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7-8 The student consistently uses appropriate mathematical concepts All levels of BEDMAS are used in the algebraic equation in the

and skills and selects and applies basic rules correctly to solve poem

problems in both fam iliar and unfam iliar situations, including Poem is constructed in a way that the equation has at least one

those in a variety of real-life contexts. clear, logical solution

The poem allows the audience to identify algebra at both familiar

(gr8 algebra) and unfamiliar (advanced algebra) levels.

5-6 The student generally uses appropriate mathematical concepts and Most levels of BEDMAS are used in the algebraic equation in the

skills and selects and applies basic rules correctly to solve problems in poem

both fam iliar and som e unfam iliar situations including those in Poem is constructed in a way that the equation has a clear

som e real-life contexts. solution

The poem allows the audience to identify algebra at both familiar

(gr8 algebra) and some unfamiliar (advanced algebra) levels.

3-4 The student som etim es uses appropriate mathematical concepts Some levels of BEDMAS are used in the algebraic equation in the

and skills and selects and applies basic rules correctly to solve poem

problems in fam iliar situations. Poem is constructed in a way that the equation has a solution

The poem allows the audience to identify algebra at familiar (gr8

algebra) levels.

1-2 The student attem pts to use appropriate mathematical concepts and The equation outlined in the poem involves simple algebraic

skills and select and apply basic rules to solve problems in familiar operations

situations. Poem translates to a basic equation and solution

0 The student does not reach a standard described by any of the The student does not reach a standard described by any of the

descriptors given below. descriptors given below.

level

5-6 The student consistently uses appropriate mathematical language The poem consistently uses algebraic language that has been

in both oral and written communications in familiar situations. The introduced in class

student uses different forms of mathematical representation with The English language used in the poem translates easily and

confidence. The student clearly com m unicates a mathematical accurately to algebraic language.

line of reasoning in solving simple problems using different forms of Translation is clearly outlined in table format (see example)

representation. Solution is clearly explained in a step-by-step format

3-4 The student generally uses appropriate mathematical language in The poem generally uses algebraic language that has been

both oral and written communications in familiar situations. The introduced in class

student uses different forms of mathematical representation. The The English language used in the poem translates somewhat

student com m unicates a mathematical line of reasoning in solving accurately to algebraic language.

simple problems using different forms of representation Translation is outlined in table format (see example)

Solution is explained in a step-by-step format

1-2 The student attem pts to use appropriate mathematical language in An attempt at using algebraic language that has been introduced

both oral and written communications in familiar situations. The in class has been made.

student attem pts to use different forms of mathematical Some of the English language used in the poem translates to

representation. The student attem pts to com m unicate a algebraic language.

mathematical line of reasoning in solving simple problems. Explanation of the solution is attempted

0 The student does not reach a standard described by any of the The student does not reach a standard described by any of the

descriptors given below. descriptors given below.

level

The student can consistently consider the reasonableness of the The student considers if the solution is reasonable and makes

results in the context of the problem, attem pt to explain whether sense in the context of the poem.

5-6 they make sense, and consider the importance of their findings. The The student explains if the poem leads the audience to an

student can consider the degree of accuracy of their results where accurate translation and a clear solution, any errors are clearly

appropriate and estim ate errors in simple measurements. The described.

student considers alternatives to the method when appropriate. The student considers if all possible solutions are identified and

explained.

3-4 The student can consider the reasonableness of the results in the The student somewhat considers if the solution is reasonable and

context of the problem, attem pt to explain whether they make makes sense in the context of the poem.

sense, and consider the importance of their findings. The student The student attempts to explain if the poem leads the audience to

can consider the degree of accuracy of their results where an accurate translation and a clear solution, any errors are

appropriate and estim ate errors in simple measurements. The identified.

student occasionally considers alternatives to the method when The student occasionally considers if the possible solutions are

appropriate. identified and explained.

1-2 The student attem pts to consider the reasonableness of the results The student considers if the solution is reasonable and makes

in the context of the problem and attem pts to explain whether they sense in the context of the poem.

make sense. The student attem pts to consider the degree of The student attempts to explain if the poem leads the audience to

accuracy of their results where appropriate and estim ates errors in an accurate translation and a clear solution.

simple measurements. The student rarely considers alternatives to The student does not consider if possible solutions are identified

the method. and explained.

0 The student does not reach a standard described by any of the The student does not reach a standard described by any of the

descriptors given below. descriptors given below.

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