Success Criteria for Word Problems: - Sarasota County Schools



5146675234892Success Criteria for Word Problems:I can describe what is happening in the problem.I can identify and explain what the problem is asking me to find for one step and two step word problems.I can write or tell a reasonable estimate before I add, subtract, multiply, or divide. I can represent each problem using models (manipulatives).I can represent my thinking using a picture and equation with a symbol representing what I need to find (unknown). I can explain how I arrived at my answer. I can justify why my answer makes sense.I can compare what is similar and what is different in various problems.I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create any type of multiplication or division word problem and explain how to solve it. 020000Success Criteria for Word Problems:I can describe what is happening in the problem.I can identify and explain what the problem is asking me to find for one step and two step word problems.I can write or tell a reasonable estimate before I add, subtract, multiply, or divide. I can represent each problem using models (manipulatives).I can represent my thinking using a picture and equation with a symbol representing what I need to find (unknown). I can explain how I arrived at my answer. I can justify why my answer makes sense.I can compare what is similar and what is different in various problems.I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create any type of multiplication or division word problem and explain how to solve it. Addition, Subtraction, and RoundingI can identify the tens a number falls between. I can identify the hundreds a number falls between.When given a three-digit number, I can create a number line and plot what two hundreds and tens the number is between. I can determine which ten the number is closest to and justify my reasoning. I can determine which hundred the number is closest to and justify my reasoning. I can determine when to round to the lesser ten or the next ten in a real-world problem scenario (context). I can explain when and why I should round a number. When given a rounded number, I can list the range of numbers that could have rounded up or down to that number. (from ____ to ______)I can write or tell a reasonable estimate before I add or subtract.I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with three-digit addends vertically or horizontally to solve.I can choose and model a strategy to solve an addition equation that involves three-digit numbers.I can choose and model a strategy to solve a subtraction equation that involves three-digit numbers.I can explain how to solve a three-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a three-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to add.I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to subtract.I can add and subtract three-digit numbers using: ●Pictures ●Base ten blocks ●Number linesI can add or subtract three-digit numbers by creating an open number line. I can explain how to add or subtract three-digit numbers mentally using benchmark numbers.GraphingI can identify the scale of a graph. I can explain why certain graphs have a scale greater than one.I can choose a proper scale for a bar graph or picture graph and explain why it’s the best choice. I can interpret a bar/picture graph to solve one- or two-step problems asking “how many more” and “how many less”.I can create a scaled picture graph to show data. (scale, key, title, category label, scale label)I can create a scaled bar graph to show data. (scale, key, title, category label, scale label)I can plan, collect, organize, and display my survey results on picture graph. I can plan, collect, organize, and display my survey results on bar graph. I can make comparisons between categories in the graph using more than, less than, etc.I can write addition, subtraction, and comparison problems about the data in the graph and solve it.Multiplication and Division I can explain the relationship between addition and multiplication. I can represent a multiplication equation with models and pictures. I can represent a multiplication expression as repeated addition. I can represent repeated addition as a multiplication expression. I can model multiplication using groups, hops on the number line, and arrays. I can explain how the product of an array relates to its area. I can explain what the two factors of a multiplication equation represents. (the number of groups and number of items in each group)I can use the words “factors, product, times, and groups of” to describe the multiplication model, picture, and equation. When given a multiplication expression, I can create a scenario to represent it.I can explain what division means. I can explain the relationship between division and multiplication (factor x factor = product and product factor = missing factor).I can use the words dividend, divisor, and quotient to explain what the numbers in a division equation mean.I can represent a division equation with models and pictures. I can model division using groups, hops on the number line, and arrays. When given a division expression, I can create a scenario to determine how many in each group. When given a division expression, I can create a scenario to determine how many groups.I can use different symbols to show the unknowns in an equation. I can determine the unknown number in a multiplication or division equation by showing the relationship between multiplication and division with pictures, models, or words. I can explain and model what happens when I multiply any number by one. I can explain and model what happens when I multiply any number by zero. I can explain and model what happens when I change the order of the factors in an expression (commutative property).I can explain and model how the associative property of multiplication works.I can explain how the distributive property of multiplication works. I can decompose one factor into two parts and multiply each part by the other factor and find the sum of those parts to help me find the product (distributive property) using pictures, models, and equations. I can model the distributive property by breaking an array into two parts and record it with an equation. I can explain the relationship between a multiplication table and multiples. I can explain the relationship between the numbers in a pattern.When using a multiplication chart, I can describe the patterns I see in each row. I can find unknown multiples and factors in a multiplication table. I can explain patterns that I see on the addition table. I can describe patterns I see with even and odd sums or products. I can use a base ten model to explain the product when I multiply by 10. Strategies I can use to become fluent with my multiplication facts:I can explain how multiplying by 2 is the same as doubling. I can explain how doubling and doubling again is multiplying by 4. I can compose and decompose factors to use known facts to get the product. I can explain how knowing the commutative property helps me learn my multiplication facts. I can explain what happens when I multiply by ten. I can