1 The student has one The student has two The student answers The student correctly: answer correct. answers correct. Parts (b) through (d) 3.NF.1 Identifies how many correctly, but answers parts the whole is Part (a) with a divided into—8. fractional answer, Labels each unit or has answered one of fraction as . the four questions Identifies the incorrectly or fraction shaded. incompletely. Identifies the fraction unshaded. 2 The student is unable The student is unable The student answers The student correctly: to answer either to shade a fraction Part (a) correctly, but Shows two question correctly. greater than 1, but does not seem to rectangles divided 3.NF.3c answers Part (b) understand Part (b). into thirds with a 3.G.2 correctly. fraction greater than shaded. Writes a number bond with the whole as 1 or , and , , and as the parts. 3 The student’s work The student has poorly The student draws two The student clearly: shows no evidence of represented the cakes, equivalent cakes and Explains that being able to partition making it difficult to realizes Mr. Chu has Mr. Chu bought the 3.NF.3d the cakes into compare the fractions. the larger piece, but larger piece of cake 3.G.2 fractional units to make The student incorrectly the explanation is not using words, pictures, sense of the problem. states that Mrs. clear, perhaps poorly and numbers. Ramirez bought the labeled, lacking a larger piece. statement of the solution. The student clearly: 4 The student is unable The student recognizes The student is able to to recognize or show 3 fourths, but is unable recognize 3 fourths and Uses words, that he or she to recognize 3 halves 3 halves within the pictures, and 3.NF.1 numbers to explain recognizes either within the picture, or same picture, which is how the picture can 3.NF.3d fraction in the model. vice versa. clear perhaps by be interpreted either markings on the strip, 3.G.2 as 4 halves with but the explanation shaded, the whole lacks clarity. being defined by the middle line of the strip or as 4 fourths with shaded, with the whole being
1 3.NF.1 The student has one answer correct. The student has two answers correct. The student answers Parts (b) through (d) correctly, but answers Part (a) with a fractional answer, or has answered one of the four questions incorrectly or incompletely. The student correctly: Identifies how many parts the whole is divided into—8. Labels each unit fraction as . Identifies the fraction shaded. Identifies the fraction unshaded. 2 3.NF.3c 3.G.2 The student is unable to answer either question correctly. The student is unable to shade a fraction greater than 1, but answers Part (b) correctly. The student answers Part (a) correctly, but does not seem to understand Part (b). The student correctly: Shows two rectangles divided into thirds with a fraction greater than shaded. Writes a number bond with the whole as 1 or , and , , and as the parts. 3 3.NF.3d 3.G.2 The student’s work shows no evidence of being able to partition the cakes into fractional units to make sense of the problem. The student has poorly represented the cakes, making it difficult to compare the fractions. The student incorrectly states that Mrs. Ramirez bought the larger piece. The student draws two equivalent cakes and realizes Mr. Chu has the larger piece, but the explanation is not clear, perhaps poorly labeled, lacking a statement of the solution. The student clearly: Explains that Mr. Chu bought the larger piece of cake using words, pictures, and numbers. 4 3.NF.1 3.NF.3d 3.G.2 The student is unable to recognize or show that he or she recognizes either fraction in the model. The student recognizes 3 fourths, but is unable to recognize 3 halves within the picture, or vice versa. The student is able to recognize 3 fourths and 3 halves within the same picture, which is clear perhaps by markings on the strip, but the explanation lacks clarity. The student clearly: Uses words, pictures, and numbers to explain how the picture can be interpreted either as 4 halves with shaded, the whole being defined by the middle line of the strip or as 4 fourths with shaded, with the whole being