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iRubric: Comparing Fractions rubric

iRubric: Comparing Fractions rubric

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Comparing Fractions 
Comparing Fractions
This rubrics will be used to assess students understanding of comparing fractions. 4.NF.A.1 - Explain equivalence between fractions using visual fraction models. 4.NF.A.2 - Compare two fractions with unlike numerators and unlike denominators, by creating common denominators, or by comparing to a benchmark fraction such as 1/2.
Rubric Code: Z2335BX
By mechelenewell
Ready to use
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Comparing Fractions
Comparing Fractions Checkpoint
4.NF.A.1 and 4.NF.A.2
Students will be able to recognize and generate equivalent fractions, compare fractions with unlike numerators and denominators, and rewrite fractions with a common denominator.
  Needs support

1 pts

Approaching Standard

2 pts

Meets Standard

3 pts

Exceeds Standard

4 pts

Mathematical Reasoning/Problem Solving
4 pts

Computes a reasonable solution to the problem of placing the fractions correctly on the number line, and determine which fraction is greater (#1) and rewriting the 2 fractions with a common denominator, and writing 2 comparative statements for the same fractions.(#4)
Questions 1: number line, 1a, 4
Objectives 1, 4
Needs support

The student computed an unreasonable answer to the problem.

Answer is incorrect.
Approaching Standard

The student computed a partially reasonable answer to the problem which yielded portions of the answer to be complete or accurate, while other portions were incomplete or inaccurate.

Some computational errors may have occurred.
Meets Standard

The student computed an accurate and reasonable solution to the problem.

Answer is correct.
Minor errors may be present.
Exceeds Standard

The student computed an accurate and reasonable solution to the problem with zero errors present.

Information is correct and complete.
Conceptual Understanding
4 pts

Shows evidence of working through the problem. This includes, but is not limited to, correctly placing partitions, correctly shading in bar models, using numbers, words, sketches, common multiples, or models to demonstrate comparisons of fractions when requested in the instructions.)
Questions 1 b. 2, 3, 5
Objectives 2, 3, 4
Needs support

Explanation, description, or justification is unclear, incomplete, incorrect or missing. The student did not demonstrate thinking through the process to correctly solve the problem.
Approaching Standard

Explanation, description, or justification is insufficient (could be partially correct, though the correct answer was not found and the student did not demonstrate thinking through the process to correctly solve the problem).
Meets Standard

Explanation, description, or justification may lack clarity and/or minor details, but the student was able to demonstate thinking through the process and correctly solve the problem.
Exceeds Standard

Explanation, description, or justification is clear, the student demonstrated thinking through the process and correctly solved the problem with zero errors.



Keywords:
  • Comparing Fractions

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