School District 191 Grade 3
Math Rubrics
Number and
Operations/
Computation
* Shaded text indicates January expectations – All other indicate June expectations
** In order for a student to earn a 4 in math the student must demonstrate a deep understanding of
concepts. This evidence may be gathered through observation and/or written or oral response.
1-Not Meeting
2-Progressing
3-Meeting Standards
4- Exceeding
Student is unable to read,
write, and/or represent
whole numbers up to
100,000 with an
emphasis on place value.
Student inaccurately
describes, compares and
orders numbers and their
values, and can not round
numbers to nearest 10,
100, and 1,000.
Student inconsistently
reads, writes, and
represents whole numbers
up to 100,000 with an
emphasis on place value.
Student inconsistently
describes, compares and
orders numbers and their
values, and has difficulty
rounding numbers to
nearest 10, 100, and 1,000.
Student accurately reads,
writes, and represents
whole numbers up to
100,000 with an
emphasis on place value.
Student accurately
describes, compares and
orders numbers and their
values, and can round
numbers to nearest 10,
100, and 1,000.
Student inaccurately adds
and subtracts multi-digit
whole numbers, is unable
to represent
multiplication and
division in various ways,
and is unsuccessful when
solving problems using
arithmetic. Student has a
limited understanding of
the relationship between
addition and subtraction,
and multiplication and
division and is unable to
checks for accuracy.
Student inconsistently adds
and subtracts multi-digit
whole numbers, represents
multiplication and division
in various ways, and has
limited success when
solving problems using
arithmetic. Student has a
limited understanding of
the relationship between
addition and subtraction,
and multiplication and
division and inconsistently
checks for accuracy.
Student accurately adds
and subtracts multi-digit
whole numbers,
represents multiplication
and division in various
ways, and accurately
solves problems using
arithmetic. Student uses
the relationship between
addition and subtraction,
and multiplication and
division to check for
accuracy.
Student accurately reads,
writes, and represents whole
numbers up to 100,000 with
a deep understanding of
place value that allows
him/her to transfer his/her
understanding to larger
numbers. Student recognizes
patterns and uses them to
describe, compare and order
numbers and their values,
and can round numbers to
nearest 10, 100, and 1,000.
Student inaccurately
reads and writes fractions
with words and symbols.
Student is unable to order
and compare fractions.
Student inconsistently reads
and writes fractions with
words and symbols, orders
and compares fractions with
like denominators, and has
limited understanding of
fractional parts.
Student reads and writes
fractions with words and
symbols, orders and
compares fractions with
like denominators, and
understands fractional
parts.
Student accurately adds and
subtracts multi-digit whole
numbers, represents
multiplication and division in
various ways, and accurately
solves problems using
arithmetic. Student uses the
relationship between addition
and subtraction, and
multiplication and division to
check for accuracy.
Student uses his/her
understanding of
relationships to read and
write fractions with words
and symbols, order and
compare fractions with like
denominators.
School District 191 Grade 3
Math Rubrics
Algebra
Geometry and
Measurement
* Shaded text indicates January expectations – All other indicate June expectations
** In order for a student to earn a 4 in math the student must demonstrate a deep understanding of
concepts. This evidence may be gathered through observation and/or written or oral response.
Student does not
understand basic input –
output rules using
addition, subtraction,
and multiplication.
Student understands
basic input – output
rules using addition,
subtraction, and
multiplication.
Student inaccurately
interprets number
sentences that include
multiplication and
division basic facts and
unknowns.
Student inconsistently
interprets number
sentences that include
multiplication and
division basic facts and
unknowns.
Student creates,
describes and applies
input – output rules
using addition,
subtraction, and
multiplication.
Student creates,
describes and applies
multi-operation input –
output rules using
addition, subtraction,
and multiplication.
Student interprets
number sentences that
include multiplication
and division basic facts
and unknowns.
Student shows deeper
understanding while
he/she interprets number
sentences that include
multiplication and
division basic facts and
unknowns.
Student inaccurately
Student inconsistently
solves number sentences solves number sentences
using unknowns.
using unknowns.
Student accurately
solves number sentences
using unknowns.
Student does not use
patterns and
relationships to create
and solve mathematics
problems.
Student uses patterns
and relationships to
create and solve
mathematics problems.
Student inaccurately
uses basic geometric
attributes to describe
and create lines and
shapes. Student is
unable to identify or
create parallel and
perpendicular lines,
right triangles,
rectangles,
parallelograms and
Student is limited in
his/her use of patterns
and relationships to
create and solve
mathematics problems.
