Designing an An Olympic Stadium Final Rubric Criteria Communication (A) •Presentation structure (introduction, rationale, aim, conclusion) •Length •Presentation skills (voice, body language) •Visuals/Features •Impact

Mathematical Presentation (B) •Final Drawings (dimensions, geometric information) •Vocabulary, Terms, Definitions

Emerging (1-2-3)

Progressing (4-5-6)

Partial Mastery (7-8-9)

Mastery (10-11-12)

•Student scores on the Emerging level for the Presentation and Prezi Rubric

•Student scores on the Progressing level for the Presentation and Prezi Rubric

•Student scores on the Partial Mastery level for the Presentation and Prezi Rubric

•Student scores on the Mastery level for the Presentation and Prezi Rubric

•The Final Drawings (2D & 3D) are in SketchUp, but are not complete or do not meet the constraints or specifications. •Geometric information is not presented. •Design is unclear or inappropriate. •Drawings omit key details. •Student demonstrates minimum proficiency in the use of vocabulary and definitions.

•The Final Drawings (2D & 3D) are in SketchUp and meet some of the constraints and specifications. •Geometric information is presented, though not always clearly or accurately. •Design is workable. •Drawings show dimensions of at least one field and room for spectators. •Student demonstrates some proficiency in the use of vocabulary and definitions.

•The Final Drawings (2D & 3D) are in SketchUp and meet most of the constraints and specifications. •Geometric information is presented and is mostly clear and accurate. •Design is workable and thoughtful. •Drawings show dimensions of at least one field, entertainment venue, and room for spectators. •Student demonstrates proficiency in the use of vocabulary and definitions.

•The Final Drawings (2D & 3D) are in SketchUp and meet all of the constraints and specifications. •Geometric information is presented and is clear and accurate. •Design is workable and innovative. •Drawings show dimensions of two fields, entertainment venue, and room for spectators. •Student demonstrates strong use geometric vocabulary and definitions.

Criteria Reflection & Feedback to Other Groups (C) •Self/Team (reviews, analyzes, and evaluates the project, learning logs, project milestones) •Feedback (helpful critical feedback to other groups)

Use of Mathematics (D) •Geometric Practices •Trigonometric Practices

Teamwork •Leadership/Organization •Cohesion

Emerging (1-2-3)

Progressing (4-5-6)

Partial Mastery (7-8-9)

Mastery (10-11-12)

•The student does not complete a reflection of the project. •The student’s learning logs are mostly incomplete or missing. •The project milestones are mostly incomplete or missing. •The student does not provide helpful critical feedback to other groups.

•The student completes a minimum or superficial reflection of the project. •The student’s learning logs are present, but somewhat incomplete. •The project milestones are present, but somewhat incomplete. •The student provides minimum or superficial feedback to other groups.

•The student completes a meaningful reflection of the project. •The student’s learning logs are present and mostly complete. •The project milestones are present and mostly complete. •The student provides somewhat helpful critical feedback to other groups.

•The student completes a substantial meaningful reflection of the project. •The student’s learning logs are present in the designated folder and complete. •The project milestones are present in the designated folder and complete. •The student provides insightful, helpful critical feedback to other groups.

•Limited geometric practices are evident. •Limited trigonometric practices are evident. •The mathematics is mostly incorrect. •Limited understanding is demonstrated.

•Some relevant geometric practices are evident. •Some relevant trigonometric practices are evident. •The mathematics is partially correct. •Some understanding is demonstrated.

•Relevant geometric practices commensurate with the level of the course are used. •Relevant trigonometric practices commensurate with the level of the course are used. •The mathematics is partially correct. •Some knowledge and understanding is demonstrated.

•Relevant geometric practices commensurate with the level of the course are used. •Relevant trigonometric practices commensurate with the level of the course are used. •The mathematics is correct. •Good knowledge and understanding is demonstrated.

•The student leads the team during the leadership rotation only with teacher assistance: often does not have an agenda for meetings, deadlines are designated but often not met, tasks are not delegated effectively. •The student is often unprepared with tasks not completed on time, misses team meetings, does not contribute ideas to the team, does not support teammates.

•The student leads the team well during the leadership rotation with some teacher assistance: has an agenda for some meetings, deadlines are designated but sometimes not met, tasks are delegated. •The student completes some of the assigned tasks on time, comes to team meetings somewhat prepared, contributes ideas to the team, and supports teammates.

•The student leads the team well during the leadership rotation with minimal teacher assistance: has an agenda for meetings, deadlines are designated and mostly met (or realistically revised), tasks are delegated. •The student completes most of the assigned tasks on time, comes to team meetings mostly prepared, contributes ideas to the team, and supports teammates.

•The student leads the team well during the leadership rotation without teacher assistance: has an agenda for all meetings, deadlines are designated and met (or realistically revised), tasks are delegated. •The student completes assigned tasks on time, comes to team meetings prepared, often contributes ideas to the team, and supports teammates.