Name: Date: Grade 4 Master 8.1
Unit Rubric: Fractions and Decimals Level 1 Level 2 Level 3 Level 4 Thinking
makes and carries out a plan to solve and create problems, using a limited range of appropriate strategies, involving fractions, decimals, or money usually results in an inaccurate solution makes and carries out a plan to solve and create problems, using some appropriate strategies, involving fractions, decimals, or money usually results in a partially accurate solution makes and carries out a plan to solve and create problems, using appropriate strategies, involving fractions, decimals, or money usually results in an accurate solution makes and carries out a plan to solve and create problems, using appropriate strategies, involving fractions, decimals, or money accurately; may offer an innovative approach shows very limited understanding; may be unable to demonstrate, explain, or use: – simple fractions – decimal numbers to tenths – relationship between fractions and decimals shows limited understanding; may only be partially able to demonstrate, explain, and use: – simple fractions – decimal numbers to tenths – relationship between fractions and decimals shows general understanding; is clearly able to demonstrate, explain, and use: – simple fractions – decimal numbers to tenths – relationship between fractions and decimals shows in­depth understanding in a variety of contexts; is able to precisely and effectively demonstrate, explain, and use: – simple fractions – decimal numbers to tenths – relationship between fractions and decimals • accurately compares and orders fractions and decimals; adds and subtracts decimals; adds and subtracts money amounts makes major errors; needs assistance when: – comparing and ordering fractions – comparing and ordering decimals – adding and subtracting decimals – adding and subtracting money amounts makes several minor errors; needs limited assistance when: – comparing and ordering fractions – comparing and ordering decimals – adding and subtracting decimals – adding and subtracting money amounts makes few minor errors in:
– comparing and ordering fractions – comparing and ordering decimals – adding and subtracting decimals – adding and subtracting money amounts makes no errors in: – comparing and ordering fractions – comparing and ordering decimals – adding and subtracting decimals – adding and subtracting money amounts • applies knowledge of quantity and proportional relationships to a variety of contexts with limited effectiveness, applies knowledge of quantity and proportional relationships to a variety of contexts with some effectiveness, applies knowledge of quantity and proportional relationships to a variety of contexts with considerable effectiveness, applies knowledge of quantity and proportional relationships to a variety of contexts with a high degree of effectiveness, applies knowledge of quantity and proportional relationships to a variety of contexts • expresses mathematical thinking clearly, including appropriate terminology needs assistance to express mathematical thinking clearly and precisely expresses mathematical expresses mathematical thinking with some thinking clearly and clarity and precision precisely expresses mathematical thinking clearly, precisely, and confidently • represents fractions, decimals, calculations, and results clearly, including appropriate symbols represents work with little clarity; rarely uses appropriate symbols represents work with some clarity; uses some appropriate symbols represents work clearly, precisely, and confidently; uses a range of appropriate symbols · makes and carries out a plan to solve and create problems, using a range of appropriate strategies, involving – comparing and ordering fractions – addition and subtraction of decimals – money Knowledge and Understanding • shows understanding by representing, demonstrating, explaining, and investigating: – simple fractions – decimal numbers to tenths – relationship between fractions and decimals Application Communication represents work clearly and precisely; uses appropriate symbols This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 1 Name: Date: Grade 4 Master 8.2
Ongoing Observations: Fractions and Decimals The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning. STUDENT ACHIEVEMENT: Fractions and Decimals Student Thinking Knowledge and Understanding Application Communication § Makes and carries out a plan to solve and create problems involving the addition and subtraction of decimals, using a variety of strategies § Represents fractions § Compares and orders fractions § Expresses mathematical thinking clearly § Demonstrates understanding of place value in decimal numbers and fractions § Determines and explains the relationship between proper fractions and decimals § Compares, orders, adds, and subtracts decimals § Adds and subtracts money amounts § Represents calculations clearly, including appropriate symbols Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness 2 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Name: Date: Grade 4 Master 8.3
Performance Assessment Rubric: Spring Activities Day Level 1 Level 2 Level 3 Level 4 Thinking · uses critical/creative processes (e.g., makes and carries out a plan), and appropriate strategies to create a story problem and plan a new event using fractions and decimals uses critical/creative processes and simple or inappropriate strategies to create and solve a story problem uses critical/creative processes and somewhat appropriate strategies, with partial success, to create and solve a story problem uses critical/creative processes and appropriate and effective strategies to create and solve a story problem uses critical/creative processes and appropriate, often innovative, strategies to create and solve a story problem
designs an inappropriate new event; may be unworkable designs a simple new event, often similar to those provided; parts may be confusing designs an appropriate new event designs an appropriate new event; may offer an innovative approach demonstrates very limited understanding; may be unable to: – choose appropriate procedures – determine whether answers are reasonable – justify results demonstrates limited understanding by: – usually choosing appropriate procedures – sometimes determining whether answers are reasonable – giving some justification (often vague) demonstrates general understanding by: – choosing appropriate procedures, in most cases – determining whether answers are reasonable, most of the time – giving clear and appropriate justification demonstrates in­depth understanding by: – choosing appropriate procedures – determining whether answers are reasonable, all of the time – giving clear, appropriate, and detailed justifications with limited effectiveness: – orders fractions and decimals – adds and subtracts decimals – orders fractions or decimals correctly to solve their own problems – provides examples for their own event with some effectiveness: – orders fractions and decimals – adds and subtracts decimals – orders fractions or decimals correctly to solve their own problems – provides examples for their own event with considerable effectiveness: – orders fractions and decimals – adds and subtracts decimals – orders fractions or decimals correctly to solve their own problems – provides examples for their own event with a high degree of effectiveness: – orders fractions and decimals – adds and subtracts decimals – orders fractions or decimals correctly to solve their own problems – provides examples for their own event Knowledge and Understanding • demonstrates understanding of proportional and quantity concepts by selecting appropriate procedures, determining whether answers are reasonable, and justifying results Application • with accuracy: – orders fractions and decimals accurately to determine winner, second, and third in each activity – calculates sums and differences of decimals accurately – orders decimals or fractions correctly to solve their own problems – provides accurate examples for their own event Communication • expresses expresses mathematical mathematical thinking thinking unclearly and clearly imprecisely expresses mathematical expresses mathematical thinking with some thinking clearly and clarity and precision precisely expresses mathematical thinking clearly, precisely, and confidently • uses mathematical uses few appropriate terminology, numbers, mathematical terms and and symbols (e.g., symbols decimal point) correctly uses some appropriate mathematical terms and symbols uses a range of appropriate mathematical terms and symbols with precision uses appropriate mathematical terms and symbols This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 3 Name: Date: Grade 4 Master 8.4
Unit Summary: Fractions and Decimals Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category. Most Consistent Level of Achievement* Strand: Number Sense and Numeration Thinking Knowledge and Application Understanding Ongoing Observations Strategies Toolkit (Lesson 4) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem Spring Activities Day Achievement Level for reporting *Use Ontario Achievement Levels R, 1, 2, 3, 4. Self­Assessment: Comments (Strengths, Needs, Next Steps): 4 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Communication Overall