|
Rubric Title
|
Appropriate for |
| Primary |
Intermediate |
Middle School |
High School |
Adult |
| Accepting Consequences |
x |
x |
x |
x |
|
| Accepting Responsibility for Actions |
x |
x |
x |
x |
|
| Accessing Information on the Internet |
|
|
x |
x |
|
| Accounting Assignments |
|
|
|
x |
|
| Adding and Subtracting Integers on a Number Line |
|
x |
x |
|
|
| Adding and Subtracting Mixed Unlike Fractions |
|
|
x |
x |
|
| Adding and Subtracting Mixed Unlike Numbers |
|
|
x |
|
|
| Adding and Subtracting to 20 |
|
|
|
|
|
| Adding and Subtracting to 999 |
|
x |
|
|
|
| Adding and Subtracting to 99,999,999 |
|
|
|
|
|
| Adding and Subtracting with Objects |
x |
|
|
|
|
| Adding in Many Ways |
x |
|
|
|
|
| Adding Mixed Numbers with Unlike Denominators |
|
x |
x |
|
|
| Adding One-Digit Numbers with Sum to 18 |
x |
|
|
|
|
| Adding Two-Digit Numbers with regrouping to 99 |
|
x |
|
|
|
| Adding/Subtracting Fractions (like denominators) |
|
x |
x |
|
|
| Adds, Subtracts, Multiplies, and Divides Fractions |
|
|
x |
x |
|
| Advanced Calculus (AP Math) |
|
|
|
|
x |
| Advanced Composition (Advanced Paragraphs) |
|
|
|
|
x |
| Advanced Composition (Advanced Sentences) |
|
|
|
|
x |
| Advanced Composition (Critiquing Writing) |
|
|
|
|
x |
| Advanced Composition (Part 1 of 2) |
|
|
|
|
x |
| Advanced Composition (Part 2 of 2) |
|
|
|
|
x |
| Advanced Composition (Purposes, Audiences, and Types) |
|
|
|
|
x |
| Advanced Composition (Supporting a Thesis) |
|
|
|
|
x |
| Advanced Composition (Using Resources to Improve) |
|
|
|
|
x |
| Advanced Word Processing Skills |
|
|
x |
x |
|
| Algebra I Math Skills (part 1 of 2) |
|
|
|
|
|
| Algebra I Math Skills (part 2 of 2) |
|
|
|
|
|
| Algebra II Math Skills (part 1 of 2) |
|
|
|
|
|
| Algebra II Math Skills (part 2 of 2) |
|
|
|
|
|
| Alphabetizing |
x |
x |
|
|
|
| Analysis in Language Arts |
|
|
x |
x |
|
| Analysis in Language Arts |
|
x |
|
|
|
| Analysis in Language Arts |
|
x |
|
|
|
| Analysis (Intermediate) |
|
|
|
|
|
| Analysis Math Skills (part 1 of 2) |
|
|
|
|
x |
| Analysis Math Skills (part 2 of 2) |
|
|
|
|
x |
| Analysis of a Political Candidate |
|
|
x |
x |
|
| Analyzing a Story (Intermediate) |
|
x |
x |
|
|
| Analyzing a Story (Secondary) |
|
|
x |
x |
|
| Analyzing and Adapting to Audiences |
|
|
x |
|
|
| Analyzing and Addressing Audiences |
|
|
x |
|
|
| Analyzing and Addressing Audiences |
|
|
|
x |
|
| Analyzing and Applying Arithmetic Sequences and Series |
|
|
|
|
x |
| Analyzing and Applying Geometric Sequences and Series |
|
|
|
|
x |
| Analyzing and Critiquing Literature |
|
|
x |
|
|
| Analyzing and Critiquing Literature |
|
|
|
x |
|
| Analyzing and Interpreting Statistics and Graphs |
|
|
|
|
|
| Analyzing and Transforming Functions |
|
|
|
|
x |
| Analyzing Fiction |
|
|
x |
x |
|
| Analyzing Poetry |
|
|
|
|
|
| Analyzing Poetry |
|
|
x |
|
|
| Analyzing (Secondary) |
|
|
x |
x |
x |
| Analyzing Stories |
|
|
x |
|
|
| Analyzing Stories |
|
|
x |
|
|
| Analyzing Stories |
|
|
|
|
|
| Analyzing Stories |
|
|
x |
|
|
| Answering a Business or School Phone |
|
|
x |
x |
|
| Answering Questions about a Table |