Student accurately
solves number sentences
using unknowns.
Student identifies and
uses complex patterns
and relationships to
create and solve
mathematics problems.
Student inconsistently
Student uses geometric
Student uses complex
uses basic geometric
attributes to describe
geometric attributes to
attributes to describe
and create parallel and
describe and create
and create parallel and
perpendicular lines,
parallel and
perpendicular lines,
right triangles,
perpendicular lines,
right triangles,
rectangles,
right triangles,
rectangles,
parallelograms and
rectangles,
parallelograms and
trapezoids, and polygons parallelograms and
trapezoids, and polygons of a given number of
trapezoids, and polygons
of a given number of
sides or vertices.
of a given number of
sides or vertices.
sides or vertices.
School District 191 Grade 3
Math Rubrics
* Shaded text indicates January expectations – All other indicate June expectations
** In order for a student to earn a 4 in math the student must demonstrate a deep understanding of
concepts. This evidence may be gathered through observation and/or written or oral response.
trapezoids, and
polygons of a given
number of sides or
vertices.
Student inaccurately
measures distances to
the nearest half unit.
Student inaccurately
finds the perimeter of a
polygon, and measures
distances around
irregular objects.
Student demonstrates a
limited understanding of
relationships among
units of time, and is
unable to tell time to the
minute. Student is
unable to calculate
elapsed time to the
minute.
Student is unable to
make change up to one
dollar.
Student inaccurately
reads an analog
thermometer and
determines temperature
to the nearest degree in
Fahrenheit and Celsius.
Student inconsistently
measures distances to
the nearest half unit.
Student inconsistently
finds the perimeter of a
polygon, and measures
distances around
irregular objects.
Student demonstrates a
limited understanding of
relationships among
units of time, and
inconsistently tells time
to the minute. Student
inconsistently calculates
elapsed time to the
minute.
Student inconsistently
makes change up to one
dollar in a limited
number of ways
including the least
number of coins.
Student inconsistently
reads an analog
thermometer and
determines temperature
to the nearest degree in
Fahrenheit and Celsius.
Student accurately
measures distances to
the nearest half unit.
Student can accurately
find the perimeter of a
polygon, and measure
distances around
irregular objects.
Student demonstrates an
understanding of
relationships among
units of time, and
accurately tells time to
the minute. Student
accurately calculates
elapsed time to the
minute.
Student makes change
up to one dollar in a
variety of ways
including the least
number of coins.
Student accurately reads
an analog thermometer
and determines
temperature to the
nearest degree in
Fahrenheit and Celsius.
Student accurately
measures distances to
the nearest half unit or
smaller.
Student can accurately
find the perimeter of a
polygon, and measure
distances around
irregular objects.
Student demonstrates an
understanding of
relationships among
units of time, and
accurately tells time to
the minute. Student
accurately calculates
elapsed time to the
minute.
Student makes change
up to one dollar in a
variety of ways
including the least
number of coins.
Student identifies
patterns and applies to
higher values of money.
Student accurately reads
an analog thermometer
and determines
temperature to the
nearest degree in
School District 191 Grade 3
Math Rubrics
Data Analysis
(Probability and
Statistics)
* Shaded text indicates January expectations – All other indicate June expectations
** In order for a student to earn a 4 in math the student must demonstrate a deep understanding of
concepts. This evidence may be gathered through observation and/or written or oral response.
Student inaccurately
collects and displays
data and inaccurately
interprets data using
frequency tables, bar
graphs, picture graphs
and number line graphs
having a limited variety
of scales.
Student does not
independently use
appropriate titles, labels
and units.
Student consistently
collects and displays
data with limited
interpretation of data
using frequency tables,
bar graphs, picture
graphs and number line
graphs having a limited
variety of scales.
Student inconsistently
uses appropriate titles,
labels and units.
Student consistently
collects, displays and
interprets data using
frequency tables, bar
graphs, picture graphs
and number line graphs
having a variety of
scales.
Student consistently
uses appropriate titles,
labels and units.
Fahrenheit and Celsius
and recognizes the
relationship between
these two measures.
Student consistently
collects and displays
data, and accurately
demonstrates deeper
understanding through
detailed interpretations,
using frequency tables,
bar graphs, picture
graphs and number line
graphs.
Student understands the
need for a variety of
scales.
Student consistently
uses appropriate titles,
labels and units.
* Basic Fact requirement by January:
+
-
60 in 3 minutes
* Basic Fact requirement by June:
+
*
60 in 3 minutes