G3 U9 Constructed Response Rubric
Grade 3 Unit 9 Constructed Response Measurement Description Task
Common Core State Standard for Mathematical Content (MC)
Standards for Mathematical Practice (MP)
1. Categorizing Quadrilaterals
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MP.1 MP.3 MP.5 MP.6 MP.7 MP.8
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
MP.1 MP.3 MP.4 MP.6 MP.7 MP.8
2. Equal Parts
Note to Teacher: The following scoring rubric should be used as a guide to determine points given to students for each question answered. Students are required to show the process through which they arrived at their answers for every question involving problem solving. For questions involving a written answer, full points should be given to answers that are written in complete sentences which address each component of the questions being asked.
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 1
Scoring Rubric Question 1. a. Student gives the correct answer and an accurate explanation: Yes, this shape could be called a parallelogram because both pairs of opposite sides are parallel. b. Student gives the correct answer and an accurate explanation: No, this shape could not be called a rectangle because a rectangle has four right angles and both pairs of opposite sides are congruent and parallel. This shape has two acute and two obtuse angles, and the top and bottom lines are not congruent. c. Student gives the correct answer and an accurate explanation: Yes, this shape could be called a trapezoid because a trapezoid has one pair of parallel opposite sides. d. Student gives the correct answer and an accurate explanation: Yes, a square is a parallelogram because both pairs of opposite sides are parallel. 2. Student gives the correct answer and an accurate explanation: No, I do not agree with Joaquin. He has the relationship between rhombus and square backwards. The left circle should contain all rectangles (which includes squares). The right circle should contain all rhombi (which includes squares). The overlapping section should contain squares because a square is both a rectangle and a rhombus. The Venn diagram should look like this.
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 2
Points 1
1
1
1 2
Total
3. Student correctly names each shape and places each shape in its place in the hierarchy of quadrilaterals.
12
4. Student correctly partitions and labels each part of the whole. [Note: 1 One whole could also be written 1. Use teacher judgment.]
4
Student gives the correct answer: an eighth Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 3
1
1. Student correctly partitions and labels each part of the whole. [Note: 1 One whole could also be written 1. Use teacher judgment.]
3
Student gives the correct answer: a third 2. Student gives the correct answer and accurate models. No, Federico did not find all of the ways a square can be partitioned into equal parts. Here are the other ways.
1
Total
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 4
3
30
Common Core State Standard for Mathematical Content (MC)
Standards for Mathematical Practice (MP)
1. Categorizing Quadrilaterals
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MP.1 MP.3 MP.5 MP.6 MP.7 MP.8
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
MP.1 MP.3 MP.4 MP.6 MP.7 MP.8
2. Equal Parts
Note to Teacher: The following scoring rubric should be used as a guide to determine points given to students for each question answered. Students are required to show the process through which they arrived at their answers for every question involving problem solving. For questions involving a written answer, full points should be given to answers that are written in complete sentences which address each component of the questions being asked.
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 1
Scoring Rubric Question 1. a. Student gives the correct answer and an accurate explanation: Yes, this shape could be called a parallelogram because both pairs of opposite sides are parallel. b. Student gives the correct answer and an accurate explanation: No, this shape could not be called a rectangle because a rectangle has four right angles and both pairs of opposite sides are congruent and parallel. This shape has two acute and two obtuse angles, and the top and bottom lines are not congruent. c. Student gives the correct answer and an accurate explanation: Yes, this shape could be called a trapezoid because a trapezoid has one pair of parallel opposite sides. d. Student gives the correct answer and an accurate explanation: Yes, a square is a parallelogram because both pairs of opposite sides are parallel. 2. Student gives the correct answer and an accurate explanation: No, I do not agree with Joaquin. He has the relationship between rhombus and square backwards. The left circle should contain all rectangles (which includes squares). The right circle should contain all rhombi (which includes squares). The overlapping section should contain squares because a square is both a rectangle and a rhombus. The Venn diagram should look like this.
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 2
Points 1
1
1
1 2
Total
3. Student correctly names each shape and places each shape in its place in the hierarchy of quadrilaterals.
12
4. Student correctly partitions and labels each part of the whole. [Note: 1 One whole could also be written 1. Use teacher judgment.]
4
Student gives the correct answer: an eighth Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 3
1
1. Student correctly partitions and labels each part of the whole. [Note: 1 One whole could also be written 1. Use teacher judgment.]
3
Student gives the correct answer: a third 2. Student gives the correct answer and accurate models. No, Federico did not find all of the ways a square can be partitioned into equal parts. Here are the other ways.
1
Total
Copyright © Swun Math Grade 3 Unit 9 Constructed Response Rubric, Page 4
3
30
