5 3 1 0

Understanding of the application of All of the criteria was One of the pieces of Two or more of the The criteria was misused or
the first derivative in sketching curves met. Student worked the criteria was missing, pieces of criteria was missing. The understanding of
Criteria -Explanation was done as the first derivative like a true possilbly clear missing or incorrect. A this concept was not evident in
student worked with the first derivative mathematician. explanation. small interjection of the presentation.
-Clear conceptual understanding was correction was needed.
evident in language with use of words
phrases like "slope of the tangent line"
"rate of change" - The first derivative was
used to find the critical values -The first
derivatve was used to find the increasing
and decreasing intervals correctly
Understanding of the application of All of the criteria was One of the pieces of Two or more of the The criteria was misused or
the second derivative in sketching met. Student worked the criteria was missing, pieces of criteria was missing. The understanding of
curves Criteria -Explanation was done as second derivative like a possilbly clear missing or incorrect. A this concept was not evident in
the student worked with the first derivative true mathematician. explanation. small interjection of the presentation.
-Clear conceptual understanding was correction was needed.
evident in language with use of words
phrases like "slope of the tangent line"
"rate of change" -The second derivative
was used to find the inflection points - The
second derivative was used to find the
intervals over which the function was
concave up and concave down
The Curve Sketch Criteria -The curve All key points were One or two key points Three key points were Four or more key points were not
was sketched so that the key points were clearly included on the were not included on not included. included
included and the coordinate points of these curve of the graph the graph.
key points were clearly labeled: 1.)
inflection points 2.) x-intercepts 3.) relative
mins/max's -
Presentation Criteria -The presentation All of the criteria is met The presentation met The presentation was The presentation was missing 3 or
was 4-8 minutes long. - It was clearly for the outline. the criteria, but with a missing one or two 4 of the pieces of criteria.
organized and practiced with few to no few glitches. Perhaps pieces of the criteria.
stumbles. -The presentation was thoughtful there were a few breaks Major errors required
and objective to teach/instruct was met that could have been interjections/correction.
-There were no teacher correction/ resolved with extra
interjections necessary practice. Perhaps a few
minor errors that
needed a correction.
Participation Criteria -During The worksheet is all The student had one or The student had three The student has five or more
presentations, students are actively correct. two errors in the or four errors in the errors in the worksheet
listening to peers - Your worksheet has worksheet. worksheet.
been filled out correctly
Students
will