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1
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2
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3
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4
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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 the total
number of objects in 5 groups of 7 objects each.
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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.
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The students fails
to identify and draws the amount of groups and counters
to represent their multiplication problem with 2 or
more errors.
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The students fails
to identify and draws the amount of groups and counters
to represent their multiplication problem with 1 error.
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The students identifies
and draws the amount of groups and counters to represent
their multiplication problem.
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____
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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
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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.
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The students fails/write
to identify a related addition sentence to represent
their multiplication problem with 2 or more errors.
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The students fails
to identify/write a related addition sentence to represent
their multiplication problem with 1 error.
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The students identifies/write
and draws a related addition sentence to represent their
multiplication problem with out errors.
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____
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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.
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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.
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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..
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The students identifies/write
and draws a representation of skip counting on a number
line to represent their multiplication problem with
1 error.
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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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____
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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.
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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.
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The students identifies/write
and draws a representation of a bar model to represent
their multiplication problem with 2 or more errors.
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The students identifies/write
and draws a representation of a bar model to represent
their multiplication problem with 1 error.
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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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