Fractions
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Identify and Name Fractions
Demonstrates little or no understanding. Can not identify or name fractions.
Demonstrates some understanding. Can identify and name a few fractions.
Demonstrates most of the understanding. Can identify and name most of the fractions.
Demonstrates full understanding. Can easily identify and name all fractions.
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Determine the size of various fractions in relation to one another and in relation to one whole
Demonstrates little or no understanding. Can not accurately compare fractions by size and can not put them together to form a whole.
Demonstrates some understanding. Can accurately compare a few fractions by size and can put a few of them together to form a whole.
Demonstrates most of the understanding. Can accurately compare most fractions by size and can put most of them together to form a whole.
Demonstrates full understanding. Can accurately compare all fractions by size and can put all of them together to form a whole.
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Can order fractions from smallest to largest on a number line.
Demonstrates little or no understanding. Can not order fractions on a number line.
Demonstrates some understanding. Can order some fractions on a number line.
Demonstrates most of the understanding. Can order most fractions on a number line.
Demonstrates full understanding. Can order all fractions on a number line.
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Lesson #1 Finding parts of a whole. Student will read and write fractions for parts of whole.
- The student lacks the ability to identify equal parts within a figure (60% and below). - The student is unable to write fraction based on information given in a figure /diagrams. (60% and below). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student cannot take a fraction and create a diagram representing the fraction (60% and below) (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student lacks the ability to look at a diagram and determine what the part is as well as the whole. (60% and below) - The student shows little understanding of mathematics vocabulary (numerator/denominator), and is unable to apply mathematics terms to the setup of fractions.
- The student shows some signs of confusion when trying to identify equal parts within a figure (70-65%). - The student can write some fraction based on information given in a figure /diagram on most worksheets/assessments (70-65%). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates some ability to take a fraction and create a diagram representing the fraction (70-65%)(e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student shows signs of confusion when looking at a diagram and determining what the part is as well as the whole. (70-65%) - The student shows some understanding of mathematics vocabulary (numerator/denominator). The student is showing signs of difficulty when applying mathematics terms to the set up of fractions (70-65%)
- The student demonstrates to ability to identify equal parts within a figure most of the time (90-75%). - The student demonstrates the ability to write a fraction based on information given in a figure /diagram on most worksheets/assessments (90-75%). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates the ability to take a fraction and create a diagram representing the fraction on most of his/her work (90-75%) (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student is able to look at a diagram and determine what the part is as well as the whole on most occasions (90-75%). - The student demonstrates an understanding of mathematics vocabulary (numerator/denominator) and is able to apply this knowledge when setting up a fraction.
- The student demonstrates to ability to identify equal parts within a figure all the time. - The student demonstrates the ability to write a fraction based on information given in a figure /diagram. (E.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates the ability to take a fraction and create a diagram representing the fraction (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student is able to look at a diagram and determine what the part is as well as the whole. - The student demonstrates a strong understanding of mathematics vocabulary (numerator/denominator) and is able to apply this knowledge when setting up fractions.
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Lesson #2-Parts of a Group. Student will identify, read, and write fractions as equal parts of groups.
- Makes errors and is unable to use a fraction to describe parts of a group and apply it to a diagram (60% and below). - Lacks the ability write a fraction for the part(s) of a group, based on information from a diagram.(60% and below). - Is unable to identify explain and write fractions of a number. (E.g.. � of 8=2) (60% and below) - Struggles and is unable to comprehend the use of multiplication/division knowledge in regards to problem solving for parts of a group (60% and below). - Lacks the ability to understand key mathematics terminology in regards to parts of a group(60% and below).
