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CATEGORY 
4 
3 
2 
1 
Mathematical Reasoning 
Uses complex and refined mathematical reasoning to
compare and contrast graphs. 
Uses effective mathematical reasoning to compare and
contrast graphs. 
Some evidence of mathematical reasoning to compare and
contrast graphs. 
Little evidence of mathematical reasoning to compare
and contrast graphs. 
Use of Graphing Calculator 
Student always listens and follows directions and only
uses graphing calculator as instructed. 
Student typically listens and follows directions and
uses graphing calculator as instructed most of the time. 
Student sometimes listens and follows directions and
uses graphing calculator appropriately when reminded. 
Student rarely listens and often "plays" with the
graping calculator instead of using it as instructed. 
Graphs 
Sketches of most graphs are completely accurate and
fully support the correct conclusion. 
Sketches of some graphs have minor errors but can
still be used to support the correct conclusion. 
Sketches of some graphs contain major errors.

Sketches of most graphs are totally inappropriate; for
example, sketch shows linear rather than quadratic function. 
Working with Others 
Student was an engaged partner, listening to
suggestions of others and working cooperatively throughout lesson.

Student was an engaged partner but had trouble
listening to others and/or working cooperatively. 
Student cooperated with others, but needed prompting
to stay ontask. 
Student did not work effectively with others.

Explanation 
Explanation is detailed and clear. Appropriate
mathematical vocabulary is used. 
Explanation is clear. Appropriate mathematical
vocabulary is used. 
Explanation is a little difficult to understand, but
includes critical components. Mathematical vocabulary is sometimes used.

Explanation is difficult to understand and is missing
several components OR was not included. Mathematical vocabulary is not
used. 
© 2004, 2003, 2002, 2001 High Plains Regional Technology in Education Consortium HPR*TEC 