Grading Grading Topic: Topic: Exponents Real and Numbers Scientific Notation 4 4 The The student student demonstrates demonstrates in-depth in-depth inferences inferences and and applications applications that that go go beyond beyond the the learning learning goal. goal. 3 3 Students Students demonstrate demonstrate they they have have the the ability ability to: to: Use Compare square very root large symbols or small to represent quantities solutions using numbers to equations expressed of the in the form form x2 = of p scientific (8.EE.A.2) notation (procedural) and to express how many times as much one is than the Use other. cube (8.EE.A.3) root symbols (conceptual) to represent solutions to equation of the form x3 = Learning Learning p Perform (8.EE.A.2) operations (procedural) with numbers expressed in scientific notation, including Goal Goal Use problems rational where approximations both decimal to and compare scientific the notation size of irrational are used (8.EE.A.4) numbers and estimate (procedural) the value of expressions (8.NS.A.2) (conceptual) Look Apply for properties and express of integer regularity exponents in repeated to generate reasoning equivalent – Explain numerical how to get more expressions precise (8.EE.A.1) rational approximations (procedural) of irrational numbers. (MP8) Reason abstractly and quantitatively – use reasoning to express how many times larger (or smaller) one number is than another and analyze the thinking of others. (MP2) Comprehension Students demonstrate they have the ability to: Perform operations with numbers expressed in scientific notation, including 2 problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. (8.EE.A. 4) Apply a single property of integer exponents to variable terms with a coefficient of one. 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Grading Topic: Exponents and Scientific Notation 4 The student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Compare very large or small quantities using numbers expressed in the form of scientific notation and to express how many times as much one is than the other. (8.EE.A.3) (conceptual) Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used (8.EE.A.4) (procedural) Apply properties of integer exponents to generate equivalent numerical expressions (8.EE.A.1) (procedural) Reason abstractly and quantitatively – use reasoning to express how many times larger (or smaller) one number is than another and analyze the thinking of others. (MP2) Comprehension Learning Goal 2 Students demonstrate they have the ability to: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. (8.EE.A. 4) Apply a single property of integer exponents to variable terms with a coefficient of one. 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Grading Topic: Real Numbers 4 The student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Use square root symbols to represent solutions to equations of the form x2 = p (8.EE.A.2) (procedural) Use cube root symbols to represent solutions to equation of the form x3 = p (8.EE.A.2) (procedural) Use rational approximations to compare the size of irrational numbers and estimate the value of expressions (8.NS.A.2) (conceptual) Look for and express regularity in repeated reasoning – Explain how to get more precise rational approximations of irrational numbers. (MP8) Learning Goal