Teacher: I’m going to show you a problem that somebody else has worked.

Student 1: Oh.

Teacher: Yes. Then you’re going to give it a rating like, 1 to 5 stars. Pick whatever criteria you want to rate it. So, your decision. It’s just important that you look it over, okay?

Student 2: -75.

Student 3: You can just put it in fractions of ¼ times 75, but you know its a negative answer.

Student 4: Times

Student 2: Oh, 75/4

Teacher: You said 2 ½ because?

Student 3: I feel like it was not right. They probably got lost up there. Also I don’t think they knew PEMDAS, so they’re probably in a lower grade level.

Teacher: Okay.

Student 2: Crazy.

Teacher: You’ve seen similar about that?

Student 2: I’m voting 2.9 because I don’t really think it deserves a 3, but I don’t think it really deserves a 2.8, so I’m voting as if I would in Dress to Impress.

Teacher: Got it.

Then what did you give them, a 3?

Student 4: A 3.5 because they got the final answer right but they just didn’t do it right at all.

Teacher: And you gave them?

Student 1: A 2.5 because their answer was like, their work, I think they still need to learn what PEMDAS is and the order of operations and some math skills. But then overall, they did come down with some correct answers and they got this part right.

Teacher: So can you use that strategy and do the same problem but the right way without the errors?

Student 2: Yes, I think so.

Teacher: Can you rewrite their work so that it is correct, so that it would be a 5-star kind of situation.

Student 2: Yes, ma’am.

Teacher: Tell me about your final thing and why it’s 5 stars? We’ll start with you.