|
x |
x |
|
|
| Answering Questions about a Table |
|
|
x |
x |
|
| Answering the School Telephone |
|
|
x |
x |
|
| Apologizing |
x |
x |
x |
x |
|
| Applying a Technical Manual |
|
|
x |
x |
|
| Applying a Variety of Measures |
|
|
x |
|
|
| Applying a Variety of Measures |
|
|
x |
|
|
| Applying Complex Numbers |
|
|
|
|
x |
| Applying Concepts of Probability |
|
|
|
|
x |
| Applying Decimals to a Variety of Situations |
|
x |
x |
|
|
| Applying Derivatives to Solve Problems (1) |
|
|
|
|
x |
| Applying Derivatives to Solve Problems (2) |
|
|
|
|
x |
| Applying Everyday Math Skills to Being a Consumer |
|
|
|
x |
|
| Applying Exponential and Logarithmic Functions |
|
|
|
|
|
| Applying Integrals |
|
|
|
|
x |
| Applying Learned Skills to Solving Problems |
|
|
|
x |
|
| Applying Life Skills in Math |
|
x |
x |
|
|
| Applying Life Skills in Math |
x |
|
|
|
|
| Applying Map and Globe Skills to the Earth |
x |
x |
x |
|
|
| Applying Math to Banking and Budgeting |
|
|
|
x |
|
| Applying Math to Housing |
|
|
|
x |
|
| Applying Patterns, Statistics, and Probability |
|
|
|
|
|
| Applying Probability to Combinations |
|
|
|
x |
|
| Applying Ratios, Proportions, Averages, and Percentages |
|
|
|
|
|
| Applying Slope-Intercept Form to Graphing |
|
|
|
x |
|
| Applying Systems of Equations |
|
|
|
x |
|
| Applying Trigonometric Concepts |
|
|
|
|
x |
| Applying Trigonometric Functions |
|
|
|
|
x |
| Applying Trigonometry to Triangles |
|
|
|
|
x |
| Applying Unit Labels to Geometric Calculations |
|
|
|
x |
|
| Applying Various Triangle Congruence Theorems |
|
|
|
x |
|
| Applying Vectors and Matrices |
|
|
|
|
x |
| Appreciating Fine Arts |
|
x |
x |
x |
|
| Appropriate Audience Behavior |
x |
x |
x |
x |
|
| Approximating by Truncating Numbers |
|
x |
x |
|
|
| Approximating Definite Integrals (areas beneath curves) |
|
|
|
|
x |
| Approximating Large/Small Numbers by Rounding |
|
x |
x |
|
|
| Arriving Promptly and Prepared |
x |
x |
x |
x |
|
| Art Project with Self-Analysis |
|
|
x |
x |
|
| Art Projects: Planning Process (Secondary) |
|
|
|
x |
|
| Art Projects (Primary) |
x |
x |
|
|
|
| Art Room Self-Management (Elementary) |
|
x |
|
|
|
| Art Room Self-Management (Secondary) |
|
|
x |
x |
|
| Asking for Permission |
x |
x |
x |
x |
|
| Asserting a Dissenting Opinion |
|
|
|
x |
|
| Athlete's Game Performance |
|
x |
x |
x |
|
| Athlete's Off-Court Performance |
|
x |
x |
x |
|
| Athlete's Practice Performance |
|
x |
x |
x |
|
| Attending Activities |
x |
x |
x |
x |
|
| Audience Behavior |
|
|
x |
x |
|
| Audience Behavior |
x |
x |
|
|
|
| Band Self-Management |
|
|
x |
x |
|
| Basic Child Development Skills |
|
|
x |
x |
|
| Basic Computer Skills |
|
|
|
|
|
| Basic Computer Skills |
x |
x |
x |
x |
|
| Basic Food and Nutrition Skills |
|
|
x |
x |
|
| Basic Industrial Technology Skills |
|
|
x |
x |
|
| Basic Science Skills (Grades 9-12) |
|
|
|
x |
|
| Basic Wood Joints |
|
|
|
x |
|
| Basic Word Processing |
|
x |
|
|
|
| Basic Word Processing Skills |
|
x |
x |
x |
|
| Basic Writing ("Kitchen Sink Rubric") |
|
x |
x |
x |
|
