EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Goes Beyond

Task
Accomplishe
d
Substantial
Progress
Some
Progress

Little
Progress

The student fully accomplished the task using a collection of strategies such as diagrams, number lines and mathematics that identify
a complex mathematical understanding of fractions. A clearly articulated interpretation of steps involved in solving the problem was
demonstrated, with the use of diagrams and words. Eight solutions for the fractions in between 4/9 and 4/6 were identified with the
accompanying explanation as to why all solutions had been found eg. the student worked from the lowest denominator and
numerator and worked their way up. Student was able to identify equivalent fractions such as 2/3 and 6/9 and not account for these
in the final solutions.
The student could identify all correct solutions. They demonstrated the ability to articulate the process and strategies such as
diagrams, smallest to largest numerator and denominator division or a number line to solve the problem. They displayed a concrete
understanding of fractions and part whole relationships. In order to identify the fractions in between 4/9 and 4/6 the student exhibited
an appropriate plan and accompanying strategy such as the use of number lines and words with a clear communication of why they
believed all solutions had been identified.
The student used an appropriate method to work out the fraction problem. They identified some/ majority of solutions for fractions
between 4/9 and 4/6 with accompanying strategies and a demonstration of method, however was unable to account for all 8 possible
solutions. The student made some attempt to articulate the process they had used and provide an explanation as to whether they
believed they found all solutions. The student showed some evidence of planning including diagrams and words but a small error
lead to a short fall in their strategy. The student demonstrated a developing understanding of fraction concepts.
The student makes a promising start in beginning to work out the problem, but is unable to continue effectively. The student starts to
work out solutions for fractions between 4/6 and 4/9 with diagrams or accompanying mathematics however gaps in their
understandings of fractions prevents them from moving forward. Little evidence of effective strategies such as converting to
decimals or working up from lowest to highest denominator and numerators was identified. The student lacks the understanding of
fractions as part/ whole relationships. The student did show perseverance in attempting to solve the problem using a number of
methods such as diagrams, however because they were unable to find solutions they were not able to conclude whether all solutions
were found.
The student shows little evidence of progress including a misuse of fraction concepts. The student attempts task using ineffective
strategies and reasoning which makes them unable to continue to find fractions between 4/6 and 4/9. Little understanding of fractions
as part/ whole relationships was evident.

NB. A max of 100 words per section will be ample.

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

HINT: To produce a good Rubric start with the major purpose of the task, and consider what task acomplished, substantial progress, some progress and limited progress might look like. Be
specific in your descriptions, including types of solutions that indicate the progress you are describing. Also consider what going beyond may entail with this task. (Cf. Downton, Knight,
Clarke, & Lewis, 2006. Mathematics assessment for learning: Rich tasks & work samples.)