ABC Math VocabularyRubric

Sample Slides….

How you will be scored!

Click to see what a 1, 2, 3 and 4 look like!

RubricGrade/Group__________Date__________________ Mrs. Beck/Computers

90-100 80-89 60-79 0-59

4 3 2 1

ExcellentAdvanced

GoodProficient

FairNeeds Improvement

PoorNeeds Improvement

Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used drawing toolbar and visuals/action buttons along with custom animation/sound to reinforce screen text and presentation.

Displays knowledge of Math vocabulary.Student is at ease with content, but fails to elaborate. Student presents information in logical, interesting sequence—The slide shows a little bit of originality of originality but based on other people’s ideas, images. Good visual and drawing toolbar was used to enhance visual. Visuals related to text and presentation. Custom animation was added.

Displays knowledge of Math vocabulary. Student is uncomfortable with information and is able to answer only basic questions.Student presents information in logical, sequence—The slide has little originality is very basic and there is no evidence of new thought or inventiveness. Student used visuals mostly copy/pasted—didn’t use drawing toolbar and didn’t add animation.

Displays just a little knowledge of Math vocabulary. Student does not have grasp of information; student cannot answer questions about subject. The slide is a minimal collection or rehash of other people’s ideas, and images (copy and paste). There is no evidence of new thought.Student used very little/part of or no visuals.

Displays just a little knowledge of math vocabulary. Student does not have grasp of information; student cannot answer questions about subject. The slide is a minimal collection or rehash of other people’s ideas, and images have been copy/pasted. There is no evidence of new thought. Student used very little/part of or no visuals.

AreaNumber of square units needed to

cover a surface enclosed by a geometric figure

Displays knowledge of math vocabulary. Student is uncomfortable with information and is able to answer only basic questions. Student presents information in logical, sequence—The slide has little originality is very basic and there is no evidence of new thought or inventiveness. Student used visuals mostly copy/pasted didn’t use drawing toolbar and didn’t add animation.

The number of square units that covers a shape or figure. The size a surface takes up measured in square units.

Displays knowledge of math vocabulary. Student is at ease with content, but fails to elaborate. Student presents information in logical, interesting sequence—The slide shows a little bit of originality but based on other people’s ideas, images. Good visual and drawing toolbar was used to enhance visual. Visuals related to text and presentation. Custom animation was added.

The size of a surface.

The amount of space inside the boundary of a flat object (two dimensional) object such as a triangle or circle.To find the area of a square or rectangle, multiply the length by the width.

Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used drawing toolbar and visuals/action buttons along with custom animation to reinforce screen text and presentation.

Area

The number of square units that cover a shape or

figure.

See AreaFormulas

Count the little one-inch squares and find the total

area.

Is it the same as multiplying the width of the rectangle by the height?

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