Triangles: Sine, Cosine, and Pythagorean Theorem -GRASPS RUBRIC

1- Does Not Meet 2 - Partially Meets 3 - Meets 4 - Exceeds

Creativity of The student either does
home design not have a 3D model, ​OR
the model that the student
created does not follow
the architectural style
specified by the teacher
(modern and/or specific to
a climate).
The student’s model
home, though it follows
the architectural style
specified by the teacher,
is not obviously a
modern home of
designed for a specific
climate.
The student’s model home is
easily identified as a modern
home, and/or is easily
recognized as to be designed for
a specific climate (alpine home
having steep sloped roof).
The student comes up with a
uniquely designed model that
meets both the modern design,
as well as designing unique
ways that allow the home to
flourish in it’s designated
climate.

Accuracy of The student does not have
measurements any math accompanying
their 3D model, ​OR​​, the
student has math
accompanying their model
that is incorrect, and does
not accurately reflect their
learning from the unit.
The student has math that
accompanies their model,
however they have made
an error in their math that
changes the answer, but
the process behind the
math is correct.
The student has math that
accompanies their model that
accurately describes how to find
the angles of their roofs.
The student presents various
ways (2 or more) of
calculating the angles of their
roof, all of which are accurate,
containing no mistakes in
their work.
Demonstrated The student has no math Student has math to
math to verify to accompany their 3D accompany their model,
model, and therefore has though it does not
measurements
no way to justify their accurately describe how
in written work. work. to find the angles of roof.
The students math has
some errors that cause
inaccurate values that
somewhat hinder the
readers ability to
understand how it’s
applicable
Clarity of Student is unable to draw Student can see a
reflective a connection between the connection between the
math behind the project math that they are doing
explanation.
and it’s real-world and the real world, but
application they are unable to explain
how the math is related to
the real-world
applications. Student may
have some grammatical
errors, but they do not
interfere with
understanding.
The student has completed the
math needed to accompany their
measurements, and it accurately
describes how the math relates
to the model they have
completed. There may be some
errors, but they do not hinder the
audience’s ability to understand
how the math relates to the
model.
The student is able to draw a
connection between the math
that they have been doing in
class (pythagorean theorem, law
of sines/cosines, etc.), and can
describe how it is related to their
model, whiling giving rationales
as to how each its applicable.
Student has some grammatical
errors, that partially interfere
with understanding.
The student has provided
multiple ways to verify their
measurements, all of which
are error free and accurate.
Their math clearly related to
their model, and is justified
through a written justification
in accompaniment to their
mathematical proof.
Student clearly draws a
connection between the math
that they are doing to the
real-world, and thoroughly
explains it’s application
through demonstrating the
math in their student-created
model, as well as explaining
how the math relates to other
well-recognized structures
(ex. The Math in the Eiffel
Tower / Statue of Liberty /
Rushmore).
Student has grammatical
errors, that interfere with
ability to understanding.
Completion and The student does not have Students has a completed
Visual a model ​OR ​the student model, but it fails to align
have does not have a with the unit content, and
Aesthetic
completed model. therefore does not reflect
the students
understanding. ​OR​​ the
student has a completed
model that does align
with content material, but
has misinformation
Presentation of Student did not complete a The student completes a
Model Home presentation over their presentation over their
model home, ​OR​​, the model home, but is below
student had a flawed or exceeds the time limit,
presentation of their and/or they are missing
model, with inaccurate required components
information regarding the specified in the “meets”
required information in box.
the “meets” box.
The student has a completed
model for the unit that
demonstrates their
understanding.
The student completes a
presentation within a 3-5 minute
time frame over their model
home, including the following
information:
● The region that the
student’s home is in.
● The architectural style
commonly used in said
region.
● Weather extremes of the
region that the students
home is in.
● How they have designed
their home to combat said
extremes.
● An explanation of their roof
design
The student creates a visually
beautiful project that
demonstrates their learning
and understanding of the unit.
The student’s model is
completed with designs that
mimic those traditionally
found in that architecture
style. Further, the student goes
as far as to design the inside
of the home so they could
better market the design to the
couple in the scenario.
The student completes an
engaging presentation
including an in depth
description of all of the
information in the “meets”
box. Further, the students is
within the time limit.
 ○ Pitch of the roof
○ Why they designed
it that way
○ What materials the
roof is made out of
● End cost of their model
home.

Check points for math-accuracy - workshops*