| Basics of Health (High School) |
|
|
|
x |
|
| Basics of Health (Middle School) |
|
|
x |
|
|
| Beginning Computer Skills |
x |
x |
x |
|
|
| Behaving Appropriately at Activities |
x |
x |
x |
x |
|
| Behavior Rubric |
x |
x |
x |
x |
|
| Being a Responsible Child or Adolescent |
x |
x |
|
|
|
| Being a Responsible Teenager |
|
|
x |
x |
|
| Being a Safe Pedestrian |
x |
x |
|
|
|
| Being a Self-Starter |
|
x |
x |
x |
|
| Being Altruistic |
x |
x |
x |
x |
|
| Being an Organized Student |
|
x |
x |
x |
|
| Being an Organized Student |
|
x |
|
|
|
| Being an Organized Student |
|
|
x |
|
|
| Being an Organized Student |
|
x |
|
|
|
| Being an Organized Student (Middle and High School) |
|
|
x |
x |
|
| Being Assertive |
x |
x |
x |
x |
|
| Being Creative in Projects (Intermediate) |
|
|
|
|
|
| Being Creative in Projects (Primary) |
|
x |
|
|
|
| Being Creative in Projects (Secondary) |
|
|
x |
x |
x |
| Being Customer Friendly |
x |
x |
x |
x |
|
| Being Flexible |
|
x |
x |
x |
|
| Being Forgiving |
x |
x |
x |
x |
|
| Being Friendly |
x |
x |
x |
x |
|
| Being in Control of Emotions |
x |
x |
x |
x |
|
| Being Kind |
x |
x |
x |
x |
|
| Being Loyal |
|
x |
x |
x |
|
| Being Open to Learning and Technology |
|
x |
x |
x |
|
| Being Organized |
|
x |
x |
x |
|
| Being Patient |
x |
x |
x |
x |
|
| Being Perseverant |
|
x |
x |
x |
|
| Being Resilient |
x |
x |
x |
x |
|
| Being Responsible |
|
x |
x |
x |
|
| Being Responsible, Part 1 |
|
x |
x |
x |
|
| Being Responsible, Part 2 |
|
x |
x |
x |
|
| Being Self-Disciplined |
|
x |
x |
x |
|
| Being Thorough |
x |
x |
x |
x |
|
| Being Thorough on Math Tasks |
|
|
x |
x |
x |
| Being Trustworthy, Honest, and Ethical |
x |
x |
x |
x |
|
| Being Willing to "Give and Take" |
x |
x |
x |
x |
|
| Being Willing to Give and Take |
x |
x |
x |
x |
|
| Bibliography (APA Style) |
|
x |
x |
x |
|
| Book Reports |
|
|
x |
|
|
| Brainstorming in Groups (Intermediate) |
|
|
|
|
|
| Brainstorming in Groups (Secondary) |
|
|
x |
x |
x |
| Broad Language Arts Research Skills |
|
|
x |
x |
|
| Building Successful Groups |
|
|
x |
x |
|
| Bulletin Board Display |
|
x |
x |
x |
|
| Calculating and Applying Measurement |
|
|
|
|
|
| Calculating and Constructing Geometric Shapes |
|
|
x |
|
|
| Calculating and Constructing Geometric Shapes |
|
x |
x |
|
|
| Calculating and Solving with Complex Numbers |
|
|
|
|
|
| Calculating Central Tendencies |
|
x |
x |
|
|
| Calculating Gratuity—Tip |
|
x |
x |
|
|
| Calculating Measures of Variability (spread) |
|
|
|
x |
|
| Calculating Miles Per Gallon |
|
x |
x |
|
|
| Calculating Miles per Gallon |
|
|
x |
x |
|
| Calculating Original Price from Sale/Discount |
|
x |
x |
|
|
| Calculating Percentage Discount |
|
x |
x |
|
|
| Calculating Range, Mode, Mean, and Median |
|
|
x |
x |
|
| Calculating Sale Price From Discount |
|
x |
x |
|
|
| Calculating the Mean |
|
|
x |
|
|
| Calculating the Mean Using a Spreadsheet |
|
|
x |
x |
|
| Calculating the Median of a Set |
|
x |
x |
|
|
| Calculating the Range of a Set |
|
x |
x |
|
|
| Calculus Math Skills (part 1 of 2) |
|
|
|
|
x |
| Calculus Math Skills (part 2 of 2) |
