EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Goes Beyond

Found all possible solutions in a systemic way using both words and diagrams, explanation moves into
generalisation and has a good understanding of fractional equivalence that goes beyond their cohort standard.
The student demonstrates multiple possible strategies in which the fraction could be represented (number line,
converting the fractions to a percentage or decimal).

Task
Accomplished

Found all possible solutions (1/2, 2/4, 3/6, 4/8, 2/3, 4/6, 4/7, 5/8, 5/9, 6/9, ) with the method clearly explained
using words or diagrams (used a number line or converted the fractions to a percentile and or decimal), has a good
understanding of equivalence (1/2, 2/4, 3/6 and 4/8 are all the same representation) and benchmarking (that any
fraction above two thirds and below four ninths could be ignored as it was not a possible solution).

Substantial
Progress

Found the majority of possible solutions, (over 5 solutions) and recognised that some possible solutions had
equivalent fractions. Student uses an appropriate method but with small errors and or not all steps have been fully
explained which demonstrates a lack of complete understanding of both benchmarking and equivalent fractions
but is on the way to relative understanding.

Some
Progress
Little
Progress

Makes a promising start (correctly recognises that 1/2 and 5/9 are possible solutions). Has a limited
understanding in equivalent fractions (that can be shown in other representations) and benchmarking (some
answers were below and above the problem scope. Was not able to explain the strategy correctly using either
words or diagrams or uses estimation to find the solutions.
Little evidence of progress towards the task (lack of understanding in regards to the problem) or couldnt identify
any correct solutions. Significant gaps in the fundamental knowledge and skills in relation to rational number and
equivalent fractions.

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