Rubrics Grade 3

 

Mathematical Thinking

Task 1 (Use for Task 1A and 1B) – Grouping 100 Cubes

 

4

·               Student’s answer is correct and shows advanced understanding beyond skip counting (such as arrays or equations)

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student’s answer is correct and shows an understanding of grouping strategies

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

 

2

·               Student’s answer is somewhat correct but lacks an understanding of skip counting

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

·               Student shows no organized counting or grouping (i.e., counting by 1’s)

 

 

 

Mathematical Thinking

Task 2 – Mirror Symmetry

 

4-3

·               Student’s answer is correct and shows understanding of mirror symmetry (i.e., doubling or addition combinations)

·               Student sees this task as a doubling problem even though initial miscounting of side A may have occurred

 

2-1

·               Student’s answer is incorrect

·               Student does not show an understanding of mirror symmetry

 

 

 

 

Task 3A – Dividing 90 Cents

 

4

·               Student’s answer is correct and shows understanding of dividing 90 into two equal amounts

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student’s answer is correct and shows understanding of dividing 90 cents into two equal amounts

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

 

2

·               Student is able to divide 90 cents but not into equal amounts, shows some evidence of dealing out the money or shows less efficient ways of dividing (i.e., pennies)

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

·               Student shows no understanding of dividing

 

 

 

 

 

Mathematical Thinking

Task 3B – Making 90 Cents

 

4

·               Student’s answer is correct and shows understanding of making 90 cents in three different ways using a variety of coins (beyond counting by pennies)

·               Student uses strategies in an organized and clearly related manner

 

3

·               Student has at least two correct ways to make 90 cents using a variety of coins (beyond counting by pennies)

·               Student uses strategies in an organized and clearly related manner

 

2

·               Student has at least one correct way to make 90 cents (beyond counting by pennies)

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

·               Student shows no understanding of coin values

 

 

Mathematical Thinking

Task 4A – Guess My Rule Data Representation

 

4

·               Student records data accurately and efficiently (i.e., including labels)

·               Student’s representation is organized and clearly understood

 

3

·               Student records data accurately (does not include labels)

·               Student’s representation is organized and clearly understood

 

2

·               Student records data with little accuracy

·               Student’s representation is unorganized and needs explanation

 

1

·               Student records data inaccurately

·               Student’s representation has little evidence of data collected

 

 

 

 

Task 4B – Data: Likely or Unlikely

 

4-3

·               Student’s answer is correct and demonstrates an understanding that some data are more likely to change than other types of data

 

2-1

·               Student’s answer is incorrect and doesn’t show an understanding that some data are more likely to change than other types of data

 

 

Mathematical Thinking

Task 5A – Comparing Handfuls and Task 5B – Combining Handfuls

 

4

·               Student’s answer is correct

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student’s answer is correct

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

 

2

·               Student’s answer is somewhat correct back lacks an understanding of comparing

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

·               Student shows no organized counting or grouping (i.e., counting by 1’s)

 

 

 

Things That Come in Groups

Task 1 – Picture of 5x4

 

4-3

·               Student’s answer is correct and clearly shows objects that come in groups of 4 or 5

 

2-1

·               Student’s answer is incorrect and doesn’t clearly show objects that come in groups of 4 or 5

 

 

 

Task 2A – Spider Legs

 

4

·               Student’s answer is correct and shows an understanding of grouping (i.e., skip counting or 3x8)

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student’s answer is correct

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

 

2

·               Student’s answer is somewhat correct back lacks evidence of grouping

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

·               Student shows no organized grouping

 

 

Things That Come in Groups

Task 2B – Spider Leg Equations

 

4-3

·               Student’s answer is correct and clearly shows two number equations that represent the story

 

2-1

·               Student’s answer is incorrect and doesn’t clearly show two number equations that represent the story

 

 

 

Task 3A – Counting by 6

 

4-3

·               Student’s answer is correct and clearly shows an understanding of skip counting by 6

 

2-1

·               Student’s answer is incorrect and doesn’t clearly show an understanding of skip counting by 6

 

 

 

Task 3B – Counting by 6

 

4-3

·               Student’s answer is correct as related to 3A and clearly shows an understanding of grouping by 6

 

2-1

·               Student’s answer is incorrect as related to 3A and doesn’t clearly show an understanding of grouping by 6

 

 

Things That Come in Groups

Task 4 – Arranging Chairs

 

4

·               Student’s answers are correct and show all 6 arrangements of 12 (1x12, 2x6, 3x4 and the inverse)

·               Student correctly labels all dimensions and writes the multiplication equation to accurately represent each arrangement

 

3

·               Student’s answers are correct and show at least 4 arrangements of 12

·               Student correctly labels all dimensions and writes the multiplication equation to accurately represent each arrangement

 

2

·               Student’s answers are correct and show at least 2 arrangements of 12

·               Student correctly labels all dimensions and writes the multiplication equation to accurately represent each arrangement

·               Student’s successful completion is dependent on the use of manipulatives

 

1

·               Student’s answers are incorrect

·               Student’s labels or dimensions are incorrect or missing

 

 

Things That Come in Groups

Task 5A and 5B – Grouping $8.00

 

4

·               Student’s answer is correct and shows an understanding of grouping (i.e., skip counting, 4x8, dividing)

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

·               Student has correct equation to represent his/her work

 

3

·               Student’s answer is correct

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

·               Student has correct equation to represent his/her work

 

2

·               Student’s answer is somewhat correct but lacks evidence of grouping

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives

·               Student’s equation doesn’t represent his/her work

 

1

·               Student’s answer is incorrect

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

Flips, Turns and Area

Task 2A – 10x12 Rectangle

 