|
|
|
|
x |
| Campaign Ads |
|
x |
x |
x |
|
| Capitalizing on Opportunity |
|
x |
x |
x |
|
| Care and Use of Books (Grades 3-8) |
|
x |
x |
|
|
| Career Presentation (Primary) |
x |
|
|
|
|
| Career Presentation (Role-Play a Career) |
x |
x |
x |
x |
|
| Career Report (Grades 5-8) |
|
|
x |
|
|
| Carrying out Math Calculations with Accuracy |
|
x |
x |
x |
|
| Cause and Effect in Language Arts |
|
x |
|
|
|
| Checking Out and Returning Library Books |
x |
x |
|
|
|
| Child Care: Baby-sitting |
|
x |
x |
|
|
| Child Care Skills |
|
|
x |
x |
|
| Choir Self-Management |
|
|
x |
x |
|
| Choosing and Developing a Topic |
|
|
x |
x |
|
| Choosing and Developing a Topic |
|
|
x |
|
|
| Choosing Words Effectively |
|
x |
|
|
|
| Choosing Words Effectively |
|
|
x |
|
|
| Choral Music Rehearsal |
|
x |
x |
x |
|
| Clarifying Problems to Be Solved |
|
|
x |
x |
x |
| Class Discussion Participation |
|
x |
x |
|
|
| Classification in Language Arts |
|
|
x |
x |
|
| Classification in Language Arts |
|
x |
|
|
|
| Classification in Language Arts |
|
x |
|
|
|
| Classifying and Exploring Polygons |
|
|
|
|
|
| Classifying (Intermediate) |
|
|
|
|
|
| Classifying (Primary) |
|
x |
|
|
|
| Classifying (Secondary) |
|
|
x |
x |
x |
| Classroom Listening Skills |
x |
x |
|
|
|
| Classroom Listening Skills |
x |
x |
|
|
|
| Clean and Organized Desk |
x |
x |
x |
x |
|
| Clean and Organized Locker |
|
x |
x |
|
|
| Clean and Organized Locker |
|
x |
x |
x |
|
| Cleaning Up after Self |
x |
x |
x |
x |
|
| Cleaning up and Changing Activities |
x |
x |
x |
|
|
| Cleans Room Appropriately |
x |
x |
x |
|
|
| Collaborating (Intermediate) |
|
|
|
|
|
| Collaborating (Secondary) |
|
|
x |
x |
x |
| Collaboration in Language Arts |
|
|
x |
x |
|
| Collaboration in Language Arts |
|
x |
|
|
|
| Collecting and Graphing Data |
|
x |
x |
|
|
| Collecting Data Effectively |
|
|
|
|
x |
| College Prep Writing |
|
|
|
x |
|
| College Preparatory English (College-Level Essays) |
|
|
|
|
x |
| College Preparatory English Literature (Analyze Literature) |
|
|
|
|
x |
| College Preparatory English Literature (Discuss Literature) |
|
|
|
|
x |
| College Preparatory English Literature (Relate to Lit.) |
|
|
|
|
x |
| College Preparatory English (Part 1 of 2) |
|
|
|
|
x |
| College Preparatory English (Part 2 of 2) |
|
|
|
|
x |
| College Preparatory English Writing (Applications, Exams) |
|
|
|
|
x |
| College Preparatory English Writing (Essay Tests) |
|
|
|
|
x |
| College Preparatory English Writing (Use Resources) |
|
|
|
|
x |
| Combining Complex Numbers Using Operations |
|
|
|
x |
|
| Combining Functions with Operations |
|
|
|
x |
|
| Combining Matrices |
|
|
|
x |
|
| Combining Several Elements into a Portfolio |
|
x |
x |
x |
|
| Coming Promptly and Prepared |
x |
x |
x |
x |
|
| Communicating Math Effectively |
|
|
x |
x |
x |
| Communicating Math Well |
|
x |
x |
|
|
| Communicating Math Well |
x |
|
|
|
|
| Communicating Solution Process |
|
|
x |
x |
|
| Communicating with Parents (list) |
x |
x |
x |
x |
|
| Communicating with Parents (mixed) |
x |
x |
x |
x |
|