- Is able to use a fraction to describe parts of a group with few errors and apply it to a diagram with few errors. (90-75%) - Can write a fraction for the part of a group, based on information from a diagram with few errors. (90-75%) - Can identify, explain and write fractions of a number with few errors. (E.g.. � Of 8=2). (90-75%) - Understands the importance of applying multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). (90-75%) - Is aware and understands most key mathematics terminology in regards to parts of a group. (90-75%)
- Makes errors when using a fraction to describe parts of a group and applying it to a diagram.(70-65%) - Demonstrates some ability write a fraction for the part(s) of a group, based on information from a diagram. (70-65%) - Attempts to identify explain and write fractions of a number. (E.g.. � Of 8=2)(70-65%) - Makes errors when applying multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). (70-65%) - Shows some understanding of key mathematics terminology in regards to parts of a group.(70-65%)
- Is able to use a fraction to describe parts of a group and apply it to a diagram. - Can write a fraction for the part of a group, based on information from a diagram. - Can identify, explain and write fractions of a number (e.g.. � Of 8=2). - Is able to apply multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). - Is able to apply a clear understanding of key mathematics terminology in regards to parts of a group.
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Lesson#3-Equivalent fractions. Student will find equivalent fractions
- Is unable to identify an equivalent fraction. - Is unable Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence. - Does not demonstrate an Understand that equivalent fractions name the same amount and is therefore unable to take a basic fraction and find equivalent fractions. - Shows little to no understanding of the utilization multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction.
- Can identify some equivalent fraction. (70-65%) - Is aware of manipulatives (such as fraction strips) but struggles demonstrate conceptual understanding of number sentence.(70-65%) - Struggles to understand that equivalent fractions name the same amount and struggles to use a basic fraction to find equivalent fractions. (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. (70-65%)
- Can identify an equivalent fraction. (90-75%) - Can Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence with few errors. (90-75%) - Is aware that equivalent fractions name the same amount and is therefore able to take a basic fraction and find equivalent fractions. (90-75%) - Can utility multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction with few errors. (90-75%)
- Can identify an equivalent fraction. - Can Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence. - Understands that equivalent fractions name the same amount and is therefore able to take a basic fraction and find up to five equivalent fractions. - Can utility multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction.
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Finding parts of a whole. Student will read and write fractions for parts of whole.
- The student lacks the ability to identify equal parts within a figure (60% and below). - The student is unable to write fraction based on information given in a figure /diagrams. (60% and below). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student cannot take a fraction and create a diagram representing the fraction (60% and below) (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student lacks the ability to look at a diagram and determine what the part is as well as the whole. (60% and below) - The student shows little understanding of mathematics vocabulary (numerator/denominator), and is unable to apply mathematics terms to the setup of fractions.
- The student shows some signs of confusion when trying to identify equal parts within a figure (70-65%). - The student can write some fraction based on information given in a figure /diagram on most worksheets/assessments (70-65%). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates some ability to take a fraction and create a diagram representing the fraction (70-65%)(e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student shows signs of confusion when looking at a diagram and determining what the part is as well as the whole. (70-65%) - The student shows some understanding of mathematics vocabulary (numerator/denominator). The student is showing signs of difficulty when applying mathematics terms to the set up of fractions (70-65%)
- The student demonstrates to ability to identify equal parts within a figure most of the time (90-75%). - The student demonstrates the ability to write a fraction based on information given in a figure /diagram on most worksheets/assessments (90-75%). (e.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates the ability to take a fraction and create a diagram representing the fraction on most of his/her work (90-75%) (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student is able to look at a diagram and determine what the part is as well as the whole on most occasions (90-75%). - The student demonstrates an understanding of mathematics vocabulary (numerator/denominator) and is able to apply this knowledge when setting up a fraction.
- The student demonstrates to ability to identify equal parts within a figure all the time. - The student demonstrates the ability to write a fraction based on information given in a figure /diagram. (E.g.. Figure with four parts, two of the parts are shaded student would write 2/4). - The student demonstrates the ability to take a fraction and create a diagram representing the fraction (e.g.. 2/5 student will draw a diagram with 5 equal parts and shade in two of the five equal parts.) - The student is able to look at a diagram and determine what the part is as well as the whole. - The student demonstrates a strong understanding of mathematics vocabulary (numerator/denominator) and is able to apply this knowledge when setting up fractions.
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Parts of a Group. Student will identify, read, and write fractions as equal parts of groups.
