Strand: 3.NS.3
Topic: Understanding Fractions
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.


3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.
The student:

Sample Tasks
Solve two-step problems involving benchmark
fractions.
Write your own 1 or 2 step word problem involving
benchmark fractions.

Ask the student to draw a square and partition
it into 4 equal parts. Ask the student to shade a
fraction of a square and identify fraction of the
square that is shaded and not shaded.

What fraction does this picture represent?

½
1/3
2/4
Circle the numerator in this fraction:
Will understand a fraction 1/b as the quantity formed by 1 part
when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b. (In grade
3, limit denominators of fractions to 2, 3, 4, 6, and 8.)
The student exhibits no major errors or omissions.
2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
content.
There are no major errors or omissions regarding the simpler details and
processes as the student:



Fraction, whole, partition, numerator, denominator, equal parts,
quantity
Identify numerator and denominator in a fraction
Match the fraction with the picture it represents
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
¼

Circle the denominator in this fraction:
¼
Score
4.0
Score
3.0
Score
2.0
Strand: 3.AT.2
Topic: Solving Multiplication and Division Word Problems within 100
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
Sample Tasks
was taught.
 Ask the student to solve 1-step multiplication and division word
problems when given additional unneeded information. Such as:
There are 13 apples and 21 oranges. Five people are unpacking
the boxes. Sam put the oranges equally into 3 crates. Write an
equation to find out how many oranges are in each of Sam’s
crates.
3.5
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:
 Ask the student to solve multiplication and division word
problems involving equal groups, arrays, or equations with a
symbol for the unknown number. Students may use equal
 Solve real world problems involving whole number multiplication and division
within 100 in situations involving equal groups, arrays, and measurement
groups, arrays, or draw a picture to solve the problem, but they
quantities (e.g. by using drawings and equations with a symbol for the unknown
must write the equation. Such as:
number to represent the problem).
There are 21 oranges. Sam puts them equally into 3 crates. Write
an equation to solve the problem. For example, student will write,
The student exhibits no major errors or omissions.
21/3=?,?=7)
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
 There are 21 oranges. Sam puts them equally into 3 crates. How
as the student:
many oranges are in each crate? Use the picture below to fill in
the formula. (Teacher will provide picture of oranges and ___ ÷
___ = ____.)
 Ask the students to solve multiplication and division word problems given a
picture and a formula. Student must be able to determine the product or quotient  There are 5 cars. Each car has 4 wheels on each car. How many
independently.
wheels are there altogether? Use the picture below to fill in the
 Array, multiplication, operation, division, equation, quotient, represent,
formula. (Teacher will provide a picture of cars and ___ X ___ =
product, unknown, symbol, equal groups, measurement quantity, word problem
___.)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Score 1.0
Score 0.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Score
4.0
Score
3.0
Score
2.0
Strand: 3.AT.5
Topic: Solving Multiplication and Division Equations
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
Sample Tasks
was taught.
 Complete this equation and produce the other three
equations that belong in this fact family.
For example, 5 = ___ / 3.
The student will write 5 = 15 / 3
3 = 15 / 5
3 X 5 = 15
5 X 3 = 15
3.5
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:
 Determine the unknown number that makes the
equation true in each of the equations. Be sure to
 Determine the unknown whole number in a multiplication or division equation
place your unknown number in all locations of the
relating three whole numbers.
equations.
8 X ? = 48, 5 = ___ ÷ 3, 6 X 6 = ?
The student exhibits no major errors or omissions.
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
 8X6=
as the student:
A. 51
B. 48
C. 14
 Whole number, multiplication, division, unknown, product, operation, quotient,
dividend, divisor, factor, equation
 15 ÷ 3 =
A. 18
 Student can find the unknown number to make the equation true when given a
B. 5
multiple choice question.
C. 12
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Score 1.0
Score 0.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Score
4.0
Score
3.0
Score
2.0
Strand: 3.C.5
Topic: Use Strategies to Multiply and Divide within 100
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
Sample Tasks
was taught.
 Solve an equation with a given property.
For example, solve 8 X 7 using the distributive
property. Student will write 8 X (5+2) = (8 X 5) + (8X 2)
= 40 + 16 = 56 and solve.
Given the numbers 3, 5, and 2, show the associative
property.
Given 6 X 4 = 24, show the Commutative Property.
3.5
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:
 When given an equation, such as 5 X 7 = ___, the
student can produce a number sentence to check this

Multiply and divide within 100 using strategies such as the relationship between
problem (35 ÷ 5 = 7).
multiplication and division (e.g. Knowing that 8 X 5 = 40, one knows 40 ÷ 5 = 8), or
properties of operations
The student exhibits no major errors or omissions.
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
as the student:
Score 0.0
5 X 6 = 30
What is 30 ÷ 5 = ____?

Ask the student to recognize the property of operation displayed in an equation.