| Communicating with Students (list) |
x |
x |
x |
x |
|
| Communicating with Students (mixed) |
x |
x |
x |
x |
|
| Community Service (Secondary) |
|
|
x |
x |
|
| Comparing and Contrasting (Intermediate) |
|
|
|
|
|
| Comparing and Contrasting (Primary) |
|
x |
|
|
|
| Comparing and Contrasting (Secondary) |
|
|
x |
x |
x |
| Comparing Shapes and Objects |
x |
|
|
|
|
| Comparing Solutions in Math |
|
x |
|
|
|
| Comparing Theoretical to Experimental Probability |
|
|
x |
x |
|
| Comparison and Contrast in Language Arts |
|
x |
|
|
|
| Comparison/Contrast in Language Arts |
|
|
x |
x |
|
| Comparison/Contrast in Language Arts |
|
x |
|
|
|
| Competing Effectively and Appropriately |
|
x |
x |
x |
|
| Completing a Difficult Task |
|
|
x |
x |
|
| Completing a Videotape Project |
|
|
x |
x |
|
| Completing a Videotape Project |
|
|
x |
|
|
| Completing an Assignment |
|
x |
x |
x |
|
| Completing Assignments on Time and to Expectations |
|
|
x |
x |
|
| Completing Assignments on Time and to Expectations |
|
|
x |
|
|
| Completing Assignments on Time and to Expectations |
|
|
|
|
|
| Completing Assignments on Time and to Expectations |
|
|
|
|
|
| Completing Assignments on Time and to Expectations |
|
|
|
|
|
| Completing Assignments on Time and to Expectations |
|
|
|
|
|
| Completing Assignments on Time and to Expectations |
|
|
x |
|
|
| Completing Assignments on Time and to Expectations |
|
x |
|
|
|
| Completing Assignments on Time, and to Expectations |
x |
|
|
|
|
| Completing Assignments on Time and to Expectations |
|
|
x |
x |
x |
| Completing Complex Tasks on Time and to Expectations |
|
|
x |
x |
|
| Completing Forms and Applications |
|
|
x |
x |
|
| Completing Forms and Applications |
|
|
x |
x |
|
| Completing Homework |
x |
x |
x |
x |
|
| Completing Probability Studies |
|
|
|
|
|
| Completing Probability Studies/Surveys |
|
|
|
|
|
| Completing Projects to Quality |
|
x |
x |
x |
|
| Completing Simple Tasks on Time and to Expectation |
|
x |
x |
x |
|
| Completing Squares of Quadratic Equations |
|
|
x |
x |
|
| Comprehending Written Information Well |
|
x |
x |
x |
|
| Computer Publishing Skills |
|
|
x |
x |
|
| Conducting Dependent-Independent Probability |
|
|
x |
x |
|
| Conducting Internet Searches |
|
x |
x |
x |
|
| Conducting Math Research |
|
x |
x |
|
|
| Conducting Math Research |
|
|
x |
x |
x |
| Conducting Multi-Item Surveys |
|
|
x |
x |
|
| Conducting One-Question Surveys |
|
x |
|
|
|
| Conducting Research |
|
|
x |
|
|
| Conducting Research |
|
|
x |
x |
|
| Conducting Simple One-Item Surveys |
x |
|
|
|
|
| Conducting Simulations |
|
|
|
x |
|
| Conducting Surveys |
|
x |
x |
|
|
| Conducting Tests/Surveys and Graphing Probability |
|
|
|
|
|
| Conducting Three-Item Surveys |
|
x |
x |
|
|
| Conducting Yes/No Surveys |
|
|
|
|
|
| Connecting Arithmetic and Algebraic Principles |
|
|
|
|
|
| Connecting Math to School and Life |
x |
|
|
|
|
| Connecting Math to School and Life |
|
|
x |
x |
x |
| Connecting Math Well in Intermediate Grades |
|
x |
x |
|
|
| Considering Others' Contributions |
x |
x |
x |
x |
|
| Constructing a Model |
|
