Third Grade PLD Rubric Got It Evidence shows that the student essentially has the target concept or big math idea. Not Yet Student shows evidence of a major misunderstanding, incorrect concepts or procedure, or a failure to engage in the task. PLD 5: 100% Distinguished command PLD Level 4: 89% Strong Command PLD Level 3: 79% Moderate Command PLD Level 2: 69% Partial Command PLD Level 1: 59% Little Command Student work shows distinguished levels of understanding of the mathematics. Student constructs and communicates a complete response based on explanations/reasoning using the: Manipulatives Five Ten Number Line Part-Part-Whole Model Strategies: Drawings Counting All On/Back Skip Counting Making Ten Decomposing Number Precise use of math vocabulary Response includes an efficient and logical progression of mathematical reasoning and understanding. Student work shows strong levels of understanding of the mathematics. Student constructs and communicates a complete response based on explanations/reasoning using the: Tools: Manipulatives Five Frame Ten Frame Number Line Model Strategies: Drawings Counting All Count On/Back Skip Counting Making Ten Decomposing Number Precise use of math vocabulary Response includes a logical progression of mathematical reasoning and understanding. Student work shows moderate levels of understanding of the mathematics. Student constructs and communicates a complete response based on explanations/reasoning using the: Manipulatives Five Frame Ten Frame Number Line Part-Part-Whole Model Strategies: Drawings Counting All Count On/Back Skip Counting Making Ten Decomposing Number Precise use of math vocabulary Response includes a logical but incomplete progression of mathematical reasoning and understanding. Contains minor errors. Student work shows partial understanding of the mathematics. Student constructs and communicates an incomplete response based on student’s attempts of explanations/ reasoning using the: Tools: Manipulatives Five Frame Ten Frame Number Line Model Strategies: Drawings Counting All Count On/Back Skip Counting Making Ten Decomposing Number Precise use of math vocabulary Response includes an incomplete or illogical progression of mathematical reasoning and understanding. Student work shows little understanding of the mathematics. Student attempts to constructs and communicates a response using the: Tools: Manipulatives Five Ten Frame Number Line Part-Part-Whole Model Strategies: Drawings Counting All On/Back Skip Counting Making Ten Decomposing Number Precise use of math vocabulary Response includes limited evidence of the progression of mathematical reasoning and understanding. 5 points 4 points 3 points 2 points 1 point
3.OA.7: 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. By the end of Grade 3, know from memory all products of two one-digit numbers. Mathematical Practice:1, 6 Type: Individual SOLUTION: 1. $6 2. $36 3. 8 tubs 4. 6 tubs 5: 4 Correct Answers Distinguished Command 4: 3 Correct Answers Strong Command Level 3: 2 Correct Answers Moderate Command Level 2: 1 Correct Answers Partial Command Level 1: No Correct Answers No Command Clearly constructs and communicates a complete response based on using the: Properties of operations Relationship between multiplication and division Response includes an efficient and logical progression of steps. Clearly constructs and communicates a complete response based on explanations/ reasoning using the: Properties based on place value properties of operations relationship between addition and subtraction Response includes a logical progression of steps. Constructs and communicates a complete response based on explanations/ reasoning using the: Properties of operations Relationship between multiplication and division Response includes a logical but incomplete progression of steps. Minor calculation errors. Constructs and communicates anincomplete response based on explanations/ reasoning using the: Properties of operations relationship between multiplication and division Response includes an incomplete or Illogical progression of steps. The student shows no work or justification