iRubric: Explore Learning SMART NB Lesson Plan rubric

*identifies all 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 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

* uses SMART Notebook with links to Explore Learning to present the lesson

*Explore Learning applet is directly related to the stated objectives

*uses 10 or more pictures, graphs, charts, or tables in the SMART Notebook lesson that are directly related to the stated objectives


* all software was utilized correctly.

* uses knowledge of mathematics to select and use appropriate technological tools:

Specifically in this lesson

* uses SMART Notebook and Explore Learning (without links) to present the lesson

*Explore Learning applet is indirectly related to the stated objectives

* uses 6 or more pictures, graphs, charts, or tables in the SMART Notebook lesson that are directly related to the stated objectives


* some minor glitches with the

* uses knowledge of mathematics to select and use appropriate technological tools:

Specifically in this less

* uses only SMART Notebook or Explore Learning to present the lesson


*Explore Learning applet is not directly related to the stated objectives

* uses less than 6 pictures, graphs, charts, or tables in the SMART Notebook lesson or the representations used are not directly related to the stated objectives

* major proble

*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 the appropriate level or some students are not supported at the required level

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

* considerations for gender, SES, or under-represented diversities are in the teaching materials used and instru

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

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

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

All of the following are present:
*Lesson Plan is given with a SMART Notebook file containing an Explore Learning link.

*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 using SMART Notebook containing an Explore Learning link.

*A Calibri, Cambia, or Times New Roman font is used.

*Only one file is submitted.

*The organization of the lesson plan was readable but sometimes not fully coherent. It is not clear what the teacher candidate is doing or all parts of the plan are not clearly delineated.

* Two of the following is missing:
*Lesson Plan is given using SMART Notebook not containing a Explore Learning link

*A Calibri, Cambia, or Times New Roman font is used.

*One Smart Notebook and one GSP file submitted.

*The organization of the lesson plan was readable but sometimes not fully coherent. It is not clear what the teacher candidate is doing or all parts of the plan are not clearly delineated.