x |
x |
x |
|
| Consumer Math Skills (part 1 of 2) |
|
|
|
x |
|
| Consumer Math Skills (part 2 of 2) |
|
|
|
x |
|
| Contributing to Group Success |
x |
x |
x |
x |
|
| Conversing Effectively on the Telephone |
x |
x |
x |
x |
|
| Converting Between Measures |
|
x |
x |
|
|
| Converting Between Numbers Less than One |
|
x |
x |
|
|
| Converting Decimals to Fractions |
|
x |
x |
|
|
| Converting Decimals to Fractions |
|
|
x |
x |
|
| Converting Fractions to Decimals |
|
x |
x |
|
|
| Converting Measures of Volume |
|
x |
x |
|
|
| Coping with Difficulty |
x |
x |
x |
x |
|
| Counting and Comparing Cost Using Coins |
x |
|
|
|
|
| Counting Effectively and Accurately |
x |
|
|
|
|
| Counting Fixed Objects in a Straight Line |
x |
|
|
|
|
| Counting Fixed Unordered Objects |
x |
|
|
|
|
| Counting in a Variety of Ways |
x |
x |
|
|
|
| Counting Larger Amounts of Movable Objects |
x |
x |
|
|
|
| Counting Larger Amounts of Unordered Objects |
|
x |
|
|
|
| Counting Larger Groups of Fixed Items |
|
x |
|
|
|
| Counting Money (Grade 1) |
|
|
|
|
|
| Counting Money (Grade 3) |
|
x |
|
|
|
| Counting Movable Objects |
x |
|
|
|
|
| Counting Orally (Primary) |
x |
|
|
|
|
| Counting, Reading, and Ordering Numbers to 999 |
|
|
|
|
|
| Counting, Reading, and Writing Numbers to 99 |
x |
|
|
|
|
| Courteous Listener at Assemblies and Presentations |
|
x |
x |
x |
|
| CPR for a Child |
|
|
x |
x |
|
| CPR for an Adult |
|
|
x |
x |
|
| Creating Art Like the Art of a Famous Artist |
|
x |
x |
x |
|
| Creating Art Like the Art of Another Culture |
|
x |
x |
x |
|
| Creative Products (Secondary Level) |
|
|
x |
x |
|
| Creativity in a Project, Product, or Performance |
|
x |
x |
x |
|
| Creativity in a Project, Product, Performance |
|
x |
|
|
|
| Creativity in Language Arts Projects |
|
|
x |
x |
|
| Creativity in Language Arts Projects |
|
x |
|
|
|
| Creativity in Language Arts Projects |
|
x |
|
|
|
| Critiquing a Work of Art (Grade 1) |
x |
|
|
|
|
| Critiquing a Work of Art (Grade 2-3) |
|
|
|
|
|
| Current Events Report (Grades 5-8) |
|
|
x |
|
|
| Current Events Report (Grades 9-12) |
|
|
|
x |
|
| Custodial Service in a Classroom |
|
|
|
|
|
| Debates |
|
|
x |
x |
|
| Debating |
|
|
|
x |
|
| Decision Making in Language Arts |
|
x |
|
|
|
| Decision Making in Language Arts |
|
x |
|
|
|
| Decision-Making in Language Arts |
|
|
x |
x |
|
| Defining Course Standards/Outcomes |
|
|
|
|
|
| Defining Performance Assessment |
x |
x |
x |
x |
|
| Defining Performance Indicators |
|
|
|
|
|
| Defining/Applying Properties of Functions and Limits |
|
|
|
|
x |
| Demonstrate Care of Teeth: A Group Presentation |
x |
x |
x |
|
|
| Demonstrating Knowledge and Skills in Statistics |
|
|
x |
x |
|
| Demonstrating Knowledge and Skills with Fractions |
|
|
x |
x |
|
| Demonstrating Many Group Work Skills |
|
|
|
|
|
| Demonstrating Reading to an Evaluator |
|
x |
x |
|
|
| Describing Objects (Primary) |
x |
|
|
|
|
| Describing One Variable Data with a Normal Distribution |
|
|
|
x |
|
| Describing, Representing, and Using Patterns |
|
|
x |
|
|
| Describing/Finding/Graphing Inverse Functions |
