Priority Standard: OA.A Use the four operations with whole numbers to solve problems.

(1)

Priority Standard: OA.A Use the four operations with whole numbers to solve problems.

Grade: 4 Example

Score

4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score

3.0 Target Goal/Learning Intention:

• I can solve multi-step word problems and assess the reasonableness of my answer.

• I can interpret remainders in word problems.

• I can represent a problem by writing an equation with a letter standing for the unknown quantity.

Molly baked a pie for 1 hour and 45 minutes. Then, she baked banana bread and it took 35 minutes less than the pie. How many minutes did it take to bake the pie and the bread.

Karl’s rectangular vegetable garden is 20 feet by 45 feet, and Matt’s is 25 feet by 40 feet.

Whose garden is larger in area? How much larger?

There are 96 students going on the field trip. 28 students can fit on one bus. How many busses does the teacher need to request so all students can go on the field trip? Explain.

The Turner family uses 538 liters of water per day. The Hill family uses 3 times as much water per day. How much water does the Hill family use per week? Write an equation with a letter standing for the unknown quantity.

2.5 No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0 content, skills and/or processes.

Score

2.0 Simpler Goal/Intention:

• I can multiply and divide to solve one and two-step word problems.

• I can add and subtract to solve one and two-step word problems.

Recognize and recall specific vocabulary such as: equation, estimation, interpret, reasonableness, remainders, rounding, units of measurement (standard and metric), unknown quantity

Ben’s rectangle has a width of 4 cm and a length of 9 cm. He wants to draw another rectangle that is the same length, but 3 times as wide. Draw and label the new rectangle. What is the area of the new rectangle?

Jenny has 30 times as many stickers as her brother. He has 8 stickers. How many stickers does Jenny have?

Mike has 1,438 stamps in his collection. Tom has 245 fewer stamps than Mike. How many stamps do they have altogether?

1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions regarding the 3.0 content, processes and/or skills.

Score

1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.

0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content, processes and/or skills.

Score

0.0 Even with help, no demonstration of content, processes and/or skills.

(2)

Priority Standard: NBT.A Generalize place value understanding for multi-digit whole numbers.

Score

• I can recognize that in a

multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

• I can read, write and compare multi-digit numbers in standard form, word form and expanded form.

Score

• I can round whole numbers to any place.

• I can identify the place values in multi-digit numbers.

Recognize and recall specific vocabulary such as: compare, digit, equal to, expanded form, greater than, less than, number line, numeral, place value, recognize, solve, strategy

Round 4,108 to the nearest thousand.

What number is in the hundreds place in 8,324?

How many tens are in the number 613?

Score

Write a number in the box to make the comparison true.

How many times greater is 700 than 70? Explain how you know.

(3)

Priority Standard: NBT.Ba Use place value understanding and properties of operations to perform multi-digit addition and subtraction.

Score 4.0

In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

Score 3.0

Target Goal/Learning Intention:

• I can fluently add and subtract multi-digit numbers using the standard algorithm.

1599 2100 +6874 - 756

Score 2.0

Simpler Goal/Intention:

• I can add and subtract using models and strategies.

• I can fluently add and subtract within 100.

Recognize and recall specific vocabulary such as: addend, algorithm, associative property, communitive property, distributive property, place value, tape diagram

Score 1.0

With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.

Score 0.0

Even with help, no demonstration of content, processes and/or skills.

Use a number line to add 550 + 275.

5 hundreds 8 ones – 3 hundreds = _____ hundreds ______ tens ______ ones

(4)

Priority Standard: NBT.Bb Use place value understanding and properties of operations to perform multi-digit multiplication and division.

Score 4.0

In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

Score 3.0

Target Goal/Learning Intention:

• I can multiply multi-digit numbers (4-digit by 1-digit and 2-digit by 2-digit).

• I can divide a 4-digit number by a 1-digit number.

2571 ÷ 3 = 8231 x 6 =

2.5 No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0 content, skills and/or processes.

Score 2.0

Simpler Goal/Intention:

• I can find all factor pairs and multiples for whole numbers 1- 100.

• I can fluently multiply and divide within 100.

• I can identify whole numbers as prime or composite.

• I can interpret a multiplication equation as a comparison.

Recognize and recall specific vocabulary such as: product, quotient, dividend, divisor, area, area model, associative property, commutative property, composite, distributive property, partial product, prime, array, remainder, tape diagram, factor

9 x 7 = 42 ÷ ___ = 7

Write the equation to show 5 times as many as 7 is 35.

Is the number 3 prime or composite?

List 3 multiples of 5.

Score 1.0

With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.

Score Even with help, no demonstration of content, processes and/or

Which strategy for multiplying 94 and 36 should result in the correct product?

List all the factors of 48. What number is a factor of both 16 and 20?

What are the values of B and C?

(5)

Priority Standard: NF.A Extend understanding of fraction equivalence and ordering.

Score

• I can compare two fractions with different numerators and different denominators.

• I can recognize and record fraction comparisons using the symbols <, >, = and justify my thinking.

Score

• I can explain why fractions are equivalent using models.

• I can recognize and generate equivalent fractions.

• I can represent fractions as numbers on a number line.

Recognize and recall specific vocabulary such as: benchmark, common denominator, denominator, equivalent, equivalent fractions, fraction, mixed number, number line, numerator, tape diagram, unit fraction, whole

Score

Use the symbols <, >, or = to compare.

(6)

Priority Standard: NF.Ba Addition and subtraction of fractions and mixed numbers with like denominators.

Score

• I can decompose a fraction and record with an equation.

• I can add and subtract fractions and mixed numbers with like denominators.

• I can solve word problems involving addition and subtraction of fractions with like denominators.

Score

• I can recognize and produce equivalent fractions.

• I can explain and show the meaning of the numerator and denominator.

• I can represent fractions as numbers on a number line.

Recognize and recall specific vocabulary such as: add, addends, benchmark, common denominator, denominator, equivalent, equivalent fractions, fraction, mixed number, subtract, tape diagram, unit fraction, whole

1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions regarding the 3.0 content, processes and/or skills.

Score

0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content, processes and/or skills.

Score Even with help, no demonstration of content, processes and/or

Show two different ways:

(7)

Priority Standard: NF.Bb Multiply a fraction by a whole number.

Score

• I can multiply a fraction by a whole number.

• I can solve word problems involving multiplication of a fraction by a whole number.

Mrs. Smith bought some orange juice. Each member of her family drank 2/3 cup for breakfast. There are 5 people in her family. How many cups of orange juice did they drink?

Score

• I can explain and show the meaning of the numerator and denominator.

• I can recognize multiplication as repeated addition.

• I can multiply and divide within 100.

Recognize and recall specific vocabulary such as

:

benchmark, denominator, equivalent, equivalent fraction, fraction, multiple, multiply, number line, numerator, tape diagram, unit fraction, whole

Score

6 x 4 =

Write 5 x 1/8 as a repeated addition problem.

(8)

Priority Standard: NF.C Understand decimal notation for fractions and compare decimal fractions.

Score

• I can compare two decimals to hundredths by reasoning about their size.

• I can add two fractions with denominators 10 and 100 by creating equivalent fractions.

Score

• I can rename a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.

• I can rename fractions with denominators of 10 or 100 as decimals.

• I can represent decimals on a number line.

Recognize and recall specific vocabulary such as: decimal/decimal fraction, decimal point, equivalent, expanded form, fraction, hundredth, tenth

Score

Write a number in the box to

make the comparison true. Write a decimal equivalent to . Compare.

Place a point at 7.2 and 7.02.