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Student has an understanding of multiplication and division. Student correctly determines the amount of children (including Juan) to be 8. In addition, the student correctly identifies the total number of tickets needed to be is 72. The student correctly determines the amount of tickets each group gets is 36 (72 total tickets divided by 2 groups). The student then identifies that the amount of tickets per group (36) must be divided by the amount of people in each group (36/4). The students identifies that each person will get 9 tickets in each group (9x4 = 36). All of the information and explains his/her conclusion through the use of mathematical language, pictures and diagrams, and/or mathematical processes. Student has an understanding of multiplication and division, however the student does not identify each the amount of tickets each student is to receive. Student has an understanding of dividing the amount of tickets (72) by 2 for the 2 groups, however does not identify what each student should get. The student shows his/her work, however, has limited explanation through the use of language, pictures, diagrams, and/or mathematical processes. Student may determine how many children are at the party, but fails to figure out the total number of tickets that are needed. The student does not show work and has flaws in their approach to answer the problem. Does not address task, unresponsive, unrelated or Clearly constructs and communicates a complete response based on using the: Properties based on place value properties of operations relationship between addition and subtraction Response includes an efficient and logical progression of steps. Clearly constructs and communicates a complete response based on explanations/ reasoning using the: Properties based on place value properties of operations between addition and subtraction Constructs and communicates a complete response based on explanations/ reasoning using the: Properties based on place value properties of operations relationship between addition and subtraction Response includes a logical but incomplete progression of steps. Constructs and communicates anincomplete response based on explanations/ reasoning using the: properties of between addition and The student shows no work or justification