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Building Bridges Rubric

The document outlines a rubric for assessing a "Building Bridges" project on several dimensions. A category 4 rating reflects an excellent understanding of using lines and shapes to convey mood and feeling, implications of the project, and the Pythagorean theorem. A category 3 reflects a good understanding, a 2 reflects some understanding, and a 1 reflects little to no understanding based on the same criteria. The rubric will be used to assess students' artistic principles, environmental implications, and mathematical understanding of their projects.

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gjohnston9077
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1K views1 page

Building Bridges Rubric

The document outlines a rubric for assessing a "Building Bridges" project on several dimensions. A category 4 rating reflects an excellent understanding of using lines and shapes to convey mood and feeling, implications of the project, and the Pythagorean theorem. A category 3 reflects a good understanding, a 2 reflects some understanding, and a 1 reflects little to no understanding based on the same criteria. The rubric will be used to assess students' artistic principles, environmental implications, and mathematical understanding of their projects.

Uploaded by

gjohnston9077
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name__________________________

Grade 7 Math

Building Bridges Rubric


Category 4
Student shows an excellent understanding of how lines and shapes can express a certain mood and to evoke a certain feeling in the audience. Students have an excellent understanding of the social, environmental, and other implications of this piece through analyses of the risks and benefits. Students have an excellent understanding of the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

3
Student shows an good understanding of how lines and shapes can express a certain mood and to evoke a certain feeling in the audience. Students have an good understanding of the social, environmental, and other implications of this piece through analyses of the risks and benefits. Students have an good understanding of the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

2
Student shows some understanding of how lines and shapes can express a certain mood and to evoke a certain feeling in the audience. Students show some understanding of the social, environmental, and other implications of this piece through analyses of the risks and benefits. Students show some understanding of the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

1
Student shows little or no understanding of how lines and shapes can express a certain mood and to evoke a certain feeling in the audience. Students show little or no understanding of the social, environmental, and other implications of this piece through analyses of the risks and benefits. Students show little or no understanding of the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

Artistic Principles (Art 7) Environmental Implications (Science 7)

Mathematical Understanding (Math 7)

Teacher Comments

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