Third Grade Progress Report Rubric
Standards
SMP 1
SMP 2, 3, 6
3.OA.1, 3.OA.2, 3.OA.3, 3.OA.8, 3.OA.9
The criteria in “Meeting” indicates end of the year benchmarks, but for Terms 1 and 2 a student should be evaluated based only on material taught to date. E -- Student easily demonstrates understanding of the end-of-year grade level standard. Approach is systematic and often leads to deep exploration of underlying mathematical ideas. M -- Student is on track to meet end of year grade level standards independently and is currently doing so with material taught to date. P -- Student is developing understanding of grade level standards, but requires teacher support some of the time with material taught to date. B -- Student is showing limited evidence of understanding of grade level standards and requires significant teacher support most of the time. Meeting Progress Report Item Beginning Progressing Exceeding Consistently and independently... Requires Requires some Makes sense of problems that challenge the student and Meets level M and shows evidence of Perseverance significant teacher teacher support or perseveres in solving them: deep mathematical understanding and Makes sense of problems support and/or teacher prompting to ❏ spends time making sense of the problem independently : and perseveres at solving cues to meet some level M ❏ checks understanding while working on the problem ❏ uses a systematic approach that them understand the benchmarks ❏ willing to try more than one strategy when needed leads to extended exploration of T1, T2, T3 problem and ❏ judges whether an answer makes sense and is underlying mathematical ideas, generate willing to go back when it doesn’t. ❏ applies existing mathematical strategies to solve knowledge to new contexts the problem. ❏ recognizes relationships between different problems. Requires Requires some Uses mathematical language to accurately communicate Meets level M and independently : Communication significant teacher teacher support or understanding and reasoning ❏ extends or clarifies their thinking Communicates support and/or teacher prompting to ❏ orally and the thinking of others mathematical thinking cues to u se meet some level M ❏ in writing (models, equations, labels, words) ❏ provides evidence to support clearly and precisely, mathematical benchmarks decisions and conclusions orally and in writing language to Listens and responds to the reasoning of others resulting in a clear, correct, and T1, T2, T3 communicate compelling explanation of understanding reasoning. Requires Requires some Student does all of the following: Meets level M and independently applies Problem Solving significant teacher teacher support or ❏ Builds or draws an accurate representation of the structure in a new context. Represents, solves, and support and/or teacher prompting to problem. explains problems cues to meet meet some level M ❏ Applies a strategy to efficiently, accurately, and involving the four some level M benchmarks flexibly solve the problem. operations benchmarks ❏ Writes equations to represent the problem. T1 (add/sub), T2, T3
3.NBT.1 3.NBT.2 3.NBT.3
Place Value Application
3.OA.4, 3.OA.5, 3.OA.6
Multiplication/ Division Properties/ Models and Strategies
Uses place value to demonstrate an understanding of numbers including operations of addition and subtraction T1, T2, T3
Understands properties of multiplication and the relationship between multiplication and division and is able to create a model and context to represent thinking T2, T3
Requires significant teacher support and/or cues to meet most level M benchmarks
Requires some teacher support to meet some level M benchmarks
Requires significant teacher support and/or cues to recognize the properties of multiplication in an array and to relate division to multiplication.
Requires some teacher support and/or cues to recognize the properties of multiplication in an array and to relate division to multiplication.
U ses efficient strategies to: ❏ Round whole numbers to the nearest 10 or 100 ❏ Fluently add/subtract within 1000 ❏ Model demonstrates an understanding of place value
❏ Demonstrates an understanding of multiplication and division by ❏ creating a context ❏ drawing a picture ❏ making an array ❏ writing an equation. ❏ Can use the properties of multiplication to solve related combinations (e.g. 2x8=16, so 4x8 is 32 or 4x6=24 so 6x4=24) ❏ Begin to understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Meets level M and applies more than two strategies and articulates understanding to numbers beyond 1000.
❏ ❏
Meets level M. Can apply their understanding of the properties of operations to accurately, flexibly, and efficiently solve problems.
3.OA.7
Multiplication/ Division Fluency
Solves some multiplication and some related division facts within 100 with limited fluency. Counts all to determine the benchmark product or quotient
Fractions
Requires significant teacher support and/or cues to meet most level M benchmarks
Fluently multiplies and divides within 100 T2, T3
3.NF.1, 3.NF.2, 3.NF.3
Demonstrates an understanding of fractions as numbers T3 (Limited to fractions with denominators of 2, 3, 4, 6 and 8)
Solves many multiplication and related division facts within 100 and uses strategies with limited fluency. Counts on or uses repeated addition/subtraction to find the benchmark products/quotients Requires some teacher support to meet some level M benchmarks
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
Know from memory all products of two onedigit numbers.
Uses visual models and number lines to demonstrate understanding of: ❏ How to name a fraction ❏ Interpret and represent different models of fractions ❏ Equivalence (recognize and represent in various models, same size, same place on a number line, whole numbers as fractions) ❏ Comparison of two fractions with the same numerator or denominator for the same whole
Meets level M and applies knowledge to name, represent, find equivalence and compare (using common numerators and common denominators) for fractions with any denominator.
Requires some teacher support to solve el apsed time and multistep word problems.
Measures to the nearest ¼ inch and nearest cm with a ruler and Solves ❏ El apsed time ❏ Area problems(uses correct units) ❏ Perimeter problems (uses correct units) ❏ Multistep word problems Describes categories of two dimensional shapes based on attributes
Meets level M and can generate their own problems following the structure of the problem.
3.MD.1, 3.MD.2
Measurement Problem Solving Solves problems using measurement T2, T3
3.G.1, 3.G.2
Geometry
Reason with shapes T3
Rev. 6/2015
Requires significant teacher support and/or cues to s olve el apsed time and multistep word problems. Requires significant teacher support and/or cues to describe categories of twodimensional shapes based on attributes.
Requires some teacher support to describe categories of twodimensional shapes based on attributes.
Builds or draws shapes given two dimensional attributes