| Course Code | Class Code | Assignment Title | Total Points |
| ELM-470 | ELM-470-O500 | Applying Constructivist Strategies for Teaching Mathematics | 40.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% |
| Lesson Plan Links, Grade Level, and State Content Standards | 10.0% | Not addressed. | Link to one or both lesson plans may not be functional. Chosen grade level and state content standards the lesson plan is designed to teach are missing key information, or information is inaccurate. | Link to one lesson plan may not be functional. Chosen grade level and state content standards the lesson plan is designed to teach are included, but could be clearer or include minor inaccuracies. | Both links provided are functional. Chosen grade level and state content standards the lesson plan is designed to teach are clearly described and mostly accurate. | Both links provided are functional. Grade level and state content standards the lesson plan is designed to teach are thoroughly described and accurate. . |
| Components Aligned to Standards | 20.0% | Not addressed. | Identification of components within the lesson plan that are aligned to standards is vague or inaccurate. | Identification of components within the lesson plan that are aligned to standards includes most major elements. | Identification of components within the lesson plan that are aligned to standards is accurate although some minor elements may not have been addressed. | Identification of components within the lesson plan that are aligned to standards is thorough. |
| Constructivist Strategies | 20.0% | Not addressed. | Constructivist strategy within the lesson uses critical thinking and problem solving that is lacking or incomplete for the grade level and math skills being taught. | Constructivist strategy within the lesson uses critical thinking and problem solving that is simple but in context for the grade level and math skills being taught. | Constructivist strategy within the lesson uses critical thinking and problem solving that is detailed and relevant for the grade level and math skills being taught. | Constructivist strategy within the lesson that uses critical thinking and problem solving is ideal for the grade level and math skills being taught. |
| Reflection | 30.0% | Not addressed. | Weakly discusses plan to incorporate the mathematical practice standards and constructivism in future classroom. Plan to prepare students for 21st century college and careers is missing relevant detail or is poorly described. | Broadly discusses plan to incorporate the mathematical practice standards and constructivism in future classroom. Plan to prepare students for 21st century college and careers is basically described. | Clearly discusses plan to incorporate the mathematical practice standards and constructivism in future classroom. Plan to prepare students for 21st century college and careers is competently described. | Professionally discusses plan to incorporate the mathematical practice standards and constructivism in future classroom. Plan to prepare students for 21st century college and careers is proficiently described. |
| Template Format | 5.0% | Not addressed. | Content is confusing. Template is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. | Content is somewhat unfocused. Appropriate template is used, but formatting includes several minor errors or some lack of clarity. | Content is clear. Appropriate template is fully used. There are very few errors in formatting style. | Content is well-presented and easy to read. All template and format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Mechanics (spelling, punctuation, grammar, and language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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