3rd Grade Unit 2 Performance Assessment Rubric Not Yet Exceeding Meeting Standard ↓ Meeting MGSE3.OA.1 Interpret products of Multiplication work shows Multiplication calculations Multiplication use of diagrams, words, are correct calculations are whole numbers, e.g., interpret 5 × 7 as and/or other suitable Evidence of estimation is incorrect or the total number of objects in 5 groups of representations for shown omitted 7 objects each demonstrating mastery No evidence of Evidence of estimation is estimation shown with explanations Work shows all division Division number sentence Division number Interpret whole number MGSE3.OA.2 sentences correctly corresponds to the question sentence does not quotients of whole numbers, e.g., Thorough explanation of asked in word problem. correspond to interpret 56 ÷ 8 as the number of objects remainders is given Response indicates the question in each share when 56 objects are Explanation of all the presence or lack of a No mention is partitioned equally into 8 shares (How possible solutions is given remainder and what this made of remainder many in each group?), or as a number of with reasons for which indicates Solution to division solution is the best Solution to division problem is shares when 56 objects are partitioned problem is correct incorrect into into equal shares of 8 objects each (How many groups can you make?). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. MGSE3.OA.3 Use multiplication and Explanations are thorough Explanations are logical and Explanations are and detailed and include use specific math vocabulary omitted or illogical division within 100 to solve word reasoning as well as multiple to describe multiplication or Explanations do problems in situations involving equal representations to support division process not describe the groups, arrays, and measurement conclusions process used to quantities, e.g., by using drawings and derive an answer to equations with a symbol for the unknown the question asked number to represent the problem. See Glossary: Multiplication and Division Within 100. MGSE3.MD.3. Draw a scaled All data relevant to the Work shown is organized Work is not shown
3rd Grade Unit 2 Performance Assessment Rubric Standard ↓ Exceeding Meeting Not Yet Meeting MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each Multiplication work shows use of diagrams, words, and/or other suitable representations for demonstrating mastery Evidence of estimation is shown with explanations Multiplication calculations are correct Evidence of estimation is shown Multiplication calculations are incorrect or omitted No evidence of estimation MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (How many in each group?), or as a number of shares when 56 objects are partitioned into into equal shares of 8 objects each (How many groups can you make?). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Work shows all division sentences correctly Thorough explanation of remainders is given Explanation of all the possible solutions is given with reasons for which solution is the best Division number sentence corresponds to the question asked in word problem. Response indicates the presence or lack of a remainder and what this indicates Solution to division problem is correct Division number sentence does not correspond to question No mention is made of remainder Solution to division problem is incorrect MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Glossary: Multiplication and Division Within 100. Explanations are thorough and detailed and include reasoning as well as multiple representations to support conclusions Explanations are logical and use specific math vocabulary to describe multiplication or division process Explanations are omitted or illogical Explanations do not describe the process used to derive an answer to the question asked MGSE3.MD.3. Draw a scaled All data relevant to the Work shown is organized Work is not shown
3rd-Math-Unit-2.docx