Name: Date: Grade 4 Master 2.1
Unit Rubric: Whole Numbers Level 1 Level 2 Level 3 Level 4 makes and carries out a plan to solve multi­ digit whole number problems, rarely resulting in an accurate solution makes and carries out a plan to solve multi­digit whole number problems that frequently result in an accurate solution makes and carries out a plan to solve multi­digit whole number problems that usually result in an accurate solution may be unable to demonstrate, explain, or use concepts of: – quantity (e.g., place value, rounding) – operational sense (e.g., estimating sums and differences) may only be partially able to demonstrate, explain, and use concepts of: – quantity (e.g., place value, rounding) – operational sense (e.g., estimating sums and differences) demonstrates, explains, in various contexts, and uses concepts of: demonstrates, explains, and uses concepts of: – quantity (e.g., place value, rounding) – quantity (e.g., place – operational sense value, rounding) (e.g., estimating sums – operational sense (e.g., and differences) estimating sums and differences) Thinking • makes and carries out a plan to solve multi­ digit whole number problems, using a variety of strategies makes and carries out a plan to solve multi­digit whole number problems accurately; may offer an innovative approach Knowing and Understanding • demonstrates, explains, and applies understanding of concepts relating to: – quantity (e.g., place value, rounding) – operational sense (e.g., estimating sums and differences) Application • accurately reads, with limited with some with considerable represents, compares effectiveness: effectiveness: effectiveness: and orders numbers; – reads, represents, – reads, represents, – reads, represents, adds and subtracts with compares and orders compares and orders compares and orders 3­digit and numbers numbers numbers 4­digit numbers – adds 3­digit and – adds 3­digit and – adds 3­digit and 4­digit numbers 4­digit numbers 4­digit numbers • makes connections – subtracts 3­digit and – subtracts 3­digit and – subtracts 3­digit and within and between 4­digit numbers 4­digit numbers 4­digit numbers various contexts – makes connections – makes connections – makes connections within and between within and between within and between various contexts various contexts various contexts with a high degree of effectiveness: – reads, represents, compares and orders numbers – adds 3­digit and 4­digit numbers – subtracts 3­digit and 4­digit numbers – makes connections within and between various contexts Communication • expresses and organizes ideas and mathematical thinking expresses and organizes ideas and mathematical thinking unclearly expresses and organizes ideas and mathematical thinking with some clarity expresses and organizes ideas and mathematical thinking clearly expresses and organizes ideas and mathematical thinking clearly and precisely • presents calculations clearly including appropriate conventions, vocabulary and symbols in oral, visual, and written forms Rarely presents calculations clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms clearly Sometimes presents calculations clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms presents calculations clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms presents calculations clearly and precisely using a range of appropriate conventions, vocabulary and symbols in oral, visual, and written forms This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 1 Name: Date: Grade 4 Master 2.2
Ongoing Observations: Whole Numbers 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: Number Patterns Student Thinking § Makes and carries out a plan to solve and create problems involving whole numbers, using a variety of strategies Knowledge and Understanding § Explains and applies quantity and operational sense concepts related to whole numbers and whole number operations Application Communication § Reads, represents, § Expresses compares, orders, adds, and subtracts whole numbers accurately § Makes connections mathematical thinking and organizes ideas § Presents calculations clearly, including appropriate conventions, vocabulary, and 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 2.3
Performance Assessment Rubric: Where Shall We Go? Level 1 Level 2 Level 3 Level 4 Thinking
· uses critical/creative processes (e.g., makes and carries out a plan) to develop a route that meets the criteria and determine costs, using a variety of strategies uses critical/creative processes to develop a route and determine costs, using limited strategies; may be unworkable uses critical/creative processes to develop a somewhat reasonable route and determine costs, using some appropriate strategies uses critical/creative processes to develop a reasonable route and determine costs, using appropriate and effective strategies uses critical/creative processes including estimation, to develop a reasonable route and determine costs, using innovative, appropriate, and effective strategies demonstrates very limited understanding by using few of the required operational sense (addition, subtraction) concepts in: – choosing appropriate operations – determining whether answers are reasonable – giving appropriate explanations demonstrates limited understanding by using many of the required operational sense (addition, subtraction) concepts in: – choosing appropriate operations – determining whether answers are reasonable – giving appropriate explanations demonstrates considerable understanding by using most of the required operational sense (addition, subtraction) concepts in: – choosing appropriate operations – determining whether answers are reasonable – giving appropriate explanations demonstrates thorough understanding by using all of the required operational sense (addition, subtraction) concepts in: with limited effectiveness, applies knowledge and operational sense (addition, subtraction) within various contexts: – distance each day – cost of fuel and accommodation each day – difference between distance travelled from one day to the next – total distance and total cost – amount remaining/owed from $1000 with some effectiveness, applies knowledge and operational sense (addition, subtraction) within various contexts: – distance each day – cost of fuel and accommodation each day – difference between distance travelled from one day to the next – total distance and total cost – amount remaining/owed from $1000 with considerable effectiveness, applies knowledge and operational sense (addition, subtraction) within various contexts: – distance each day – cost of fuel and accommodation each day – difference between distance travelled from one day to the next – total distance and total cost – amount remaining/owed from $1000 with a high degree of effectiveness, applies knowledge and operational sense (addition, subtraction) within various contexts: – distance each day – cost of fuel and accommodation each day – difference between distance travelled from one day to the next – total distance and total cost – amount remaining/owed from $1000 uses few appropriate mathematical terms and symbols uses some appropriate mathematical terms and symbols uses many appropriate mathematical terms and symbols uses a range of appropriate mathematical terms and symbols clearly and precisely
expresses mathematical thinking and organizes ideas unclearly and imprecisely expresses mathematical thinking and organizes ideas with some clarity expresses mathematical thinking and organizes ideas clearly and precisely expresses mathematical thinking and organizes ideas clearly, precisely, and confidently Knowledge and Understanding
· demonstrates understanding and ability to apply operational sense (addition, subtraction) concepts by selecting appropriate operations and determining whether answers are reasonable – choosing appropriate operations – determining whether answers are reasonable – giving appropriate explanations Application
· applies knowledge and operational sense (addition, subtraction) within various contexts: – distance each day – cost of fuel and accommodation each day – difference between distance travelled from one day to the next – total distance and total cost – amount remaining/owed from $1000 Communication
· uses mathematical terminology, numbers, and symbols ($) correctly · expresses mathematical thinking and organizes ideas clearly This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 3 Name Date Grade 4 Master 2.4
Unit Summary: Whole Numbers 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 12) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem Where Shall We Go? 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