2 X 3 X 4 = ____

Properties, operations, strategies, multiply, divide, properties of operations
(associative, commutative, distributive) product, quotient,

5 X 3 = 15
___ X 5 = 15
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Strand: 3.DA.2
Topic: Measuring to the Nearest Quarter Inch
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.
3.5
Score
3.0

Using rulers, ask students to measure
several line segments to the nearest eighth
inch.

Using rulers, ask students to measure
several a line segment to the nearest
quarter inch, such as ¼, ½, ¾ .

Students will measure line segments to the
nearest whole or half inch.
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.
The student:

Sample Tasks
Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show the data by making
a line plot, where the horizontal scale is marked off in appropriate
units such as whole numbers, halves, or quarters.
The student exhibits no major errors or omissions.
2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
content.
There are no major errors or omissions regarding the simpler details and
processes as the student:


Measure, inch, half-inch, line plot, scale, fourths, quarter inch,
horizontal
Measure to the nearest inch and half inch.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Strand: 3.AT.3
Topic: Solving two-step word problems using addition, subtraction, multiplication and division
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.
 Ask the student to solve two-step word problems using all four
Sample Tasks


Example:
There are six dogs, 3 cats, and 9 fish at the
shelter. How many total legs do the cats and
dogs have?

Example:
There are six dogs and 3 cats in the shelter.
How many total animal legs are there?
(Answer: 6 + 3 = 9 animals
9X4=X
X = 36 animal legs
operations when given additional uneeded information.
3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.
The student:

Solve two-step real-world problems using the four operations of
addition, subtraction, multiplication, and division. (e.g. by using
drawings and equations with a symbol for the unknown number to
represent the problem.
The student exhibits no major errors or omissions.
2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
content.
There are no major errors or omissions regarding the simpler details and processes
as the student:

Two-step word problem, multiplication, division, equation, unknown quantity,
reasonableness, mental computation, inverse operation, product, quotient,
divisor, dividend, factor, operations, represent
 Solve 2 step number problems
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
 Example:
Solve the following.
9 + 5 – 7 = _______
Strand: 3.C.1
Topic: Add and subtract whole numbers within 1000
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.
Sample Tasks


3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.
The student:


The student can add and subtract within 1,000 or
more using 3 or more addends.
The student can appropriately subtract 3 or more
numbers, understanding that they must subtract the
first two numbers and find that difference before
subtracting additional numbers.


Example:
Solve the following.
389 + 432 = _____


Example:
Solve the following.
111 + 222 = ______
Add and subtract whole numbers fluently within 1000.
Students will add and subtract numbers with and without
regrouping.
The student exhibits no major errors or omissions.
2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
content.
There are no major errors or omissions regarding the simpler details and processes
as the student:


Addend, add, subtract, operation, sum, difference, regroup
The student can add and subtract two addends within 1,000 without regrouping.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Strand: 3.G.2
Topic: Recognizing and drawing quadrilaterals
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.
 The student can draw a square and explain why it is a rhombus,
rectangle, square, and quadrilateral.
3.5
Score
3.0


Sample Tasks
Sample Activity:
A square has 4 right angles and 4 equal sides. A
square is a rhombus because it has 4 equal sides.
A square is a rectangle because it has 4 right
angles. A square is a quadrilateral because it has
4 sides.
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.


Sample Activity:
Given a picture of a four-sided shape and a checklist
of categories (rhombus, rectangle, square,
quadrilateral), the student can identify all categories
to which the given shape belongs and can draw an
example of a quadrilateral that is not a rhombus,
rectangle, or a square.
There are no major errors or omissions regarding the simpler details and processes
as the student:





Sample Activities:
Given the picture of a four-sided shape, the student
can match at least one shape name.
Given an envelope of four-sided shape, the student
can sort the shapes into groups.
The student:

Understand that shapes in different categories (e.g., rhombuses, rectangles, and
others) may share attributes (e.g., having four sides), and that the shared
attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.
The student exhibits no major errors or omissions.
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
2.5
content.
Score
2.0
Quadrilateral, rhombus, rectangle, square, attribute, polygon, angle
Student can identify shapes based on a given attribute
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Strand: 3.M.7
Topic: Finding perimeter
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
was taught.
Score
4.0

Sample Tasks

6 in.
a
Student will find the perimeter of a shape with a partitioned unknown side.
8in
4 in.
3 in.
10 in.
Given the shape above, find the length of the unknown side (a).
Then, calculate the perimeter of the shape.
3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:


Find the perimeters of polygons given the side lengths or by finding an unknown
side length.
 The student can find the perimeter of a polygon with an unknown side.
The student exhibits no major errors or omissions.



2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
as the student:
Such as, if a pentagon is shown with a perimeter of 20 inches,
with 4 labeled side lengths, what is the length of the unknown
side?
The student can find the perimeter of a room with an unknown
side.
The student can find the perimeter of a square when given the
length of one side.
The student can find the perimeter of a rectangle when given
the length and width.


Perimeter, polygon, side lengths, unknown, rectangle, area
The student can find the perimeter of a given polygon with the known side
lengths.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.

Find the perimeter.
4 in.
4 in.
4 in.
4 in.
Strand: 3.NS.4
Topic: Representing Fractions on a Number Line
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
Sample Tasks
was taught.