|
|
|
x |
|
| Designing a Bar Graph |
|
x |
|
|
|
| Designing a Brochure (1) |
|
x |
x |
x |
|
| Designing a Brochure (2) |
|
|
x |
x |
|
| Designing a Pictograph |
|
x |
|
|
|
| Designing a Pie Chart |
|
|
x |
|
|
| Designing a Poster |
|
x |
x |
x |
|
| Designing a Website |
|
x |
x |
x |
x |
| Designing a Website (2) |
|
x |
x |
x |
x |
| Designing a Website (Primary) |
|
x |
x |
|
|
| Designing An Internet Homepage |
|
x |
x |
x |
|
| Designing and Interpreting Line Plots |
|
|
x |
x |
|
| Designing and Interpreting Scatterplots |
|
|
x |
x |
|
| Designing Bar Graphs |
|
x |
x |
|
|
| Designing Bar Graphs |
|
|
x |
x |
|
| Designing Complex Tables |
|
x |
x |
|
|
| Designing Complex Tables |
|
|
x |
x |
|
| Designing, Conducting, and Interpreting Investigations |
|
|
x |
x |
|
| Designing Graphs and Simplifying with Algebra |
|
|
x |
|
|
| Designing Graphs and Simplifying with Algebra |
|
|
x |
|
|
| Designing Line Graphs |
|
x |
x |
|
|
| Designing Line Graphs |
|
|
x |
x |
|
| Designing Meaningful Experiments |
|
|
|
x |
|
| Designing Performance Assessments |
x |
x |
x |
x |
|
| Designing Pie Graphs |
|
|
x |
x |
|
| Designing Rubrics |
x |
x |
x |
x |
|
| Designing Simple Tables |
|
x |
x |
|
|
| Designing Tables and Charts |
|
|
x |
x |
|
| Designing Venn Diagrams |
|
x |
x |
|
|
| Designing Venn Diagrams |
|
|
x |
x |
|
| Determining Chances of an Event |
|
x |
x |
|
|
| Determining Chances of an Event |
|
|
x |
x |
|
| Determining Limits of Functions |
|
|
|
|
x |
| Determining Profit and Loss |
|
|
x |
x |
|
| Determining the Mode of a Set |
|
x |
x |
|
|
| Determining Trigonometric Functions for a Given Angle |
|
|
|
|
x |
| Developing a List of Works Cited Using MLA Format |
|
|
x |
x |
|
| Developing a Plan to Complete a Task |
x |
x |
x |
x |
|
| Developing a Timeline to Complete a Task |
|
x |
|
|
|
| Developing a Video with Simple Editing |
|
x |
x |
x |
|
| Developing and Using Polls |
|
|
|
x |
|
| Developing Concept of Slope |
|
|
|
x |
|
| Developing Entries for a Works Cited List |
|
|
x |
x |
|
| Developing Formal Outlines |
|
|
x |
x |
|
| Developing Skills with Sigma Notation |
|
|
|
|
x |
| Disagreeing Appropriately |
|
x |
x |
x |
|
| Discussing and Measuring Temperature |
x |
x |
|
|
|
| Displaying and Explaining Probability Studies |
|
x |
x |
|
|
| Displaying and Explaining Probability Studies |
|
|
x |
x |
|
| Displaying and Interpreting Data |
|
x |
x |
|
|
| Displaying Data Using Different Graphs |
|
x |
x |
|
|
| Dividing by Two-Digit Numbers |
|
|
|
|
|
| Dividing Four-Digit Numbers by One-Digit |
|
x |
x |
|
|
| Dividing Numbers |
|
|
x |
x |
|
| Dividing Polynomials |
|
|
|
x |
|
| Dividing Two Mixed Numbers |
|
x |
x |
|
|
| Documenting Sources Using MLA Format |
|
|
|
x |
|
| Doing Own Share of the Work |
x |
x |
x |
x |
|
| Drawing and Comparing Lengths, Area, and Volume |
|
|
|
|
|
| Drawing Angles and Figures |
|
x |
x |
|
|
| Drawing Angles and Figures |
|
|
x |
x |
|
| Drawing, Explaining, and Using Geometric Shapes |
|
|
|
|
|
| Drawing (Grades 3-8) |
|
x |
x |
|
|
| Drawing Lines, Symmetrical Objects, and Angles |
