3OA9
Hector is studying his multiplication facts through the product of
Part A
Hector says that any multiple of 6 can be divided into 3 equal groups.
Is Hector correct? Explain your answer using words, symbols, or pictures.
Part B
Hector finds the product of 4 and 7 by solving the expression
how
can be used to find the product of 4 and 7.
. Explain
Be sure to complete ALL parts of the task.
Write your answer and show your work on the paper provided.
Do NOT type your answer in the text box below.
Rubric:
Score
Designation
Description
4
Thoroughly
Demonstrated
The student successfully completes all elements of the
item and demonstrates the knowledge and application of
arithmetic patterns (3.OA.9).
3
Clearly
Demonstrated
The student demonstrates the knowledge and application
of arithmetic patterns (3.OA.9) and does not explain
work in either Part A or B.
2
Basically
Demonstrated
The student demonstrates the knowledge and application
by answer one part correctly with explanation.
1
Minimally
Demonstrated
The student answers one part correctly without
explanation.
0
Incorrect or
irrelevant
The response is incorrect or irrelevant to the skill or
concept being measured.
Exemplar
Part A
Hector is correct. Multiples of 6 are also divisible by 3, so they can be divided
into 3 equal groups.
Part B
14 14
28; The product of 2 and 7 is 14. Since 4 is 2 times larger than 2,
then 4 times 7 is the same as 14 14 or 28.
The student demonstrates a basic understanding of the mathematical
concepts being measured. The student provides an example showing that
a multiple of 6 can be divided into 3 equal groups (Part A) and explains 35
is greater than 27, but does not address the common denominator (Part
B). The student attempts Part C, but does not sufficiently explain how
14+14 can be used to find the product of 4 and 7.
Anchor 2
This response demonstrates a basic understanding of the mathematical
concepts being measured. The student explains any multiple of 6 can be
divided into 3 equal groups (Part A). The student explains 27 is less than
35; however, the student does not address the common denominator
(Part B). Part C is incorrect.
Anchor 2
This response demonstrates a basic understanding of the mathematical
concepts being measured. The student correctly answers Parts A and B,
but does not offer an explanation or show work for either part. Part C is
incorrect.
Anchor 2
The student demonstrates a basic understanding of the mathematical
concepts being measured. The student states that Hector is correct and
correctly explains why (6 can be Divided into 3 group) in Part A. The
35
27
is greater than
, but does not explain
student correctly identifies
100
100
why (Part B). Part C is incorrect.
Anchor 2
This response demonstrates a minimal understanding of the mathematical
concepts being measured. The student explains 35 is greater than 27;
however, the common denominator is not addressed (Part B). The student
does not sufficiently explain how 14+14 can be used to find the product of
4 and 7 (Part C).
Anchor 1
This response demonstrates a minimal understanding of the mathematical
concepts being measured. The student offers a correct explanation of why
35
27
is greater than
(because 35 is more than 27 and the 100 stays)
100
100
(Part B). Parts A and C are incorrect.
Anchor 1