EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Goes Beyond

Recognises that there are 8 answers between 4/9 and 4/6, with the potential that there may be 12 possible solutions if equivalent
fractions of 4/9 and 4/6 are included.
Has used three-four strategies to solve the problem (lattice diagram, conversion to decimals, number line, fraction wall etc)
Can articulate and write an explanation of their thought process and why they believe they have found all of the possible solutions
Has annotated their thinking as they have solved the problem

Task
Accomplishe
d

Has found 8 possible solutions: those fractions between 4/9 and 4/6
Has used two-three strategies to solve the problem (lattice diagram, conversion to decimals, fraction pies)
Has recognised equivalent fractions to help them solve the task.
Can articulate an explanation of their thought processes and has recorded this on the task.
Has provided a written explanation justifying why they think they have/have not found the solutions.

Substantial
Progress

Some
Progress

Has found 4-7 possible solutions between 4/9 and 4/6

Has used two possible strategies to solve the problem (fraction wall, lattice diagram, benchmarking to , and )
Can orally express their thought processes and then put these points into written form.

Has used one solution to solve the problem (lattice diagram, fraction pie)
Focuses largely on part-whole concepts and (for example using fraction pies)
Can provide a basic oral explanation of their thought processes and whether or not they have found all of the solution

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Little
Progress

Has used no feasible diagram to solve the problem, instead as relied on listing fractions in ascending order
Cannot provide a clear written explanation of their thought processes
Can orally provide a basic explanation of their thought processes

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

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. Excerpt included in your EDMA310/360 booklet of readings and on LEO.)