Rubric for Developing a Mathematics Unit

Component	3	2	1	0
Motivation/ Relevance	It is clear to the students that this is an important area for them to learn	Students see some relevance but have not made a real commitment to learn	Students do not see a direct connection as to why they are studying the topic	Leaves students questioning why are they are studying the topic
Materials Needed	Materials are clearly spelled out as to what is needed when	Materials are identified but lack specific information	Some materials are identified but not all and lack specific information	Materials are either not identified or lack specifics
Identify Key Concepts, Principles, & Skills	Clear identification of important concepts, principles, & skills, i.e., mathematical significance	Concepts, principles & skills are some what identified but not clearly and/or unclear math significance	Some content identified but others are not	Lacks identification of content
Identifies Students’ Knowledge, including Preassessment (or Diagnosis), through out the unit, Postassessment	Identifies students previous knowledge, knowledge throughout the unit, and postassessment	Identifies several assessments but does not do a thorough assessment.	Identifies some assessment of students’ knowledge, but lacks careful analysis	Lacks identification of students’ knowledge
Sequencing and connecting of ideas	Activities provide a means to helping students build connection of ideas	Some connections are made, but others are not	Lacks information as to either the sequencing or connections of ideas	No attempt at sequencing and connecting ideas
Key questions, problems, activities	Quality problem-oriented or specific activities/ experiences help students see relevance and connections	Some experiences help students see connections, while others do not	Lacks adequate experiences that help students see the relevance of the content	Content is taught without regard to students seeing the relevance of the content
Evaluation	Evaluation is authentic assessment built into the problems/activities	Evaluation is less authentic and less relevant	Evaluation is strictly related to content without concern to application	No evaluation
Resources, including · Internet resources · Commercial software · Children’s literature · Local area resources	Excellent examples of bringing in a number of resources that help students see relevance, connections to other ideas, and/or extends ideas	Some examples of resources are included.	Content without concern to applications or few examples of resources included.	No resources are included.