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Making the Problem-Solving Rubric “Kid Friendly” Classroom Mathematician Numbers Labeled Folders are labeled Schedule of the Day Organization Shows step by step of my thinking Neat Everything in its place Bedroom Computation Brace Map for Part to the Whole Thinking Share equally Ruth, Roz, and Ralph bought two boxes of tennis balls. Each box contains five tubes of three balls in each. How many tennis balls will each person get if they share equally? How many tennis balls will each person get if they share equally? 3 friends 2 boxes of tennis balls Five tubes of balls in each box 3 balls in each tube What are tubes of tennis balls? Flow Map for Sequencing Thinking Flow Map for Sequencing Thinking Let’s Talk About It Justify: Why did you solve it this way? Is your answer reasonable? Now, We Can Write About It Flow Map for Sequencing Thinking Don’t Forget The Answer Your Turn ☐{_ Using the Rubric For Grading How do I get my students to improve? • • • • Work in partners Students check or grade work Share strategies Make your students think! Don’t tell them how to solve a problem. • Use the rubric often • Solve problems regularly (not just on “Fun Friday”). Make it part of your daily math instruction. Where Can I Get More Problems? • Blue prints of nine week assessments • Take multiple choice problems and turn them into short answer questions • Use your team’s capacity Where Can I Get More Problems? Math Support Website http://classroom.leanderisd.org/webs/elemmath/hom e.htm LISD Curriculum Website http://classroom.leanderisd.org/webs/elemcurr/