area/points | mathematics |
focus |
organization |

3 |
Mathematics is correct, both conceptually and in the details; Mathematics presented makes sense; Defines unfamiliar terminology, notation; Clearly states assumptions and/or necessary conditions for formulas and theorems. | Points out the difficult parts of the material; Probes beyond the surface material; Focus is on big concepts more than on rote skills; Discussion sets this portion of the material in context. | Actively involves audience; There is evidence of effort in preparation; Speaks clearly and audibly; Clearly writes important points on the board/overhead; Pace is appropriate. |

2 |
Occasional details incorrect; Some notation not explained; Unclear explanation(s). | Concepts not presented clearly; Insufficient attention given to deeper aspects of content. | Low interactivity or little evidence of preparation; Erases board too quickly. |

1 |
Frequent conceptual errors; Some errors left uncorrected; Snarls in details; Explanations incoherent. | Mainly rote computations; Basic definitions restated; Material presented in isolation. | No interaction; No evidence of preparation; Incorrect or insufficient use of board/overhead; Pacing way off. |

**1** The tenth point is awarded for creativity/poise.
It can take the form of humor or an unusual idea or solution or a beautiful
handout, or...