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EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric


Goes Beyond

Task
Accomplished

Substantial
Progress
Some
Progress
Little
Progress

Use of a range of strategies that can be used to prove a definite amount of fractions that exist between 4/9 and 4/6., e.g. lattice diagram,
number line, fractional images. This proof is used to justify explanation of knowing that all solutions have been found. Demonstrates
reasoning for thinking and recording is shown in a logical sequence. Considers and provides reasoning that an infinite amount of
fractions exist, however when the number for both numerator and denominator are limited to a single digit there is a definite 8 possible
solutions using proof from working to support explanation.
Uses at least one appropriate strategy, e.g. lattice diagram, number line, fractional images, and demonstrates understanding of rational
number, e.g. equivalence, converting to decimals to find all possible solutions. Shows that the fractions that exist between 4/9 and 4/6
must be made up of a numerator and denominator of a single digit, i.e. 0-9 as this is stated in the task outline i.e. although 5/10 is
between 4/9 and 4/6 it is not an appropriate solution to the task, thus there is a definite number of possible solutions.
Records an appropriate explanation that supports their findings. This includes identification that all solutions have been found and using
proof from recording of thinking to support their explanation.
No, or limited, evidence to show that a limited number of solutions exist due to the outline of the task stating only two single digits may
be used. Able to demonstrate that 4/6 is equivalent to 6/9 so the fraction 5/9 would be between 4/9 and 5/6, or demonstrates knowledge
of partition sizes and the denominators effect on the size of the fraction 4/9 is smaller than 4/6, both 4/8 and 4/7 would be between
these two fractions as their partitions are larger than ninths but smaller than sixths. Strategies and thinking behind named solutions are
shown. Explanation makes a statement about all solutions being found/not found but evidence from working to support ideas is not
present, or limited.
Investigates fractions using a fractional model, such as paper strips, rectangular area diagram, fraction circle. Represents 4/9 and 4/6 as
fractional images and can identify common fractions that would exist between them, e.g. . Evidence of thinking about fractional
equivalence may be evident. No, or limited, evidence of an appropriate explanation to prove that all possible fractions have/havent
been found statement not justified by proof from working.
Represents given fractions using a fractional model, e.g. number line, paper strips, rectangular area diagram or fraction circle. No
solutions provided, or inappropriate solutions, or thinking behind solutions not evident. No evidence of explanation giving reasons for
why all solutions have or have not been found.

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


HINT: To produce a good Rubric start with the major purpose of the task, and consider what task acomplished, substantial progress, some progress and limited progress might look like. Be
specific in your descriptions, including types of solutions that indicate the progress you are describing. Also consider what going beyond may entail with this task. (Cf. Downton, Knight,
Clarke, & Lewis, 2006. Mathematics assessment for learning: Rich tasks & work samples. Excerpt included in your EDMA310/360 booklet of readings and on LEO.)

Ellen Zambon
S00125819