1h.++Six-Facets+of+Understanding+Rubric

Describe why it would be important to know how to manually convert (without a calculator) fractions, decimals, and percents? || Student answer is fully supported with justifiable reasoning and goes beyond the classroom learning. || Student answer is supported and uses information from classroom learning. || Student answer is not well supported and uses some of the information from classroom learning. || Student answer is not supported and does not use any information from classroom learning. || Assume the role of a store owner. You paid $250 for a bicycle and want to resell it for $400, but no one is buying the bike. You want to put the bicycle on sale. What percent discount would you put on the bike to help it sell and still make a profit? Explain your reasoning. || Student answer is mathematically correct, is an excellent analysis of the problem, and is supported by logical reasoning given the context. || Student answer is mathematically correct, is a good analysis of the problem, and is supported by some logical reasoning given the context. || Student answer is not mathematically correct, is an analysis of the problem, is has some supportive reasoning given the context. || Student answer is mathematically correct, does not provide an analysis of the problem, and has no supportive reasoning given the context. || You have $25 in your savings account. At the end of each week you earn 5% interest on your account. At the beginning of each week, starting with week 2, add $25 more dollars to your account. How much money will be in your account at the end of week 8? || Student answer is mathematically correct, makes masterful application of classroom learning, and provides an answer that demonstrates the ability to efficiently transfer knowledge to a new situation. || Student answer is mathematically correct, makes good application of classroom learning, and provides an answer that demonstrates competence in transferring knowledge to a new situation. || Student answer is not mathematically correct, does not make good application of classroom learning, and provides an answer that shows limited transfer of knowledge to a new situation. || Student answer is not mathematically correct, does not make application of classroom learning, and provides and answer that shows very limited or no transfer of knowledge to a new situation. || Examine the differences between using fractions, decimals or percents in a recipe. || Student answer is credible and plausible given the context and effective critiques the usage of fractions, decimals and percents in recipes. || Student answer is plausible given the context and critiques the usage of fractions, decimals and percent in recipes. || Student answer is not very plausible or credible and provides a poor critique of the usages of fractions, decimals and percents in recipes. || <span style="font-family: 'Arial','sans-serif';">Student answer is not plausible or credible and provides limited critique of the usage of fractions, decimals and percents in recipes. || Create a imaginary diary entry: “A day in the life of a decimal.” || <span style="font-family: 'Arial','sans-serif';">Student answer provides an extremely perceptive view into the life of a decimal, is able empathize with the decimal’s life, and is able to make sense of the life of a decimal. || <span style="font-family: 'Arial','sans-serif';">Student answer provides a perceptive view into the life of a decimal, is able to see the value of a decimal’s life, and is able to make some sense of the life of a decimal. || <span style="font-family: 'Arial','sans-serif';">Student answer provides a view into the life of a decimal, is able to see some value of a decimal’s life, and have a limited sense of the life of a decimal. || <span style="font-family: 'Arial','sans-serif';">Students answer provides a limited view into the life of a decimal, is able to see limited value of a decimal’s life, and has limited or no sense of the life of a decimal. || Develop a mathematical journal entry telling which you prefer: fractions, decimals or percents. Be sure to talk about why you think or feel this. || <span style="font-family: 'Arial','sans-serif';">Student answer shows advanced awareness of their own prejudices, is reflective of themselves and the world around them, and shows willingness to act on their understanding. || <span style="font-family: 'Arial','sans-serif';">Student answer shows awareness of their own prejudices, is somewhat aware reflective of themselves and the world around them, and shows some willingness to act on their understanding. || <span style="font-family: 'Arial','sans-serif';">Student answer shows some awareness of their own prejudices, is limited in their reflections of themselves and the world around them, and shows limited willingness to act on their understanding. || <span style="font-family: 'Arial','sans-serif';">Student answer shows no awareness of their own prejudices, is not able to reflect on themselves and the world around them, shows limited or no willingness to act on their understanding. ||
 * || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">4 ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">3 ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">2 ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Explain: **<span style="color: black; font-family: 'Arial','sans-serif';">
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 * **<span style="color: black; font-family: 'Arial','sans-serif';">Apply: **<span style="color: black; font-family: 'Arial','sans-serif';">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Perspective: **<span style="color: black; font-family: 'Arial','sans-serif';">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Empathy: **<span style="color: black; font-family: 'Arial','sans-serif';">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Self-Knowledge: **<span style="color: black; font-family: 'Arial','sans-serif';">