explain how multiplying by 9 is related to multiplying by 10. I can build fact families.I can use the inverse operation to find unknowns.Area and PerimeterI can build an array with given factors and explain how it shows the amount of square units that make up area. I can describe the area of a rectangle I created with color tiles by using repeated addition and a multiplication equation. I can partition a rectangle into identical rows and columns to find the area. I can draw and build all the arrays possible for a given area. I can explain why multiplying the side lengths of a rectangle give me the area. I can find the perimeter of the rectangle I created with color tiles. I can draw a rectangle with given side lengths and find it’s area and perimeter. When given a picture of an array on graph paper, I can label the sides and find its area and perimeter. I can write a multiplication equation to find the perimeter of a regular polygon. I can explain why area gives you the number of square units and perimeter gives you the number of linear units (ft., yd., cm, m, etc.).I can find the area of a rectilinear shape by decomposing it into smaller rectangles. I can describe the differences between area and perimeter.Telling TimeI can correctly identify the hour hand and the minute hand. I can use the placement of the hour hand to determine the approximate time.I can tell how many minutes past the hour when given any number on the clock.I can use what I know about telling time to the nearest five minutes to tell time to the nearest minute. I can draw the hands on a clock to show a given time. I can write the correct time from an analog clock. I can explain why there are two cycles of 12 hours in one day. I can use AM and PM to describe a time.I can explain how minutes have passed when the hour hand moves from one number to another. I can use the words “quarter till, quarter past, ten till, ten after, and half past” to correctly describe a time.When given a time, I can explain what is happening in my day. When shown a given digital time, I can represent it on an analog clock. I can solve a word problem involving elapsed time by modeling it on an open number line.GeometryI can describe different types of quadrilaterals based on their properties (rhombuses, rectangles, trapezoids, parallelograms, and squares). I can compare and classify shapes by the number of sides and angles, and group shapes with shared attributes to define a larger category (e.g., quadrilaterals).I can explain the difference between regular and irregular polygons. I can use a geoboard or geoboard paper to create a polygon and be able to name it and/or describe its properties. When given a shape’s name, I can create it and describe its properties. When given or shown two-dimensional shapes, I can describe their properties. I can explain how certain quadrilaterals can be placed in a subcategory based on attributes. I can explain how a rhombus, square, and rectangle are alike and different based on their properties.I can explain how the properties of a square place this shape into a subcategory of quadrilaterals.I can draw examples of quadrilaterals that do not belong into the rhombus, rectangle, or square subcategory.FractionsI can explain the meaning of the numerator and the denominator in a fraction.I can partition wholes of different shapes and sizes into equal parts. I can build fractions from unit fractions and decompose fractions into unit fractions. I can identify fractions by creating equal parts using all models. I can partition shapes into parts with equal areas. I can partition a number line into equal intervals/segments and identify the fraction, including fractions equivalent to whole numbers.I can explain why a unit fraction with a larger number denominator gives you a smaller piece.I can explain how the size of the whole effects the size of the fraction. I can explain relationship between the numerator and denominator. I can solve word problems that require fair shares using visual models. I can describe how close my fraction is to one of the benchmarks of 0, ?, and 1.I can explain and show why it is important to compare fractions with the same size whole. I can use fraction models to compare two fractions. I can write and show if two fractions are greater than, less than, or equal to each other by partitioning two number lines into equal parts and plotting the fractions on the number lines.I can explain and show how two fractions are equivalent by partitioning two same size shapes into equal parts that show the same amount of area is covered. When comparing fractions, I can explain and show what happens to the size of the fractions when the denominators remain the same and the numerator changes. When comparing fractions, I can explain and show what happens to the size of the fractions when the numerators remain the same and the denominator changes. I can compare fractions with the same numerator by explaining how the size of the parts affect the fraction. I can compare fractions with the same denominator by explaining how the number of pieces affects its size. I can explain and show why it is important to compare fractions with the same size whole. I can describe how benchmark fractions help me compare fractions. I can use the benchmarks of 0,1/2, and 1 to compare two fractions.I can write a number sentence using the symbols >, <, and = to compare two fractions.Measurement and Line PlotsI can make a model of a ruler with a label for each ? inch interval, and explain what each interval represents.I can identify intervals of halves and fourths on a US customary ruler.I can use a ruler to measure the length of an object to the nearest whole, half, or quarter inch.I can measure objects to the nearest quarter inch, then organize my measurement data, sort it, then represent the data on a line plot.I can explain how a line plot is used to display data.I can determine an appropriate scale needed to create a line plot to organize the data. I can read and interpret the results of measurement data that is plotted on a line plot.I can explain what the data I plotted on my line plot represents. I can generate questions that ask about the data represented on a line plot.CapacityI can estimate and find the capacity of objects to the nearest liter.I can measure liquids using liters.I can use the words capacity and liquid volume to describe the amount of space liquid takes up in a container.I can identify what the graduation lines on a set of beakers represent when given a picture. I can justify my reasoning and solution when given a measurement problem involving capacity.MassI can describe how the concept of mass relates to weight.I can estimate and find the mass of objects to the nearest gram or kilogram.I can weigh an object to the nearest gram or kilogram and justify why my measurement makes sense.I can explain the relationship between a gram and a kilogram.I can determine the correct metric unit of measure to use when given a measurement problem to solve.I can justify my reasoning and solution when given a measurement problem involving mass of objects. ................
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