The student did not follow the set format of the poem.
Excellent

*Excellent: 25%

-The student spoke confidently.
-The student followed the set format of the poem.



Keywords:
  • Compare, Order, Add, Subtract, Equivalent, Simplify, Fraction

Subjects:


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