4

·               Student’s answer is correct and shows advanced understanding of area beyond just counting individual squares (i.e., uses multiplication to come up with the answer)

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student’s answer is correct and shows an understanding of area beyond just counting individual squares (i.e., counts by groups of 10 or 12)

·               Student uses at least two strategies (pictures, numbers or words) in an organized and clearly related manner

 

2

·               Student’s answer is somewhat correct but lacks an understanding of area

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives or teacher support

 

1

·               Student’s answer is incorrect and shows no understanding of area

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

 

Flips, Turns and Area

Task 2B – Rectangles with Same Area

 

4

·               Student can successfully name two other rectangles that have the same area by solving the problem visually, manipulating the 10x12 grid, or doubling one side and halving the other

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student can successfully name two other rectangles that have the same area by solving the problem visually, manipulating the 10x12 grid, or doubling one side and halving the other

·               Student uses at least two strategies (pictures, numbers or words) in a somewhat organized and clearly related manner

 

2

·               Student can successfully name one other rectangle that has the same area by solving the problem visually or manipulating the 10x12 grid

·               Student uses a strategy with some organization

·               Student’s successful completion is dependent on the use of manipulatives and/or teacher support

 

1

·               Student’s answer is incorrect and shows no understanding of area

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

 

Flips, Turns and Area

Task 3A and 3B – Relationships Among Shapes

 

4

·               Student can successfully find the area of a complex shape by demonstrating an understanding of how much area the half-unit and unit triangles cover

·               Student uses two strategies (numbers and words) in an organized and clearly related manner

 

3

·               Student can successfully find the area of a complex shape by demonstrating an understanding of how much area the half-unit and unit triangles cover

·               Student uses at least one strategy (numbers or words) in a somewhat organized and clearly related manner

 

2

·               Student is unsuccessful in finding the area of a complex shape but demonstrates some understanding of how much area the half-unit and unit triangles cover

·               Student uses a strategy with some organization

·               Student’s attempt is dependent on the use of manipulatives and/or teacher support

 

1

·               Student’s answer is incorrect and shows no understanding of area

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

 

Flips, Turns and Area

Task 4A and 4B – Square Unit Shapes

 

4

·               Student can successfully draw a 6 square unit shape using both squares and triangles

·               Student demonstrates an understanding of how much area the half-unit and unit triangles cover

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student can successfully draw a 6 square unit shape using both squares and triangles

·               Student demonstrates an understanding of how much area the half-unit and unit triangles cover

·               Student uses at least two strategies (pictures, numbers or words) in a somewhat organized and clearly related manner

 

2

·               Student is unsuccessful in drawing a 6 square unit shape using both squares and triangles

·               Student uses a strategy with some organization

·               Student’s attempt is dependent on the use of manipulatives and/or teacher support

 

1

·               Student’s answer is incorrect and shows no understanding of area

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

From Paces to Feet

Task 1A and 1B – Measuring Inches and Centimeters

 

4

·               Student accurately measures both the inches and centimeter lines (4 inches or approximately 10 centimeters)

·               Student recognizes that there are more centimeters in the given length than inches

·               Student clearly explains that there are more centimeters in the given length because centimeters are a smaller unit of measure than inches

·               Student uses two strategies (numbers and words) in an organized and clearly related manner

 

3

·               Student accurately measures both the inches and centimeter lines (4 inches or approximately 10 centimeters)

·               Student recognizes that there are more centimeters in the given length than inches

·               Student explains that there are more centimeters in the given length because centimeters are a smaller unit of measure than inches

·               Student uses at least one strategy (numbers or words) in a somewhat organized and clearly related manner

 

2

·               Student accurately measures either the inches or centimeter line (4 inches or approximately 10 centimeters)

·               Student recognizes that there are more centimeters in the given length than inches

·               Student uses a strategy with some organization

·               Student’s attempt is dependent on the use of manipulatives and/or teacher support

 

1

·               Student inaccurately measures both the inches and centimeter lines

·               Student’s answer is incorrect and shows no understanding that there are more centimeters in the given length than inches

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

 

From Paces to Feet

Task 2 – Carpeting a Classroom

 

4

·               Student demonstrates an advanced understanding through a clear explanation using appropriate measuring tools and standard units of measure

·               Student uses all three strategies (pictures, numbers and words) in an organized and clearly related manner

 

3

·               Student demonstrates a good understanding through a clear explanation using appropriate measuring tools and standard units of measure

·               Student uses at least two strategies (pictures, numbers or words) in a somewhat organized and clearly related manner

 

2

·               Student attempts an explanation, but is dependent on teacher support

·               Student uses at least one strategy with some organization

 

1

·               Student’s answer is incorrect and shows no understanding of what measuring tools or standard units of measure to use

·               Student records work in an unorganized, random way or has no evidence of strategy used

 

 

From Paces to Feet

Tasks 3A, 3B and 3C – Broad Jump Data Analysis

 

4

·               Student is able to construct a clear and understandable line plot including all data and any values that are skipped

·               Student describes features of the data (i.e., range, clumps, gaps and values for which there are more than one piece of data)

·               Student determines and clearly explains a typical jump (i.e., by identifying the clump)

 

3

·               Student is able to construct a clear and understandable line plot including all data and any values that are skipped

·               Student describes some features of the data (i.e., range, clumps, gaps and values for which there are more than one piece of data)

·               Student determines and explains a typical jump (i.e., by identifying the clump)

 

2

·               Student attempts to construct a line plot, but records data with little accuracy

·               Student attempts to describe features of the data with little success

·               Student is unable to determine the length of a typical jump

 

1

·               Student’s answer is incorrect and shows no understanding of how to construct a line plot

·               Student is unable to describe features of the data

·               Student is unable to determine the length of a typical jump