|
x |
x |
|
|
| Drawing Lines, Symmetrical Objects, and Angles |
|
|
x |
x |
|
| Drawing Maps |
|
x |
x |
x |
|
| Drawing Maps (Grades 5-12) |
|
|
x |
x |
|
| Drawing Pictures to Show Addition to 20 |
x |
|
|
|
|
| Drawing (Secondary Level) |
|
|
x |
x |
|
| Earning a Living, Paying Taxes, and Spending Wisely |
|
|
|
x |
|
| Earth Science (Secondary) |
|
|
x |
x |
|
| Effective Sentences with Effective Word Choice |
|
x |
x |
|
|
| Eighth Grade Language Arts (Part 1 of 2) |
|
|
|
|
|
| Eighth Grade Language Arts (Part 2 of 2) |
|
|
|
|
|
| Eighth Grade Listening and Viewing |
|
|
|
|
|
| Eighth Grade Literature (Lyric Poetry, Novels, Satire) |
|
|
|
|
|
| Eighth Grade Math Skills (part 1 of 2) |
|
|
|
|
|
| Eighth Grade Math Skills (part 2 of 2) |
|
|
|
|
|
| Eighth Grade Reading and Vocabulary |
|
|
|
|
|
| Eighth Grade Speaking |
|
|
|
|
|
| Eighth Grade Writing |
|
|
|
|
|
| Eighth Grade Writing Projects |
|
|
|
|
|
| Eighth Grade Writing Skills |
|
|
|
|
|
| Elementary Creativity |
x |
x |
|
|
|
| Elementary Listening Skills |
x |
x |
|
|
|
| Elementary Writing Assessment (Grades 2 and 3) |
|
x |
|
|
|
| Eleventh Grade Language Arts (Part 1 of 2) |
|
|
|
|
|
| Eleventh Grade Language Arts (Part 2 of 2) |
|
|
|
|
|
| Eleventh Grade Listening and Viewing |
|
|
|
|
|
| Eleventh Grade Literature (American Literature) |
|
|
|
|
|
| Eleventh Grade Reading |
|
|
|
|
|
| Eleventh Grade Speaking |
|
|
|
|
|
| Eleventh Grade Writing |
|
|
|
|
|
| Eleventh Grade Writing |
|
|
|
x |
|
| Essay Test Answer: Essay Format |
|
|
|
x |
|
| Essay Test Answer: Essay Format |
|
|
|
x |
|
| Essay Test Answer: No Required Format |
|
|
|
x |
|
| Essay Test Answer: No Required Format |
|
|
x |
|
|
| Essay Test Answer: Paragraph Form |
|
|
|
x |
|
| Essay Test Answer: Paragraph Form |
|
|
x |
|
|
| Essay-Writing |
|
|
x |
x |
|
| Estimating and Calculating Gratuity |
|
|
x |
x |
|
| Estimating and Measuring Length |
|
x |
x |
|
|
| Estimating and Measuring Weight |
x |
x |
|
|
|
| Estimating Gratuity or Tip |
|
x |
x |
|
|
| Estimating Sales Tax On Purchases Over $50 |
|
x |
x |
|
|
| Estimating Sales Tax to $5.00 |
|
x |
x |
|
|
| Estimating Simple Commission |
|
x |
x |
|
|
| Evaluating a Teacher's Year |
|
|
|
|
|
| Evaluating (Intermediate) |
|
|
|
|
|
| Evaluating (Primary) |
|
x |
|
|
|
| Evaluating (Secondary) |
|
|
x |
x |
x |
| Evaluation in Language Arts |
|
|
x |
x |
|
| Evaluation in Language Arts |
|
x |
|
|
|
| Evaluation in Language Arts |
|
x |
|
|
|
| Evolution (Secondary) |
|
|
x |
x |
|
| Exhibiting Electrical Circuits |
|
|
x |
x |
|
| Exhibiting Products and Skills (Elementary Level) |
x |
x |
|
|
|
| Exhibiting Products and Skills (Secondary Level) |
|
|
x |
x |
|
| Explaining and Applying the Pythagorean Theorem |
|
|
x |
x |
|
| Explaining Data: Trends/Conclusions/Recommendations |
|
|
x |
x |
|
| Explaining Populations and Sampling |
|
|
|
x |
|
| Explaining Probability Sampling Designs |
|
|
|
x |
|
| Exploring and Applying Similarity |
|
|
|
|
|
| Exploring and Applying Transformations |
|
|
|
|
|
| Exploring Conversion between Numbers Less than One |
|
< |
