Multiplication Foldable
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Modeling multiplication in various forms.  MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
The students fails to identify and draws the amount of groups and counters to represent their multiplication problem with 2 or more errors and/or does not understand how to use the model to solve the problem and/or demonstrates knowledge of the model.
The students fails to identify and draws the amount of groups and counters to represent their multiplication problem with 2 or more errors.
The students fails to identify and draws the amount of groups and counters to represent their multiplication problem with 1 error.
The students identifies and draws the amount of groups and counters to represent their multiplication problem.
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Modeling multiplication in various forms.  MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 x 7 as a related addition sentence
The students fails to identify/write a related addition sentence to represent their multiplication problem with 2 or more errors and/or does not understand how to use the model to solve the problem and/or demonstrates knowledge of the model.
The students fails/write to identify a related addition sentence to represent their multiplication problem with 2 or more errors.
The students fails to identify/write a related addition sentence to represent their multiplication problem with 1 error.
The students identifies/write and draws a related addition sentence to represent their multiplication problem with out errors.
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Modeling multiplication in various forms.  MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 x 7 as skip counting on a number line.
The students fails to identify/write and draws a representation of skip counting on a number line to represent their multiplication problem with 2 or more errors and/or does not understand how to use the model to solve the problem and/or demonstrates knowledge of the model.
The students identifies/write and draws a representation of skip counting on a number line to represent their multiplication problem with 2 or more errors..
The students identifies/write and draws a representation of skip counting on a number line to represent their multiplication problem with 1 error.
The students identifies/write and draws a representation of skip counting on a number line to represent their multiplication problem with out errors.
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Modeling multiplication in various forms.  MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 x 7 represented in a bar model.
The students fails to identify/write and draws a representation of a bar model to represent their multiplication problem with 2 or more errors and/or does not understand how to use the model to solve the problem and/or demonstrates knowledge of the model.
The students identifies/write and draws a representation of a bar model to represent their multiplication problem with 2 or more errors.
The students identifies/write and draws a representation of a bar model to represent their multiplication problem with 1 error.
The students identifies/write and draws a representation of a bar model to represent their multiplication problem with out errors.
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Total---->
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