Evaluation Rubric for Tessellation Project #2
Your work will be evaluated from the following rubric.Write a summary, comparing and contrasting your tessellation to another student’s tessellation. You also need to make sure that you create your own tessellation and that it is an original piece of work.
Hand create a work of art in the form of a tessellation using a borrowed and then traced template or pattern blocks. / • Drawing has gaps
(not a tessellation)
• Very poor creativity
• No template / • Drawing has gaps
(not a tessellation)
• Poor creativity
• No template / • Drawing has no gaps
• Minimal creativity
• Must have template / • Drawing has no gaps
• Very obvious creativity
• Must have template
Student used at least ¼ sheet of white poster paper or two pieces of plain white computer paper, taped together. / Tessellation artwork does not meet minimum size requirements. / Tessellation artwork is of the correct size but was done on colored paper. / Tessellation art work is on two sheets of plain computer paper, taped together. / Tessellation artwork was created on at least a ¼ sheet of white poster paper.
Tessellation is fully colored. / No use of color / Minimal use of color / Some use of color / Elaborate use of color
Write a 1/2 or more page summary using 12 point font, comparing and contrasting your tessellation to another student's tessellation.
(This must be one page if hand written.) / •Summary may be less thanthe appropriate length comparing and contrasting two student created tessellations. •Fluency in the use of mathematical terms such as symmetry, translation, reflection, etc. is not very obvious.
•There may be some spelling and/or grammatical errors. / • Summary is of the appropriate length comparing and contrasting two student created tessellations. •Fluency in the use of mathematical terms such as symmetry, translation, reflection, etc. is not as obvious.
•There may be some spelling or grammatical errors. / • Summary is of the appropriate length comparing and contrasting two student created tessellations. •Fluency in the use of mathematical terms such as symmetry, translation, reflection, etc. is obvious.
•There are a few spelling or grammatical errors. / •Summary is of the appropriate length comparing and contrasting two student created tessellations. •Fluency in the use of mathematical terms such as symmetry, translation, reflection, etc. is obvious.
•There are no spelling or grammatical errors.