1, 3, 6 Mathematical Practice: Type: Individual or Individual w/Interview SOLUTION: See below Level 5: Level 4: Level 3: Level 2: Level 1: Distinguished Strong Command Moderate Command Partial Command No Command Command Students used representation to find Students did not use Students Does not equivalents fractional benchmarks. benchmarks to solve attempted to address task, Students were able to use benchmarks the problem, compare the unresponsive, to help estimate the size of the number however, they were fractions using unrelated or and compare fractions to see if they able to determine that representation; inappropriate. were equal. Students were able to two out of the three however, their develop and use benchmarks that relates fractions were equal answer did not to different forms of representation of and 30/100 would come up with the rational numbers (for example, 25 out of give the band club less correct solution. 100 is the same as ¼). By doing so, money. Students An understanding students were able to determine that showed their work of using two out of the three fractions were and gave a clear benchmark equal and 30/100 would give the band explanation of the fractions was not club less money. Students showed their answer to their evident in their work and gave a clear explanation of the problem. work. answer to their problem. Response includes Response includes a Response includes Response includes an The student a logical logical but incomplete an incomplete or efficient and logical shows no progression of progression of steps. Illogical progression of steps. work or steps Minor calculation errors. progression of justification steps. Compares fractions, Compares with like or unlike Given a visual model Given a visual fractions, with like numerators and and/or manipulatives, or unlike model and/or denominators, by compares fractions, numerators and creating equivalent manipulatives, with like or unlike denominators, by fractions with compares numerators and creating equivalent common fractions, with denominators, by fractions with denominators, like or unlike creating equivalent common comparing to a numerators and fractions with denominators, benchmark fraction denominators, by common comparing to a and generating creating denominators and benchmark fraction equivalent fractions equivalent and generating comparing to a fractions with equivalent fractions benchmark fraction. Demonstrates the common use of conceptual denominators Demonstrates the
Mathematical Practice: 1, 3, 6 Type: Individual or Individual w/Interview SOLUTION: See below Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: No Command Students used representation to find equivalents fractional benchmarks. Students were able to use benchmarks to help estimate the size of the number and compare fractions to see if they were equal. Students were able to develop and use benchmarks that relates to different forms of representation of rational numbers (for example, 25 out of 100 is the same as ¼). By doing so, students were able to determine that two out of the three fractions were equal and 30/100 would give the band club less money. Students showed their work and gave a clear explanation of the answer to their problem. Students did not use benchmarks to solve the problem, however, they were able to determine that two out of the three fractions were equal and 30/100 would give the band club less money. Students showed their work and gave a clear explanation of the answer to their problem. Students attempted to compare the fractions using representation; however, their answer did not come up with the correct solution. An understanding of using benchmark fractions was not evident in their work. Does not address task, unresponsive, unrelated or inappropriate. Response includes an efficient and logical progression of steps. Compares fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators, comparing to a benchmark fraction and generating equivalent fractions Demonstrates the use of conceptual Response includes a logical progression of steps Compares fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators, comparing to a benchmark fraction and generating equivalent fractions Demonstrates the Response includes a logical but incomplete progression of steps. Minor calculation errors. Given a visual model and/or manipulatives, compares fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators and comparing to a benchmark fraction. Response includes an incomplete or Illogical progression of steps. Given a visual model and/or manipulatives, compares fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators The student shows no work or justification
4th%20Grade%20Unit%202%202016-2017.docx