G4 U7 Constructed Response Rubric
Grade 4 Unit 7 Constructed Response Decimal Form of Fractions Scoring Rubric Task
Common Core State Standard for Mathematical Content (MC)
Standards for Mathematical Practice (MP)
1. Expressing Fractions with Denominators 10 and 100; Adding Fractions
4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
MP.1, MP.2, MP.4, MP.5, MP.6, MP.7
4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 2. Extending the Place as 62/100 ; describe a length as 0.62 meters; locate Value Chart; Fractions 0.62 on a number line diagram. (Grade 4 to Decimals expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
MP.2, MP.4, MP.5, MP.7, MP.8
3. Changing Decimals to Fractions and Comparing Decimals
4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) 4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or 0.28 b. Student gives an accurate explanation. Wording may vary. Sample explanation: In order to compare decimals using a number line you need to construct a number line and divide it into 10 equal pieces, or tenths. Then locate the decimals you are comparing and see which is closest to one whole. The number closest to 1 is the larger decimal. To compare decimals using fractions you do not need to create any type of diagram or number line. In this strategy you convert your decimals into fractions with the same denominators. Both fractions had a denominator of 100 so they could be compared. The next step in the comparison is to see which numerator is larger. Based on my work with both strategies I think the Copyright © Swun Math Grade 4 Unit 7 Constructed Response Rubric, Page 5
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Grade 4 Unit 7 Constructed Response Decimal Form of Fractions most effective and quickest strategy to make a comparison is using fractions because you do not need to create a diagram or number line. 9. Student gives correct answers: 1st : Christina, 6.018 minutes; 2nd : Mark, 6.35 minutes; 3rd : Jared, 7.035 minutes; 4th: Stella, 7.05 minutes Total
Copyright © Swun Math Grade 4 Unit 7 Constructed Response Rubric, Page 6
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Common Core State Standard for Mathematical Content (MC)
Standards for Mathematical Practice (MP)
1. Expressing Fractions with Denominators 10 and 100; Adding Fractions
4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
MP.1, MP.2, MP.4, MP.5, MP.6, MP.7
4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 2. Extending the Place as 62/100 ; describe a length as 0.62 meters; locate Value Chart; Fractions 0.62 on a number line diagram. (Grade 4 to Decimals expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
MP.2, MP.4, MP.5, MP.7, MP.8
3. Changing Decimals to Fractions and Comparing Decimals
4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) 4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or 0.28 b. Student gives an accurate explanation. Wording may vary. Sample explanation: In order to compare decimals using a number line you need to construct a number line and divide it into 10 equal pieces, or tenths. Then locate the decimals you are comparing and see which is closest to one whole. The number closest to 1 is the larger decimal. To compare decimals using fractions you do not need to create any type of diagram or number line. In this strategy you convert your decimals into fractions with the same denominators. Both fractions had a denominator of 100 so they could be compared. The next step in the comparison is to see which numerator is larger. Based on my work with both strategies I think the Copyright © Swun Math Grade 4 Unit 7 Constructed Response Rubric, Page 5
1
2
Grade 4 Unit 7 Constructed Response Decimal Form of Fractions most effective and quickest strategy to make a comparison is using fractions because you do not need to create a diagram or number line. 9. Student gives correct answers: 1st : Christina, 6.018 minutes; 2nd : Mark, 6.35 minutes; 3rd : Jared, 7.035 minutes; 4th: Stella, 7.05 minutes Total
Copyright © Swun Math Grade 4 Unit 7 Constructed Response Rubric, Page 6
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