2012-2013 Quarter 1- 3rd Grade Math Rubric

2012-2013 Quarter 1- 3rd Grade Math Rubric

Standard MCC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 ? 7 as the total number of objects in 5 groups of 7 objects each.

MCC.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ? 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

Mathematics

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

4

3

2

1

Consistently constructs and explains the product of a multiplication sentence using a multiplication strategy listed to the right. Consistently constructs and explains the quotient of a division sentence using a division strategy listed to the right.

Inconsistently constructs and explains the product of a multiplication sentence using a multiplication strategy listed to the right. Inconsistently constructs and explains the quotient of a division sentence using a division strategy listed to the right.

Solves the product of a multiplication sentence using a multiplication strategy listed to the right. (no explanation)

Solves the quotient of a division sentence using a division strategy listed to the right. (no explanation)

Cannot construct the product of a multiplication sentence using a multiplication strategy listed to the right. (no explanation) Cannot construct or explain the quotient of a division sentence using a division strategy listed to the right. (no explanation)

Notes *Arrays * Area Model * Repeated Addition *Number Line * Picture Model

* Repeated Subtraction * Equal sharing * Forming Equal Groups *Number Line * Picture Model

MCC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Consistently applies and explains the multiplication/ division strategy used to solve one-step word problems.

Often applies and explains the multiplication/ division strategy used to solve one-step word problems.

Inconsistently applies a multiplication/ division strategy used to solve one-step word problems.

Cannot apply a strategy to solve one-step word problems.

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Standard

MCC. 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

MCC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division

4

3

2

1

Consistently determines Consistently determines Inconsistently

Cannot determine the

the unknown

the unknown number determines the unknown unknown number that

number that makes an that makes an equation number that makes an makes an equation true

equation true in

true in some of the

equation true in any of in any situation.

all 3 of the situations

situations listed to the the situations.

listed to the right.

right.

Number & Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic

Demonstrates a

Demonstrates a

Demonstrates a partial Demonstrates no

complete and detailed complete understanding understanding

understanding

understanding of

(not in great detail) of (incomplete

(minimal/no details) of

rounding whole numbers rounding whole numbers detail/misconception) of rounding whole numbers

up to three digits to the up to three digits to the rounding whole numbers up to three digits to the

nearest 10 or 100 by

nearest 10 or 100 by

up to three digits to the nearest 10 or 100.

using an appropriate

using an appropriate

nearest 10 or 100. Uses

strategy. Uses clear math strategy. Uses some

little math language to

language to describe

math language to

describe rounding.

their rounding with

describe rounding with

complete details.

unclear details.

Notes * Unknown Product (3X6=?) * Group Size Unknown (3X__=18) * Total Number of Groups Unknown (___ X6=18)

Don't just teach students to memorize rules for rounding, but have students explain when and why to round a number.

MCC.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction

Fluently adds and subtracts within 1000 all of the time. (regrouping when necessary)

Fluently adds and subtracts within 1000 most of the time. (regrouping when necessary)

Fluently adds and subtracts within 1000 some of the time. (regrouping when necessary)

Cannot fluently add and subtract within 1000. (regrouping when necessary)

Fluently = accuracy (accurate answer), efficiency (ability to choose an appropriate strategy), and flexibility (ability to use number relationships with ease in computation)

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Standard MCC.3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10?90 (e.g., 9 ? 80, 5 ? 60) using strategies based on place value and properties of operations.

MCC.3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Number & Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic

4

3

2

1

Consistently multiplies Inconsistently multiplies Consistently multiplies Cannot multiply the

and explains the product and explains the product the product of a one-

product of a one-digit

of a one-digit whole

of a one-digit whole

digit whole number and whole number and a

number and a multiple of number and a multiple of a multiple of 10. (no

multiple of 10. (no

10.

10.

explanation)

explanation)

Creates and analyzes multiple tables and graphs using most appropriate scale increment. Uses the information to solve addition and subtraction problems.

Measurement and Data

Represent and interpret data

Creates OR analyzes

Inconsistently creates OR

tables and graphs using analyzes tables and

most appropriate scale graphs using most

increment. Uses the

appropriate scale

information to solve

increment. Uses the

addition and subtraction information to solve

problems.

addition and subtraction

problems.

Cannot create or analyze a table or graph.

Notes

This standard expects that students go beyond tricks that hinder understanding such as "just adding zeros" and explain and reason about their products. For example, for the problem 50 x 4, students should think of this as 4 groups of 5 tens or 20 tens. Twenty tens equals 200.

Terminology * Scale *Scaled picture graph * Scaled bar graph * Data

Scale increments not limited to 2, 5, and 10.

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Standard

MCC.3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units ? whole numbers, halves, or quarters.

4

Creates and analyzes line plot graphs using most appropriate unit. Uses the information to solve addition and subtraction problems.

Measurement and Data

Represent and interpret data

3

2

Creates OR analyzes line plot graphs using most appropriate unit. Uses the information to solve addition and subtraction problems.

Inconsistently creates or analyzes line plot graphs using most appropriate unit.

1

Cannot create line plot graphs using most appropriate unit.

Notes

Measurement focus will occur in Unit 7.

June 27, 2012 Third Grade Mathematics: Quarter 1

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