- Makes errors and is unable to use a fraction to describe parts of a group and apply it to a diagram (60% and below). - Lacks the ability write a fraction for the part(s) of a group, based on information from a diagram.(60% and below). - Is unable to identify explain and write fractions of a number. (E.g.. ¼ of 8=2) (60% and below) - Struggles and is unable to comprehend the use of multiplication/division knowledge in regards to problem solving for parts of a group (60% and below). - Lacks the ability to understand key mathematics terminology in regards to parts of a group(60% and below).
- Is able to use a fraction to describe parts of a group with few errors and apply it to a diagram with few errors. (90-75%) - Can write a fraction for the part of a group, based on information from a diagram with few errors. (90-75%) - Can identify, explain and write fractions of a number with few errors. (E.g.. ¼ of 8=2). (90-75%) - Understands the importance of applying multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). (90-75%) - Is aware and understands most key mathematics terminology in regards to parts of a group. (90-75%)
- Makes errors when using a fraction to describe parts of a group and applying it to a diagram.(70-65%) - Demonstrates some ability write a fraction for the part(s) of a group, based on information from a diagram. (70-65%) - Attempts to identify explain and write fractions of a number. (E.g.. ¼ of 8=2)(70-65%) - Makes errors when applying multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). (70-65%) - Shows some understanding of key mathematics terminology in regards to parts of a group.(70-65%)
- Is able to use a fraction to describe parts of a group and apply it to a diagram. - Can write a fraction for the part of a group, based on information from a diagram. - Can identify, explain and write fractions of a number (e.g.. ¼ of 8=2). - Is able to apply multiplication/division knowledge to problem solving in regards to parts of a group (e.g.. Finding the fraction of a number). - Is able to apply a clear understanding of key mathematics terminology in regards to parts of a group.
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Equivalent fractions. Student will find equivalent fractions
- Is unable to identify an equivalent fraction. - Is unable Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence. - Does not demonstrate an Understand that equivalent fractions name the same amount and is therefore unable to take a basic fraction and find equivalent fractions. - Shows little to no understanding of the utilization multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction.
- Can identify some equivalent fraction. (70-65%) - Is aware of manipulatives (such as fraction strips) but struggles demonstrate conceptual understanding of number sentence.(70-65%) - Struggles to understand that equivalent fractions name the same amount and struggles to use a basic fraction to find equivalent fractions. (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. (70-65%)
- Can identify an equivalent fraction. (90-75%) - Can Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence with few errors. (90-75%) - Is aware that equivalent fractions name the same amount and is therefore able to take a basic fraction and find equivalent fractions. (90-75%) - Can utility multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction with few errors. (90-75%)
- Can identify an equivalent fraction. - Can Utilize manipulatives (such as fraction strips) to demonstrate conceptual understanding of number sentence. - Understands that equivalent fractions name the same amount and is therefore able to take a basic fraction and find up to five equivalent fractions. - Can utility multiplication/division when trying to determine the missing numerator or denominator in an equivalent fraction.
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Uses fractions to describe parts of a whole.
Not able to describe the concept of equal parts of a whole by using fractions.
Sometimes, with support, student is able to describe parts of a whole by using fractions.
Often successful at independently describing parts of a whole by using fractions.
Almost always successful at independently describing parts of a whole by using fractions. Rarely makes a mistake.
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Can represent fractions using concrete materials, pictures and symbols.
Has great difficulty representing fractions using pictures and symbols.
With support, sometimes able to represent fractions using pictures and symbols.
Often successful at independently representing fractions using pictures and symbols.
Almost always successful at independently representing fractions using pictures and symbols.
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Can compare fractions with the same denominator to determine which is greater.
Has great difficulty comparing fractions with the same denominator and can not determine which is greater.
With support, is sometimes able to compare fractions with the same denominator and determine which is greater.
Often successful at independently comparing fractions with the same denominator to determine which is greater.
Almost always successful at independently comparing fractions with the same denominator to determine which is greater.
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Total---->
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