explanation of the 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 understanding of and comparing to use of conceptual fractional a benchmark understanding of equivalence and fraction. fractional ordering when equivalence and solving simple word ordering when problems requiring solving simple fraction comparison. word problems requiring fraction comparison.
explanation of the answer to their problem. 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 understanding of fractional equivalence and ordering when solving simple word problems requiring fraction comparison. 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 use of conceptual understanding of fractional equivalence and ordering when solving simple word problems requiring fraction comparison. 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 and comparing to a benchmark fraction. The student shows no work or justification
4th%20Grade%20Unit%202%202017-2018%20FINAL.docx