iRubric: PowerPoint Lesson Plan rubric

* Identifies all the following in the lesson plan:
•the goal of the lesson
•the national/NCTM standard or
•the state or Common Core standard addressed in the lesson

*does not identify one of the following in the lesson plan:
•the goal of the lesson
•the national/NCTM standard or
•the state or Common Core standard addressed in the lesson

*does not identify two of the following in the lesson plan:
•the goal of the lesson
•the national/NCTM standard or
•the state or Common Core standard addressed in the lesson

*communicates mathematical thinking coherently and clearly

*uses language of math to express ideas precisely

*organizes mathematical thinking through communication


*analyzes and evaluates the mathematical thinking and strategies of others

*communicates mathematical thinking, but sometimes is not clear

*uses incorrect or imprecise (slang) mathematical language infrequently

* mathematical thinking is not always organized or scaffold is sometimes not adequate

*responses to questions or comments of students are sometimes incomplete or unclear

*mathematical communication is not clear or coherent in many instances

*uses incorrect or imprecise (slang) mathematical language several times

*mathematical thinking is not organized or scaffold is often inadequate


* responses to questions or comments of students are off target or mostly inadequate

*uses representations to model and interpret mathematical phenomena

*creates and uses representations to organize, record, and communicate mathematical ideas

*selects, applies, and translates among multiple mathematical representations to solve problems

*uses representations to model and interpret mathematical phenomena, but sometimes uses them inappropriately

* creates and uses representations to organize, record, and communicate mathematical ideas but sometimes this communication is unclear

* Selects, applies, and translates among multiple mathematical representations to solve problems, but sometimes incorrectly or unclearly

*does not use representations or uses incorrect representations in the modeling of mathematical phenomena

* creates and uses a single representation to organize, record, and communicate mathematical ideas and mostly this communication is unclear

* Selects, applies, and translates among only one mathematical representation to solve problems and at times this is done incorrectly or unclearly

*uses knowledge of mathematics to select and use appropriate technological tools
specifically in this lesson

In this particular lesson:

* PowerPoint (with 5 hyperlinks, 2 animations) was used for the lesson and supported the stated objectives


*a 2 to 4 minute imbedded original Moviemaker video was used and supported the state objectives

* All software was utilized correctly. All hyperlinks and animations work properly.

*uses technology appropriately, but the technology selected is not the most effective tool that could be used to support mathematical learning

In this particular lesson:

* PowerPoint (with 3-4 hyperlinks, 1 animation and an embedded Moviemaker video) was used in the lesson, and supported the stated objectives

*a 2 to 4 minute original Moviemaker video was used (not embedded in the PPT) and supported the state objectives


* Some minor glitches with the hype

*uses technology but inappropriately (does not support the math learning) or does not use technology in lesson

In this lesson:

* PowerPoint (with less than 3 hyperlinks and/or no animation or video) was used in the lesson, or did not support the stated objectives


* an original Moviemaker video was used , but was under 2 minutes or over 4 minutes or was not embedded in the PPT) and/or supported the state objectives

* Major problems with the hyperlinks and

*attention to equity—high expectations and strong support for all students

*Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged, and speakers of other languages

* considerations for gender, SES, and under-represented diversities are present in the teaching materials used and instructional plan

*student expectations are not always at appropriate level or some students are not supported at required level

*Selects, uses, and determines suitability of the wide variety of available math curricula teaching materials, but one of the following populations such as the gifted, challenged, and speakers of other languages are not supported.

* considerations for gender, SES, or under-rep diversities are present in the teaching materials used/ instructional plan

*not all students are expected to succeed or supported in their math learning

*Selects, uses, and determines suitability of the wide variety of available math curricula/teaching materials, but one of the following populations such as the gifted, challenged, and speakers of other languages are not supported.

* considerations for gender, SES, and under-represented diversities are not present in the teaching materials used and instructional plan

All of the following are present:
*Lesson Plan is given with a Microsoft PowerPoint file.

*A Calibri, Cambia, or Times New Roman font is used.
*Only one file is submitted.

*The organization of the lesson plan was coherent and readable. It is clear what the teacher candidate is doing and all parts of the plan are clearly delineated.

One of the following is missing:
*Lesson Plan is given with a Microsoft PowerPoint file.

*A Calibri, Cambia, or Times New Roman font is used.
*Only one file is submitted.

*The organization of the lesson plan was coherent and readable. It is clear what the teacher candidate is doing and all parts of the plan are clearly delineated.

Two of the following is missing:
*Lesson Plan is given with a Microsoft PowerPoint file.

*A Calibri, Cambia, or Times New Roman font is used.
*Only one file is submitted.

*The organization of the lesson plan was coherent and readable. It is clear what the teacher candidate is doing and all parts of the plan are clearly delineated.