Rubrics for Projects in Mathematics

Part A: Mathematical Knowledge: Concepts and Principles 30%

Level 1 (Low) |
Level 2 (Fair) |
Level 3 (Good) |
Level 4 (Excellent) |

-Fails to show understanding of the task’s mathematical concepts and principles -Fails to use appropriate terminology -Contains major errors -Fails to demonstrate mastery of skills needed to complete the task -Fails to recognize appropriate technology |
-Shows limited understanding of the task’s mathematical concepts and principles -Fails to use appropriate terminology -Contains some major errors -Fails to demonstrate mastery of skills needed to complete the task -Recognizes appropriate technology but uses it ineffectively |
-Understands most of the task’s mathematical concepts and principles -Uses mostly appropriate terminology and notation -Executes algorithms completely with minor errors - Demonstrates near mastery of skills needed to complete the task - Recognizes and uses appropriate technology as a tool |
-Shows complete understanding of the task’s mathematical concepts and principles -Uses appropriate mathematical terminology and notation -Executes algorithms completely and correctly -Demonstrates mastery of skills needed to complete the task -Recognizes and effectively uses appropriate technology as a tool |

Part B: Applying the knowledge: Critical Thinking and Problem Solving 30%

Level 1 (Low) |
Level 2 (Fair) |
Level 3 (Good) |
Level 4 (Excellent) |

-Shows little to no understanding of the relationships between elements of the task -Strategy is inappropriate or nonexistent -Minimal to no evidence of a solution process -Fails to draw conclusions |
-Identifies some important elements but fails to use appropriate concepts and skills -Reflects an appropriate strategy but fails to apply towards solving the problem or completing the task -Solution process is incomplete -Conclusions are incorrect or illogical |
-Identifies most of the important elements and uses appropriate concepts and skills most of the time -Reflects an appropriate strategy for solving the problem or completing the task -Solution process is nearly complete -Draws logical conclusions |
-Identifies all important elements and correctly uses appropriate concepts and skills -Reflects an appropriate, logically sound strategy for solving the problem or completing the task -Gives clear evidence of a complete and systematic solution process -Draws logical, in-depth conclusions |

Part C: Oral Communication 25%

Level 1 (Low) |
Level 2 (Fair) |
Level 3 (Good) |
Level 4 (Excellent) |

-Provides minimal explanation -Has difficulty answering questions |
-Gives some but incomplete explanation -Explanation addresses WHAT was done but not WHY it was done, and is vague or difficult to understand -Only basic questions are answered, has difficulty with higher-level questions |
-Uses the language of mathematics to give an nearly complete explanation -Explanation addresses WHAT was done and Why it was done, and is reasonably clear -All questions are answered thoughtfully with enthusiasm |
-Uses the language of mathematics to give a complete explanation of the solution process employed - Explanation addresses WHAT was done and WHY it was done, and is clear enough to be understood -All questions are answered logically and thoughtfully with confidence and enthusiasm |

Part D: Display Board 15%

Level 1 (Low) |
Level 2 (Fair) |
Level 3 (Good) |
Level 4 (Excellent) |

-No recognizable organization -Lacks charts/graphs/photos/models -Messy board with noticeable corrections made |
-Organization hinders comprehension -Charts/graphs/photos/models are either poorly explained or not explained. |
-Organization of the board is evident -Most of the charts/graphs/photos or models are clearly explained |
-Organization of the board is clear, logical and self-explanatory -Charts/graphs/photos/models have complete explanation of all the elements |