Addition and Subtraction Strategies Rubric Term 3 2021

 Addition and Subtraction Strategies  Rubric Term 3 2021   Name: 

Criteria	Level 2 (5ii)	Early Level 3	Level 3	Level 4
Addition and Subtraction strategies	Simple strategies to add and subtract smaller numbers.	Knowing a range of strategies e.g. use of an  algorithm, or partitioning.	Applying a range of appropriate strategies for different problems. Number lines, compensation,	Have a range of strategies that can be used for decimal numbers and fractions

My  goals: Is to get to level 5

Goal	Success Criteria (This is what it will look like when I get there)
I need to be able to break numbers up to make it easier to subtract.	To achieve this goal I can break up single digit numbers to add or subtract. Eg 47 + 8 means 47 (+ 3 + 5) = 47 + 3 = 50 + 5 = 55 or  in 43 - 6 the 6 would be partitioned into a 3 and a 3. 43 - 3 = 40 - 3 = 37.
I need a range of strategies to be able to use to add and subtract when solving different problems	To achieve this goal I can use different strategies. I can use numberlines to count on and count on back, rounding skills to compensate as well as an algorithm. I must be able to partition well so I can bridge through tidy numbers.
I need to be able to select the strategies to use to add and subtract when solving different problems	To achieve this goal I will have a range of different strategies I can use. I can look at numbers in a maths problem and say this strategy will be best here because ………  I need to be able to justify and explain. I begin to check my answers.
I need to be able to extend my use of addition and subtraction strategies to decimal numbers, fractions, and percentages.	To achieve this goal I will be able to solve math problems that involve decimal numbers, fractions. I will use self checks and inverse to help my accuracy

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Kuyfhgf.= where I’m at

Goal Setting in Addition and Subtraction

My goal in addition and subtraction is:

I need to be able to extend my use of addition and subtraction strategies to decimal numbers, fractions, and percentages. 

My reflection

I have gotten better at understanding counting on strategies because I already know enough counting back strategies and I have a lot more knowledge about adding fractions too.

Algebra Rubric Term 3 2021

 Algebra Rubric Term 3 2021                                                 Name:   JACK BUCHANAN

Criteria	Level 2 (5ii)	Early Level 3	Level 3	Level 4
Algebraic patterns	Explain the rule for a sequential pattern.	Describe the rules for number patterns	Use tables and graphs to describe rules number patterns	Find rules and formulas for number patterns

My Algebra goals: 

Goal	Success Criteria (This is what it will look like when I get there)
I need to explain what the next term of a spatial pattern will be. Eg	To achieve this goal I can say which is the next number, shape or character in the pattern or I know what the next number or shape will be in the next part of the sequence. Eg the next creature is a butterfly. The next pattern will have four triangles.etc.
I can describe what must happen for the next pattern. For example	To achieve this goal I can say what is happening in the patterns eg You add two matches each time to make the next pattern in the sequence. It is going up by 2 each time starting from 3.
I need a strategy to continue a pattern without drawing or building every one.	To achieve this goal I will have a strategy such as a table I can use to work out how many matchsticks there will be needed to make 10 triangles.  Triangles 1 2 3 4 5 Matches 3 5 7 9 11 Each time the difference gets bigger by one so I can work out the 10th pattern without building it.
I need to be able to use a formula to work out the 100th term in a spatial or number pattern	To achieve this goal, I can use letters to represent the term in a sequence that I get from looking at a table and building a formula.   I notice if I double the number of triangles and add 1, I get the number of matches needed so m = double p plus 1. Eg 3 x 2 = 6 plus 1 = 7.

Goal Setting in Algebra

My goal in algebra is to get to level 5

Algebra Reflection

Using the two tests, think about your strengths and which gaps you have sorted out. (goals you have achieved). To be completed at the end of the 3 weeks. 

Talk to someone about:

• How you achieved them (you could talk about how quickly you achieve them, some of the learning qualities that helped you achieve them.) 

• What strategies you now have to help you with algebraic problems. (use your rubric)

• What worked well for your learning (what you did or what your teachers did)

• What could have been better (what could you have done better? or what could your teachers have done better?)

Finally post on your Blog 

Progress and what could have been better.

I achieved both my goals to get to level 3 and then to get to level 4 and now I want to get to level 5 and I think what helped me do these was the mathletics tasks and the workshops that the teachers made so now I know how to use a table and find a formula and I don’t know what could have been better.

fractions reflection

Fraction Reflection 

 This is an opportunity for you to reflect on your Maths teaching and learning this week. You can then put it up on your blog.

 

 As Learners: What did I learn during the two different lessons?

 I did not learn too much because I already knew more than the teachers about.

 What were the strengths of my / our teaching?

 They were very fun and enthusiastic, which is the reason why I liked the lessons so much. 

 What could have been better?

 I think It could have been better by making it a bit harder.

 What did I learn from being an observer? 

 I learned that if you make it sound really fun at the start and say stuff like “we’ll play a game at the end if you do well!” then the learners will look forward to the end and work harder. 

 Would you like the opportunity to teach children in another area of maths? Why or why not? Yes, because I really enjoyed teaching the learners. Especially the ones that learn quickly (like Juan).

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