Rubric Creation: Multiplying and Dividing Fractions
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Creating A Rubric
Creating a Rubric
The lesson I intend to utilize in order to create my rubric is multiplying and dividing fractions. The specific objectives of this lesson are to describe the procedure for multiplying fractions, determine the product of two or more fractions, describe the procedure for dividing one fraction by another, describe the process of inverting and multiplying, and finally apply procedures to divide fractions and simplify the result when necessary.
Rubric
Criteria
Levels of Mastery
Beginner Level
Intermediate Level
Mastery Level
Applied
Knowledge
Student rarely uses proper procedures when multiplying or dividing fractions, whole numbers, or mixed numbers.
Student often uses proper procedures when multiplying or dividing fractions, whole numbers, or mixed numbers.
Student always uses proper procedures when multiplying or dividing fractions, whole numbers, or mixed numbers.
Explanation
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).
Procedures
Uses mathematical procedures that include some errors and/or omissions when multiplying and dividing fractions
Uses mathematical procedures that include few errors and/or omissions when multiplying and dividing fractions
Uses mathematical procedures that include few, if any, minor errors and/or omissions when multiplying and dividing fraction
According to Dr. Kallick “the more that we use the rubrics, the more we internalize that journey from novice to expert. So that when a person is a self-directed learner, and they need to manage themselves, perhaps part of the self-management is one that says, its not that Im a failure. Its that Im a novice. Im a beginner, and Im going to start a journey” (Laureate 1996l). From these words I understand why rubrics are so important: they allow students to realize that they will not be experts when they are first introduced to something new, they will ne novices. However, the path to improvement, to becoming “an expert,” can be laid out in front of them. What better way for a student to become more self-directed or raise awareness of exactly what the expectations or objectives