MATHEMATICS CONTENT RUBRIC

MCR Indicators / 5 / 3 / 1
Content Information
Provided by Teacher /
  • The teacher posted an accurate definition of a term and reviewed the definition of a term previously defined.
  • The explanation or demonstration of the new concept was accurate, thorough, and connected to a concept attained in a previous lesson.
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  • An accurate definition of a term was posted.
  • The explanation or demonstration of the new concept was accurate and complete.
Posting doesn’t only apply to new concepts. Examples may be included and necessary to clarify concepts. /
  • No definitions of terms were posted.
  • The explanation or demonstration of the new concept was not entirely accurate, confusing, or difficult to follow.

Required Classroom
Student Activities /
  • The activity provided students with multiple ways of grasping the concept highlighted in the lesson objective.
  • The activity required students to find a pattern or build on prior knowledge to either construct a rule or internalize a strategy.
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  • The activity required students to investigate the concept highlighted in the lesson objective prior to a concise explanation or demonstration given by the teacher.
  • Proposed problems were of two levels of difficulty and challenged students to think on a deeper level.
Not scoring effectiveness of the activity, just the potential. /
  • The activity provided practice in applying knowledge attained in an earlier lesson.
  • Students were required to use a prescribed strategy or algorithm to complete a set of problems.
  • Students were asked to construct representations (graphical, geometric, data tables, etc.) but were not challenged to use them in understanding the concept highlighted in the lesson objective.

Answers
Provided by Teacher /
  • The teacher led students into the accurate answer via the Socratic method.
  • When two students asked the same question, the teacher seized the opportunity to reteach the concept or topic at the core of the confusion.
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  • Answers were accurate, complete, and justified.
  • When three students asked the same question, the teacher seized the opportunity to reteach the concept or topic at the core of the confusion.
If questions are not audible, then score this indicator a 1. /
  • Answers were inaccurate or incomplete.
  • Even though more than three students asked the same question, the teacher failed to reteach the concept or topic at the core of the confusion.

Mathematical Academic
Language /
  • All terms were accurate, clear, and appropriately used.
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  • One term was misused but did not adversely impact the learning.
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  • The misuse of two or more terms adversely impacted the learning.

Mathematical Notation /
  • Steps were clear and distinctly presented.
  • Relational signs (e.g., equal, greater than, approximately) connected each step in all calculations.
  • Appropriate units were kept with magnitudes throughout calculations.
  • Figures were accurately labeled.
  • Calculations were free of errors.
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  • Steps were clear and a majority of them were distinctly presented.
  • Equal signs connected a majority of the steps in each calculation.
  • Appropriate units were kept with magnitudes throughout calculations.
  • A majority of the labels on the figures were accurate.
  • Minor errors were made in calculations but were immediately addressed.
Snapshots of calculations done on the board are evidence for this indicator. /
  • Steps were missing or bunched together.
  • Relational signs (e.g., equal, greater than, approximately) were missing between the steps of calculations.
  • Appropriate units were omitted in calculations.
  • Figures were inaccurately labeled.
  • Serious errors were made in calculations.

Mathematical Connections /
  • Two or more appropriate connections were made to concepts or procedures learned in a previous lesson.
  • Two or more appropriate connections were made between mathematical representations.
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  • One appropriate connection was made to a concept or procedure learned in a previous lesson.
  • One appropriate connection was made between mathematical representations.
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  • No appropriate connections were made to concepts or procedures learned in a previous lesson.
  • No appropriate connections were made between mathematical representations.

Mathematical
Representations
Verbal, Numerical, Symbolic, Graphical, Geometric /
  • All representations were effectively incorporated and significantly enriched the learning of the concept or procedure.
  • Representations were accurate and clear.
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  • Three of the representations were effectively incorporated and enriched the learning of the concept or procedure.
  • Representations were accurate and fairly clear.
*Some overlapping is expected.
Verbal – defs paraphrased by teacher, word problems read aloud, word problems and Quick Polls in PDF
Numerical – equations or expressions with values (must see)
Symbolic – formulas with/without values (must see)
Graphical – tables, Venns, pictures, diagrams, coordinate system, linear graph, mapping, number line, etc. (must see)
Geometric – shapes, angles, rays, etc. (must see) /
  • Only one representation was used to communicate the concept or procedure.
  • Considerable problems with clarity, consistency or correctness of representations.

Elements of
Mathematical Abstraction /
  • The teacher took advantage of at more than one opportunity to teach abstract reasoning and abstract concepts.
  • Teacher identified and directly addressed student issues with abstract reasoning.
  • Teacher’s own abstract reasoning and grasp of abstract concepts was evident and exceptional.
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  • Teacher took advantage of at least one opportunity to teach abstract reasoning and abstract concepts.
  • Teacher was aware of student issues with abstract reasoning and made some attempts to directly address those issues.
  • Teacher’s own abstract reasoning appeared to be correct and clear.
Evidence that students are required to reason to acquire a deeper understanding than just using a formula. Word problems that are slightly more difficult than the ones worked by the teacher. /
  • Opportunities to teach abstract reasoning and concepts were missed or teacher’s own abstract reasoning was incorrect or confusing.
  • Important elements of abstraction appropriate to the lesson were bypassed.

Mathematical Justification /
  • Four mathematical justifications that were given included deductive reasoning about why a procedure works or why something is true or valid in general
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  • Two mathematical justifications that were given included deductive reasoning about why a procedureworks or why something is true or valid in general
Defs or theorems or properties are used to justify a procedure. /
  • No justification was given for any procedure, property, or theorem.