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1
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2
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3
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4
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Identify and Name
Fractions
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Demonstrates little
or no understanding. Can not identify or name fractions.
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Demonstrates some understanding.
Can identify and name a few fractions.
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Demonstrates most of
the understanding. Can identify and name most of the
fractions.
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Demonstrates full understanding.
Can easily identify and name all fractions.
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____
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Determine the size
of various fractions in relation to one another and
in relation to one whole
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Demonstrates little
or no understanding. Can not accurately compare fractions
by size and can not put them together to form a whole.
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Demonstrates some understanding.
Can accurately compare a few fractions by size and can
put a few of them together to form a whole.
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Demonstrates most of
the understanding. Can accurately compare most fractions
by size and can put most of them together to form a
whole.
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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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____
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Can order fractions
from smallest to largest on a number line.
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Demonstrates little
or no understanding. Can not order fractions on a number
line.
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Demonstrates some understanding.
Can order some fractions on a number line.
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Demonstrates most of
the understanding. Can order most fractions on a number
line.
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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.
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- 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.
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- 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%)
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- 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.
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- 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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____
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Lesson #2-Parts
of a Group. Student will identify, read, and write fractions
as equal parts of groups.
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- 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).
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- 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%)
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- 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%)
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- 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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____
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Lesson#3-Equivalent
fractions. Student will find equivalent fractions
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- 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.
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- 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%)
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- 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%)
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- 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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____
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Finding parts of
a whole. Student will read and write fractions for parts
of whole.
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- 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.
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- 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%)
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- 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.
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- 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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____
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Parts of a Group.
Student will identify, read, and write fractions as
equal parts of groups.
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- 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).
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- 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%)
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- 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%)
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- 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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____
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Equivalent fractions.
Student will find equivalent fractions
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- 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.
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- 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%)
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- 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%)
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- 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.
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Not able to describe
the concept of equal parts of a whole by using fractions.
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Sometimes, with support,
student is able to describe parts of a whole by using
fractions.
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Often successful at
independently describing parts of a whole by using fractions.
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Almost always successful
at independently describing parts of a whole by using
fractions. Rarely makes a mistake.
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____
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Can represent fractions
using concrete materials, pictures and symbols.
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Has great difficulty
representing fractions using pictures and symbols.
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With support, sometimes
able to represent fractions using pictures and symbols.
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Often successful at
independently representing fractions using pictures
and symbols.
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Almost always successful
at independently representing fractions using pictures
and symbols.
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____
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Can compare fractions
with the same denominator to determine which is greater.
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Has great difficulty
comparing fractions with the same denominator and can
not determine which is greater.
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With support, is sometimes
able to compare fractions with the same denominator
and determine which is greater.
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Often successful at
independently comparing fractions with the same denominator
to determine which is greater.
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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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