Student will draw their own number line and define
the intervals 0 to 1 using benchmark fractions
 Student can label benchmarks on a fraction on a
number line from 2 to 3 or 3 to 4, etc.
Score
4.0
3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:

Student will be given a number line from 0 to 1 and
will label the intervals by drawing hash marks on the
line when given the name of the benchmark fraction.
For example, “Partition the number line into thirds.”

Student will be given a number line from 0 to 1 that is
partitioned into b equal parts (b is the benchmark
fraction) and will label the hash marks.

Score
2.0
Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as
the whole and partitioning it into b equal parts. Recognize that each part has the
size 1/b and that the endpoint of the part based at 0 located the number 1/b on
the number line.
The student exhibits no major errors or omissions.
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
as the student:

Fraction, number line, diagram, whole, partition, equal parts, endpoint, interval,
halves, thirds, quarters, sixths, eighths, numerator, denominator
 Identify benchmark fractions on a number line.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Score 1.0
Score 0.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Strand: 3.M.3
Topic: Telling time to the nearest minute
Score
4.0
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond
what was taught.

3.5
Score
3.0

Examples: quarter after, quarter till, half
past, ___ minutes till, ____ minutes after.

The student will be able to tell and write
time to the nearest minute when given an
analog clock.

The student will be able to tell and write
time to the nearest minute when given
multiple choice options.
The student will be able to tell and write time using alternative time
language
In addition to score 3.0 performance, in-depth inferences and applications with partial
success.
The student:

Sample Tasks
Tell and write time to the nearest minute from analog clocks, using
a.m. and p.m.
The student exhibits no major errors or omissions.
2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0
content.
There are no major errors or omissions regarding the simpler details and
processes as the student:

Minute, hours, analog, digital
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Score 1.0
Score 0.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0
content.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Score
4.0
Strand: 3.M.3 (Part 2)
Topic: Elapsed Time
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
was taught.
 The student will be able to tell the elapsed time using addition and subtraction to
the nearest minute and switching from a.m. to p.m. and p.m. to a.m. Include story
problems where students have to find the start time, end time, and elapsed time
when given two variables.
Examples:
1. Jose went to bed at 8:23 p.m. He slept for 8
hours 27 minutes. What time did Jose wake up?
3.5
Score
3.0
Score
2.0
Score
1.0
Score
0.0
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:
 Measure time intervals in minutes. Solve real-world problems involving addition
and subtraction of time intervals in minutes.
 The student will be able to tell the elapsed time using addition and subtraction to
the nearest minute in a word problem. Include story problems where students
have to find the start time, end time, and elapsed time when given two of the
variables.
The student exhibits no major errors or omissions.
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
as the student:
 Minute, hours, analog, digital, time intervals
 The student will be able to tell the elapsed time using addition and subtraction to
the whole hour in a word problem. Include story problems where students have
to find the start time, end time, and elapsed time when given two of the variables.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Sample Tasks
With help, a partial understanding of some of the simpler details and processes and
some of the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.
Examples:
1. Adam left his house at 7:25 in the morning. He
arrived at school at 8:45 in the morning. How
long did it take him to get to school?
2. Adam played outside for 2 hours and 17 minutes.
He stopped playing at 4:00. What time did he
start playing?
Examples:
1.
2.
Adam left his house at 7:00 in the morning.
He arrived at school at 8:00 in the morning.
How long did it take him to get to school?
Adam played outside for 3 hours. He
stopped playing at 4:00. What time did he
start playing?
Score
4.0
Strand: 3.DA.1
Topic: Solving Problems Using Graphs and Tables
Level: 3
In addition to Score 3.0, in-depth inferences and applications that go beyond what
Sample Tasks
was taught.

Students will develop their own data set and
construct a bar graph, picture graph, or frequency
table. Then, students will write their own
comparative data based on their graphs.
3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student:
Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a
data set- including data collected through observations, surveys, and experimentswith several categories. Solve one- and two-step “How many more” and “How many
less” problems regarding the data and make predictions based on the data.
The student exhibits no major errors or omissions.

Given a table of information (data set), students will
draw a scaled picture graph and a scaled bar graph.
Then, students will answer comparative questions
about the data represented in the graphs.
For example:
Sally= 2 votes
Jake= 6 votes
Molly= 4 votes
8
6
Sally
4
Jake
2
Molly
0
Votes
Student:
Sally
Jake
Molly
Student:
Votes
ll
llll l
llll
Number of votes
Sally
Jake
Molly
= 2 votes


2.5
Score
2.0
No major errors or omissions regarding 2.0 content and partial knowledge of
the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes
as the student:
How many more votes do Sally and Jake have
together than Molly?
How many votes do all three students have
altogether?

Scale, picture graph, bar graph, data set, category, one-step word problem, twostep word problem, represent
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
Score 1.0
Score 0.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
0.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Even with help, no understanding or skill demonstrated.

Graphs are provided for students and they have to
answer one and two-step addition and subtraction
problems comparing the data.