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Snowman Fraction Fun
Students compared fractions which had different denominators. Using the body parts of the snowman, they had to 1) change denominators to find equivalent fractions; 2) explain how they found equivalent fractions; 3) tell if the first fraction is greater than or less than the other fraction.
Rubric Code:
X96399
By
WaldenaBoachie
Draft
Public Rubric
Subject:
Math
Type:
Project
Grade Levels:
K-5
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Snowman Fun
It's a start!
1 pts
Almost There!
2 pts
Yes, I Got It!
3 pts
Ahh! Perfection!
4 pts
Organization
It's a start!
I tried to show the steps I used to compare the fractions, but I didn't show the steps in order, and I left out some steps. I tried to put my snowman together, but left out some parts.
Almost There!
I showed some steps on how I compared the fractions, but I left out a couple of steps. I tried to to follow directions to put my snowman together correctly, but I left out one or two parts.
Yes, I Got It!
I showed most of the steps, from beginning to end, of how I compared my fractions. I had a logical order that somewhat demonstrated on my snowman. I followed directions to put my snowman together correctly.
Ahh! Perfection!
I clearly showed all the steps, from beginning to end, of how I compared my fractions. I made sure that I had a logical order that I clearly demonstrated on my snowman. I followed directions to put my snowman together correctly.
Computation
It's a start!
I didn't show my calculations to find the equivalent fractions and compared the new fractions.
Almost There!
I showed some of my calculations. I found the equivalent fractions, and then I compared my new fractions.
Yes, I Got It!
My calculations were correct. I showed most of my calculations. I found my equivalent fractions. I compared my original fractions using my equivalent fractions.
Ahh! Perfection!
My calculations were correct. I showed my calculations, making sure I showed the numbers used to find my equivalent fractions and how I went from the original fractions to the equivalent fractions.
Explanation
It's a start!
I tried to explain the process I used in words, using words that are similar to or mean the same as the mathematical terms multiplied, numerator, denominator, equivalent fractions, multiples, least common multiples, least common denominator, greater than or less than.
Almost There!
I tried to explain the process I used in words, using at least 2 to 3 of the mathematical terms including any of the following terms: multiplied, numerator, denominator, equivalent fractions, multiples, least common multiples, least common denominator, greater than or less than.
Yes, I Got It!
I explained the process I used in words, using at least 4 to 6 of the mathematical terms including any of the following terms: multiplied, numerator, denominator, equivalent fractions, multiples, least common multiples, least common denominator, and greater than or less than.
Ahh! Perfection!
I clearly explained the process I used in words, using all mathematical terms, which include multiplied, numerator, denominator, equivalent fractions, multiples, least common multiples, least common denominator, and greater than or less than.
Keywords:
Comparing fractions
Subjects:
Math
Types:
Project
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