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Math Patterns Creative Thinking Rubric

This document contains two rubrics for assessing students' math pattern skills and creative thinking. The first rubric focuses on creative thinking and asks students to self-assess their ability to generate new ideas, build on existing patterns, and think flexibly. The second rubric focuses on math pattern objectives and asks teachers to assess students' skills in areas like identifying, creating, and differentiating patterns. Both rubrics use a color-coding system to indicate student performance levels as emerging, proficient, or extending. The document also includes references and notes sections.

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19 views4 pages

Math Patterns Creative Thinking Rubric

This document contains two rubrics for assessing students' math pattern skills and creative thinking. The first rubric focuses on creative thinking and asks students to self-assess their ability to generate new ideas, build on existing patterns, and think flexibly. The second rubric focuses on math pattern objectives and asks teachers to assess students' skills in areas like identifying, creating, and differentiating patterns. Both rubrics use a color-coding system to indicate student performance levels as emerging, proficient, or extending. The document also includes references and notes sections.

Uploaded by

api-533726217
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© All Rights Reserved
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Name:___________________

Math Patterns: Creative Thinking Rubric

Instructions: This is a rubric that can be completed by the student (done as a whole class) or used at a
one-on-one conference. Students are to use the colour green, yellow or red to color in the hand
corresponding to how they feel they have completed the task. You can go over this with the whole class
before handing it to the student. Remind them to be honest with themselves when asking if they are able
to complete these tasks.
GREEN = Always. - Extending
YELLOW = Sometimes. – Proficient
RED: Not quite yet. - Emergent

I get ideas when I play with different manipulatives. I


make my ideas work or I change what I am doing to
make the patterns work. (BC Ministry of Education.)

I can get new ideas to create new things. I can use my


imagination to make new patterns, or build on other’s
patterns, or combine other people’s patterns in new
ways. (BC Ministry of Education.)

I can generate new ideas and continuously build on my


original idea to create bigger and better patterns.

I can re-interpret ideas and use my own personal


experiences to reflect my creations

I can think outside of the box and take risks to help get
to where I am going/need to go. (BC Ministry of Education.)
I can work on something I enjoy for a period of time and
am proud of doing so (making different kinds of patterns
during all our different math centers.) (BC Ministry of Education.)

**Teacher Notes and Observations:


Name:__________________
Math Patterns: Objectives Rubric

Instructions: This is a rubric that can be completed by the teacher or used at a one-on-one conference.
The teacher is to use the colour green, yellow or red to color in the hand corresponding to how they feel
the student has completed the task. You can go over this with the whole class before the lesson so that
they are aware of their learning objectives.
GREEN = Always. - Extending
YELLOW = Sometimes. – Proficient
RED: Not quite yet. - Emergent

I can see and describe patterns in our world. (BC Ministry of


Education.)

I can identify, copy, extend and create my own patterns


using a variety of manipulatives. (BC Ministry of Education.)

I can create my own pattern sequences, ranging from


simple A, B, A, B to more complicated sequences such
as A, B, B, C, A, B, B, C.

I can name and differentiate between repeating patterns


and growing patterns.

I can use clues to guess what comes next in a pattern


sequence. (BC Ministry of Education.)
I am able to work with my peers to create patterns that I
enjoy and share my creations with them.

**Teacher Notes and Observations:

** Suggestion made by colleagues

References:

BC Ministry of Education. (n.d.). Creative thinking. Retrieved March 30, 2021, from
[Link]

Photo:

Closure strategies: Ways to end a lesson. (n.d.). Retrieved March 30, 2021, from
[Link]

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