correct model to sequence and does not identify the correctly explain appropriate fraction, represent . equivalence using but offers an Uses multiplication. incomplete explanation multiplication to as to why the first two explain why and fractions are are equivalent: equivalent. 3 The student correctly The student is not able The student correctly The student correctly identifies all three of to correctly identify identifies one of the identifies two of the the non-equivalent any of the three non-equivalent three non-equivalent 4.NF.1 fractions and gives fractions. fractions. Explanation fractions. Explanation complete explanations: Explanation or or modeling is or modeling is mostly modeling is inaccurate. incomplete, or student complete. does not attempt to show work. The student correctly 4 The student correctly The student correctly The student correctly compares all eight of compares three or compares four or five compares six or seven the fraction sets and fewer of the fraction of the fraction sets of the fraction sets 4.NF.2 justifies all answers sets with little to no with some reasoning. with solid reasoning. using models, common reasoning. Or the student denominators or correctly compares all numerators, or fraction sets with benchmark fractions: incomplete reasoning > on one or two parts. > = < > = < < The student correctly 5 The student correctly The student correctly The student correctly completes all six completes two or completes three completes four or five number sentences and fewer number number sentences with number sentences with 4.NF.3a accurately models each sentences and does not some accurate accurate modeling to problem using a accurately use models modeling to represent represent problems. number line, tape to represent a majority the problems. Or the student diagram, or area of the problems. correctly completes all model: number sentences with insufficient models on one or two problems.
sequence and does not correctly explain equivalence using multiplication. identify the appropriate fraction, but offers an incomplete explanation as to why the first two fractions are equivalent. correct model to represent . Uses multiplication to explain why and are equivalent: 3 4.NF.1 The student is not able to correctly identify any of the fractions. Explanation or modeling is inaccurate. The student correctly identifies one of the three non-equivalent fractions. Explanation or modeling is incomplete, or student does not attempt to show work. The student correctly identifies two of the three non-equivalent fractions. Explanation or modeling is mostly complete. The student correctly identifies all three of the non-equivalent fractions and gives complete explanations: 4 4.NF.2 The student correctly compares three or fewer of the fraction sets with little to no reasoning. The student correctly compares four or five of the fraction sets with some reasoning. The student correctly compares six or seven of the fraction sets with solid reasoning. Or the student correctly compares all fraction sets with incomplete reasoning on one or two parts. The student correctly compares all eight of the fraction sets and justifies all answers using models, common denominators or numerators, or benchmark fractions: > > = < > = < < 5 4.NF.3a The student correctly completes two or fewer number sentences and does not accurately use models to represent a majority of the problems. The student correctly completes three number sentences with some accurate modeling to represent the problems. The student correctly completes four or five number sentences with accurate modeling to represent problems. Or the student correctly completes all number sentences with insufficient models on one or two problems. The student correctly completes all six number sentences and accurately models each problem using a number line, tape diagram, or area model: