G3 U4 Constructed Response Rubric
Grade 3 Unit 4 Constructed Response Applying Multiplication and Division Scoring Rubric Task
Common Core State Standard
Standards for Mathematical Practice
3.OA.3: Use multiplication and division 1. Modeling with Equal Groups and Arrays
2. Using a Table to Model Multiplication and Division
3. Solving Equations
within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
SMP.1, SMP.4, SMP.7
SMP.1, SMP.4, SMP.7
SMP.1, SMP.3, SMP.4, SMP.7
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 4 Constructed Response Rubric, Page 1
Grade 3 Unit 4 Constructed Response Applying Multiplication and Division Scoring Rubric Question 1. a. Student gives correct answer: 72 ÷ 8 = ? b. Student gives correct answer and shows work: 9; Check model drawn for acuracy; c. Student gives explanation: While I was solving this problem modeling with grouping helped me find my solution by helping me visualize the total amount of comics and how many groups of 9 I could make within the 45 total comics Nick has. 2. a. Student gives correct answer: 7 × 7 = 49 b. Student creates word problem: Answers may vary; looking for an understanding of 7 × 7 = 49 and 49 ÷ 7 = 7 3. a. Student gives correct answer and shows work by modeling with grouping and drawing an array: 20 teams b. Student gives correct answer and explanation: After working through the problem I can conclude that this banquet hall will not be big enough to fit all their teams. This banquet hall can fit 15 teams and they have 19 teams in their league that they need to make room for, so this hall is not big enough for them. 4. a. Student creates table and gives correct answer: Samantha will earn $44 dollars after 12 weeks. Week 1 2 3 4 5 6 7 9 Earnings 4 9 14 19 24 29 34 39 b. Student gives explanation: After completing the pattern I observed that each week the earnings increase by $5. I also noticed that her earnings alternate between even and odd numbers, and the last digit in each number alternates between a 4 and a 9. 5. a. Student completes table and gives correct answer: The cookies will last for 8 hours before they are all eaten. Hours Cookies
1 48
2 40
3 32
4 24
5 16
Points 0.25 0.25 0.5
0.5 1.5 1.5 0.5
1
0.5 0.5
6 8
b. Student gives explanation: My answer from the previous question was that it would take 6 hours for the cookies to be completely gone. Each of these 6 hours represents the 1 hour long groups that the 8 cookies were being consumed in. 6. a. Student completes table and gives correct answers: There will be 14 Copyright © Swun Math Grade 3 Unit 4 Constructed Response Rubric, Page 2
1
0.5
Total
Grade 3 Unit 4 Constructed Response Applying Multiplication and Division bracelets in the fourth row, 18 bracelets in the fifth row, and 22 bracelets in the sixth row. Hours 1 2 3 4 5 6 Bracelets 2 6 10 14 18 22 b. Student gives correct answer and shows work: 72 bracelets c. Student gives correct answer and explanation: If she sells an average of 12 bracelets per hour she will not have enough time because it would take her 6 hours to sell all 72. Since she only has four hours to sell. She either needs to sell them more quickly, or she needs to take the left over bracelets home. 7. a. Student gives correct answer and creates a model: 8; Models may vary between an array, equal groups, and repeated addition. Check work for accuracy. b. Student gives explanation: Answers may vary depending on model student created. Looking for an understanding of the relationship between multiplication and division when trying to find unknown products. 8. a. Student gives correct answer and creates a model: 5 groups = 1 × 18 = 18, 6 × 3 = 18, 3 × 6 = 18, 2 × 9 = 18, 9 × 2 = 18. Models may vary between an array, equal groups, and repeated addition. Check work for accuracy. 9. a. Student gives correct answer and shows work: Joel sold the most books by selling 96. In comparison, Michael only sold 80. Models may vary between an array, equal groups, and repeated addition. Check work for accuracy b. Student gives correct answer, shows work and gives explanation: The person who made the most money was Michael. Selling his books for $4 each he made $320 versus Joel who only made $288 dollars selling them at $3 each. Test Total
Copyright © Swun Math Grade 3 Unit 4 Constructed Response Rubric, Page 3
0.5 1
0.25
0.25 0.50
2
1
1
15
Common Core State Standard
Standards for Mathematical Practice
3.OA.3: Use multiplication and division 1. Modeling with Equal Groups and Arrays
2. Using a Table to Model Multiplication and Division
3. Solving Equations
within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
SMP.1, SMP.4, SMP.7
SMP.1, SMP.4, SMP.7
SMP.1, SMP.3, SMP.4, SMP.7
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 4 Constructed Response Rubric, Page 1
Grade 3 Unit 4 Constructed Response Applying Multiplication and Division Scoring Rubric Question 1. a. Student gives correct answer: 72 ÷ 8 = ? b. Student gives correct answer and shows work: 9; Check model drawn for acuracy; c. Student gives explanation: While I was solving this problem modeling with grouping helped me find my solution by helping me visualize the total amount of comics and how many groups of 9 I could make within the 45 total comics Nick has. 2. a. Student gives correct answer: 7 × 7 = 49 b. Student creates word problem: Answers may vary; looking for an understanding of 7 × 7 = 49 and 49 ÷ 7 = 7 3. a. Student gives correct answer and shows work by modeling with grouping and drawing an array: 20 teams b. Student gives correct answer and explanation: After working through the problem I can conclude that this banquet hall will not be big enough to fit all their teams. This banquet hall can fit 15 teams and they have 19 teams in their league that they need to make room for, so this hall is not big enough for them. 4. a. Student creates table and gives correct answer: Samantha will earn $44 dollars after 12 weeks. Week 1 2 3 4 5 6 7 9 Earnings 4 9 14 19 24 29 34 39 b. Student gives explanation: After completing the pattern I observed that each week the earnings increase by $5. I also noticed that her earnings alternate between even and odd numbers, and the last digit in each number alternates between a 4 and a 9. 5. a. Student completes table and gives correct answer: The cookies will last for 8 hours before they are all eaten. Hours Cookies
1 48
2 40
3 32
4 24
5 16
Points 0.25 0.25 0.5
0.5 1.5 1.5 0.5
1
0.5 0.5
6 8
b. Student gives explanation: My answer from the previous question was that it would take 6 hours for the cookies to be completely gone. Each of these 6 hours represents the 1 hour long groups that the 8 cookies were being consumed in. 6. a. Student completes table and gives correct answers: There will be 14 Copyright © Swun Math Grade 3 Unit 4 Constructed Response Rubric, Page 2
1
0.5
Total
Grade 3 Unit 4 Constructed Response Applying Multiplication and Division bracelets in the fourth row, 18 bracelets in the fifth row, and 22 bracelets in the sixth row. Hours 1 2 3 4 5 6 Bracelets 2 6 10 14 18 22 b. Student gives correct answer and shows work: 72 bracelets c. Student gives correct answer and explanation: If she sells an average of 12 bracelets per hour she will not have enough time because it would take her 6 hours to sell all 72. Since she only has four hours to sell. She either needs to sell them more quickly, or she needs to take the left over bracelets home. 7. a. Student gives correct answer and creates a model: 8; Models may vary between an array, equal groups, and repeated addition. Check work for accuracy. b. Student gives explanation: Answers may vary depending on model student created. Looking for an understanding of the relationship between multiplication and division when trying to find unknown products. 8. a. Student gives correct answer and creates a model: 5 groups = 1 × 18 = 18, 6 × 3 = 18, 3 × 6 = 18, 2 × 9 = 18, 9 × 2 = 18. Models may vary between an array, equal groups, and repeated addition. Check work for accuracy. 9. a. Student gives correct answer and shows work: Joel sold the most books by selling 96. In comparison, Michael only sold 80. Models may vary between an array, equal groups, and repeated addition. Check work for accuracy b. Student gives correct answer, shows work and gives explanation: The person who made the most money was Michael. Selling his books for $4 each he made $320 versus Joel who only made $288 dollars selling them at $3 each. Test Total
Copyright © Swun Math Grade 3 Unit 4 Constructed Response Rubric, Page 3
0.5 1
0.25
0.25 0.50
2
1
1
15
