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B. Solving An Algebraic Verbal Problem Involving Two Linear Equations in Two Unk

The document presents a rubric for evaluating student solutions to algebraic verbal problems involving two linear equations, using a 4-point scale. It outlines criteria for understanding the problem, setting up equations, solving equations, providing solutions, and explaining the process, with specific descriptions for each score level. The total points possible is 20, with a grading scale indicating levels of understanding and execution from excellent to needing significant improvement.

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49 views2 pages

B. Solving An Algebraic Verbal Problem Involving Two Linear Equations in Two Unk

The document presents a rubric for evaluating student solutions to algebraic verbal problems involving two linear equations, using a 4-point scale. It outlines criteria for understanding the problem, setting up equations, solving equations, providing solutions, and explaining the process, with specific descriptions for each score level. The total points possible is 20, with a grading scale indicating levels of understanding and execution from excellent to needing significant improvement.

Uploaded by

j99527411
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Here's a rubric for evaluating a student's solution to an algebraic verbal problem involving two linear

equations in two unknowns. This rubric uses a 4-point scale (4 = Excellent, 3 = Good, 2 = Fair, 1 = Needs
Improvement).
Rubric: Solving Algebraic Verbal Problems (Two Linear Equations)

Criteria
4 - Excellent
3 - Good
2 - Fair
1 - Needs Improvement
Understanding the Problem:
Accurately defines variables, identifies all relevant information, and clearly states what needs to be solved.
Defines variables and identifies most relevant information; minor misunderstandings may be present.
Partially understands the problem; some key information is missed or misinterpreted.
Shows little or no understanding of the problem; significant misinterpretations are present.
Setting up Equations:
Correctly translates the verbal problem into two independent linear equations in two unknowns.
Sets up equations with minor errors that could be easily corrected.
Sets up equations with significant errors; equations may not be independent or linear.
Unable to translate the verbal problem into appropriate equations.
Solving Equations:
Uses appropriate algebraic methods (e.g., substitution, elimination) accurately and efficiently to solve the
system of equations.
Solves the system of equations correctly, but the method may be inefficient or contain minor errors.
Solves the system of equations with significant errors in algebraic manipulation.
Unable to solve the system of equations using appropriate algebraic methods.
Solution:
Provides a clear and accurate solution that answers the question posed in the problem.
Provides a solution that is mostly correct, but may contain minor calculation errors.
Provides an incorrect solution due to errors in solving the equations or interpreting the problem.
Does not provide a solution or provides a completely incorrect solution.
Explanation and Justification:
Clearly explains each step of the solution process, justifies choices made, and shows all work.
Explains most steps of the solution process; some work may be missing or unclear.
Explanation is incomplete or difficult to follow; work is disorganized or missing.
Provides little or no explanation of the solution process; work is largely missing.
Total Points Possible: 20 points
Grading:
16-20 points: Excellent understanding and execution.
12-15 points: Good understanding, but with minor errors or omissions.
8-11 points: Fair understanding, but with significant errors or omissions.
4-7 points: Needs significant improvement in understanding and execution.
0-3 points: Shows little to no understanding of the problem or solution process.
This rubric provides a structured way to assess student work. Remember to adjust the criteria and scoring
as needed to match the specific requirements and complexity of the problem presented to the students.
You might also consider adding a category for "Presentation of Work" to assess neatness and organization.

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