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1
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2
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3
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4
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The student identified
equal/unequal parts in a figure.
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(60% and below) The
student lacks the ability to identify equal and or unequal
parts within a figure.
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(70-65%) The student
shows some signs of confusion when trying to identify
equal and or unequal parts within a figure.
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(75-90%) The student
demonstrates the ability to identify equal and or unequal
parts within a figure most of the time.
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(95-100%) The student
demonstrates to ability to identify equal parts within
a figure all the time.
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The student is able
to create a figure/diagram from information provided
from a fraction (student is able to determine the part
from the whole).
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(60% and below) The
student cannot take a fraction and create a diagram
representing the fraction.
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(70-65%) The student
demonstrates some ability to take a fraction and create
a diagram representing the fraction.
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(90-75%) The student
demonstrates the ability to take a fraction and create
a diagram representing the fraction on most of his/her
work.
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(100-95%) The student
demonstrates the ability to take a fraction and create
a diagram representing the fraction.
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Produce a fraction
based on information portrayed/represented in a figure/diagram.
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(60% and below) The
student is unable to write fraction based on information
given in a figure /diagrams.
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(70-65%) The student
can write some fraction based on information given in
a figure /diagram on most worksheets/assessments.
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(75-90%) The student
demonstrates the ability to write a fraction based on
information given in a figure /diagram on most worksheets/assessments.
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(95-100%) • The student
demonstrates the ability to write a fraction based on
information given in a figure /diagram. (eg. Figure
with four parts, two of the parts are shaded student
would write 2/4).
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Problem solve for
fractions by activating and applying their understanding
of such skills as multiplication and division.
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Shows little to no
understanding of the utilization multiplication/division
when trying to determine the missing numerator or denominator
in an equivalent fraction.
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(70-65%) • Not fully
clear of the use multiplication/division when trying
to determine the missing numerator or denominator in
an equivalent fraction with few errors.
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(90-75%) Can utility
multiplication/division when trying to determine the
missing numerator or denominator in an equivalent fraction
with few errors.
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(100-95%) Can utility
multiplication/division when trying to determine the
missing numerator or denominator in an equivalent fraction.
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The student is able
to properly identify and use mathematic terminology
related to fractions (eg. denominator, numerator and
equivalent fractions).
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(60%-below) The student
shows little understanding of mathematic vocabulary
(numerator/denominator), and is unable to apply mathematic
terms to the setup of fractions.
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(70-65%) The student
is showing signs of difficulty when applying mathematic
terms to the set up of fractions.
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(90-75%) The student
demonstrates an understanding of mathematic vocabulary
(numerator/denominator) and is able to apply this knowledge
when setting up a fraction.
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(100-95%) The student
is able to properly identify and use mathematic terminology
related to fractions (eg. denominator, numerator and
equivalent fractions).
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Student will identify
the parts of a fraction using the correct vocabulary
words
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Student cannot identify
what a fraction looks like.
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Student can identify
what a fraction looks like.
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Student can identify
both the numerator and denominator of the fraction using
correct vocabulary words.
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Student can match the
definitions to vocabulary words correctly. (numerator,
denominator)
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Student will be
able to write the fraction for the shaded parts.
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Student cannot write
a fraction (numerator and denominator)
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Student can write one
of the parts of the fraction correctly (denominator
or numerator)
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Student can write the
correct numerator and denominator on some of the problems
on the assessment.
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Student can write the
correct numerator and denominator to represent the fractions
on all problems on the assessment.
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Student will be
able to compare the shaded parts of a fraction by writing
>,< or = to compare fractions.
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Student cannot identify
any fractions correctly to compare.
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Student can idenify
one fraction correctly to compare.
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Student can compare
two fractions by writing the correct symbols (>,<,=).
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Student can compare
two fractions by writing the correct symbols (>,<,=)
in all problems of the assessment.
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Student will be
able to write fractions to represent a picture.
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Student cannot write
the fraction to represent the picture.
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Student can write only
one number correct in the fraction (numerator or denominator)to
represent the picture.
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Student can write both
the numerator and denominator of a fraction to represent
the picture.
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Student can write both
the numerator and denominator of a fraction to represent
the picture in all problems of the assessment.
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Total---->
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