Eighth Grade: Stuffing Envelopes Content Rubric—Claim 1 8.EE.B Understand the connections between proportional relationships, lines, and linear equations. 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 0 1 2 Does Not Meet Standard Yet Level 0 students show inconsistent or no understanding of the connections between proportional relationships, lines, and linear equations by not: Identifying who made more money. Showing the proportional relationship in Anna’s and Jason’s earnings. Providing an equation that represents their earnings. 3 4 Meets Standard Exceeds Standard Level 3 students show a good understanding of the connections between proportional relationships, lines, and linear equations by: Level 4 students show a thorough understanding of the connections between proportional relationships, lines, and linear equations by: Level 1 students show little understanding of the connections between proportional relationships, lines, and linear equations by: Level 2 students show a partial understanding of the connections between proportional relationships, lines, and linear equations by: Completing part of the task correctly, but not enough to establish his/her knowledge and skill in making connections between proportional relationships, lines, and linear equations. Attempting some mathematical representation of their solution that shows partial understanding of the proportional relationship (e.g., unit rates, proportion table, graphs, etc.). Accurately showing how much money Anna and Jason make when stuffing envelopes using proportional relationships, unit rates, graphs of equations, or other mathematical representation. Showing how Anna makes more money using multiple mathematical representations (e.g., proportional relationships, unit rates, proportion table, graphs, etc.). Inaccurately or not providing an algebraic equation that models either Ann’s or Jason’s earnings. Accurately connecting an algebraic equation to the mathematical context that models either Anna’s or Jason’s earnings. Accurately connecting algebraic equations to the mathematical context that models both Anna’s and Jason’s earnings. SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 1 Practice Rubric—Claim 3 Claim 3 Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 3 Range ALD: A. Test propositions or conjectures with specific examples. B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. C. State logical assumptions being used. D. Use the technique of breaking an argument into cases. E. Distinguish correct logic or reasoning from that which is flawed and—if there is a flaw in the argument—explain what it is. 0 1 2 Does Not Meet Standard Yet Level 0 students demonstrate inconsistent or no ability to clearly and precisely construct viable arguments in support of his or her reasoning or identify obvious flawed arguments in familiar contexts. Level 1 students demonstrate little ability to clearly and precisely construct viable arguments in support of his or her reasoning using concrete referents such as objects, drawings, diagrams, and actions and identify obvious flawed arguments in familiar contexts. Level 2 students demonstrate a partial ability to clearly and precisely construct viable arguments in support of his or her reasoning and should be able to find and identify the flaw in an argument by using examples or particular cases. Students should be able to break a familiar argument given in a highly scaffolded situation into cases to determine when the argument does or does not hold. 3 4 Meets Standard Exceeds Standard Level 3 students demonstrate an ability to clearly and precisely construct a viable argument in support of his or her reasoning by using stated assumptions, definitions, and previously established results and examples to test and support their reasoning or to identify, explain, and repair the flaw in an argument. Students should be able to break an argument into cases to determine when the argument does or does not hold. Level 4 students demonstrate a thorough ability to clearly and precisely construct viable arguments in support of his or her reasoning by using stated assumptions, definitions, and previously established results to support their reasoning or repair and explain the flaw in an argument. They should be able to construct a chain of logic to justify or refute a proposition or conjecture and to determine the conditions under which an argument does or does not apply. F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G. At later grades, determine conditions under which an argument does and does not apply. (For example, area increases with perimeter for squares, but not for all plane figures.) SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 2 Task Specific Rubric Anna & Jason’s Wage Capacity, Stuffing Envelopes (8th Grade) Level 0 students do not meet criteria for a level 1 Level 1 students demonstrate little ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Identifying who (Anna/Jason) made more money or that they both earned the same amount of money when stuffing the same number of envelopes. Attempting an answer justification, but not providing enough to establish his/her ability to clearly and precisely construct viable arguments that support his or her reasoning. Level 2 students demonstrate a partial ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Level 3 students demonstrate an ability to clearly and precisely construct a viable argument in support of his or her reasoning by: Level 4 students demonstrate a thorough ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Identifying that Anna made more money than Jason when stuffing the same number of envelopes. Identifying that Anna made more money than Jason when stuffing the same number of envelopes. Identifying that Anna made more money than Jason when stuffing the same number of envelopes. Inaccurately explains connections between or among the mathematical representations when justifying that Anna made more money. Justifying how Anna makes more money than Jason using proportional relationships, unit rates, graphs of equations, or other mathematical representation to support reasoning. Justifying how Anna makes more money than Jason using multiple mathematical representations (e.g., proportional relationships, unit rates, proportion table, graphs, linear equations, etc.) to support reasoning. SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 3 SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 4

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# 8th Grade Rubric - Washington State ESDs

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