Grade 7
Unit Rubric: Working with Percents
Level 1 / Level 2 / Level 3 / Level 4Thinking
• makes and carries out a plan to solve problems involving percents, using a range of appropriate strategies / makes and carries out a plan to solve problems involving percents, using a limited range of appropriate strategies; rarely results in an accurate solution / makes and carries out a plan to solve problems involving percents, using some appropriate strategies; frequently results in an accurate solution / makes and carries out a plan to solve problems involving percents, using appropriate strategies; usually results in an accurate solution / makes and carries out a plan to solve problems involving percents, using appropriate strategies that result in an accurate solution; may offer an innovative approach
Knowledge and Understanding
• shows understanding by appropriately demonstrating and explaining:
– equivalent fractions, decimals, and percents
– estimation of percents
– construction of circle graphs
– multiplication and division of decimals by whole numbers / may be unable to demonstrate or explain:
– equivalent fractions, decimals, and percents
– estimation of percents
– construction of circle graphs
– multiplication and division of decimals / may only be partially able to demonstrate or explain:
– equivalent fractions, decimals, and percents
– estimation of percents
– construction of circle graphs
– multiplication and division of decimals / demonstrates and explains:
– equivalent fractions, decimals, and percents
– estimation of percents
– construction of circle graphs
– multiplication and division of decimals / in various contexts, demonstrates and explains:
– equivalent fractions, decimals, and percents
– estimation of percents
– construction of circle graphs
– multiplication and division of decimals
Application
• with accuracy:
– converts among fractions, decimals, and percents
– solves problems involving whole-number percents
– uses circle graphs to display/analyze data
– multiplies and divides decimals to hundredths by whole numbers / with limited effectiveness:
– converts among fractions, decimals, and percents
– solves problems involving whole-number percents
– uses circle graphs to display/analyze data
– multiplies and divides decimals to hundredths by whole numbers / with some effectiveness:
– converts among fractions, decimals, and percents
– solves problems involving whole-number percents
– uses circle graphs to display/analyze data
– multiplies and divides decimals to hundredths by whole numbers / with considerable effectiveness:
– converts among fractions, decimals, and percents
– solves problems involving whole-number percents
– uses circle graphs to display/analyze data
– multiplies and divides decimals to hundredths by whole numbers / with a high degree of effectiveness:
– converts among fractions, decimals, and percents
– solves problems involving whole-number percents
– uses circle graphs to display/analyze data
– multiplies and divides decimals to hundredths by whole numbers
Communication
• presents work, describes procedures, and expresses mathematical thinking clearly and precisely, using appropriate mathematical terminology / presents work, describes procedures, and expresses mathematical thinking, often unclearly and imprecisely, with little appropriate mathematical terminology / presents work, describes procedures, and expresses mathematical thinking with some clarity, precision, and appropriate mathematical terminology / presents work, describes procedures, and expresses mathematical thinking with general clarity, precision, and appropriate mathematical terminology / presents work, describes procedures, and expresses mathematical thinking clearly, precisely, and confidently, using a range of appropriate mathematical terminology
Name / Date
Grade 7
Performance Assessment Rubric:
At the Shopping Mall
Thinking
• uses critical/creative processes (e.g., making and carrying out a plan) to successfully purchase items on a budget of $500, using appropriate strategies / uses critical/creative processes to purchase items with limited success; uses few simple strategies / uses critical/creative processes to purchase items with partial success; uses some appropriate strategies / uses critical/creative processes to purchase items successfully; uses appropriate strategies / uses critical/creative processes to purchase items successfully and effectively; uses innovative and appropriate strategies
Knowledge and Understanding
• shows understanding of concepts related to percents and decimals in explaining how sales tax is calculated (operations with decimals; two steps: sales tax applied after discount) / shows very limited understanding by using few relevant mathematical concepts in explanations / shows limited understanding by using some relevant concepts in appropriate, but incomplete, explanations / shows considerable understanding by using relevant concepts in appropriate and complete explanations / shows thorough understanding by using all relevant concepts in appropriate, complete, and insightful explanations
Application
• with accuracy, calculates:
– discount
– sales tax
– total cost
– total savings / with limited effectiveness, calculates:
– discount
– sales tax
– total cost
– total savings / with some effectiveness, calculates:
– discount
– sales tax
– total cost
– total savings / with considerable effectiveness, calculates:
– discount
– sales tax
– total cost
– total savings / with a high degree of effectiveness, calculates:
– discount
– sales tax
– total cost
– total savings
Communication
• presents work clearly and precisely, using appropriate mathematical terminology and symbols (e.g., $, %) / presents work with little clarity or precision; uses few appropriate mathematical terms and symbols / presents work with some clarity or precision; uses some appropriate mathematical terms and symbols / presents most work clearly and precisely; uses appropriate mathematical terms and symbols / presents all work clearly, precisely, and confidently; uses a range of appropriate mathematical terms and symbols with precision
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