WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Third Grade Spring 2016 WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Addition Facts Grade Level: Third Units: All Quarters Score Expectation Descriptor Sample Tasks 4.0 3.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. The student will: ● can fluently solve basic facts in addition The student exhibits no major errors or omissions regarding the more complex ideas and processes. Qt. 1: ​
45­54 problems in 5 minutes 2.0 1.0 Qt. 3: ​
45­54 problems in 5 minutes Qt. 4: ​
45­54 problems in 5 minutes There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
sum ● solves all operations with additional time and help ● performs basic processes, such as: adding However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Qt. 1:​
30­44 problems in 5 minutes Qt. 2: 4
​5­54 problems in 5 minutes Qt. 2: 3
​0­44 problems in 5 minutes Qt. 3: ​
30­44 problems in 5 minutes Qt. 4: ​
30­44 problems in 5 minutes With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 ­ Addition Fluency Test #1 ­ Addition Fluency Test #2 ­ Addition Fluency Test #3 ­ Addition Fluency Test #4 ­ Addition Fluency Test #1 ­ Addition Fluency Test #2 ­ Addition Fluency Test #3 ­ Addition Fluency Test #4 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Subtraction Facts Grade Level: Third Units: All Quarters Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● can fluently solve basic facts in subtraction The student exhibits no major errors or omissions regarding the more complex ideas and processes. ­ Subtraction Fluency Test #1 ­ Subtraction Fluency Test #2 ­ Subtraction Fluency Test #3 ­ Subtraction Fluency Test #4 Qt. 1: ​
45­54 problems in 5 minutes 2.0 1.0 Qt. 2: 4
​5­54 problems in 5 minutes Qt. 3: 4
​5­54 problems in 5 minutes Qt. 4: ​
45­54 problems in 5 minutes There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
subtract, difference ● solves all operations with additional time and help ● performs basic processes, such as: subtracting However, the student exhibits major errors or omissions regarding the more complex ideas and processes. ­ Subtraction Fluency Test #1 ­ Subtraction Fluency Test #2 ­ Subtraction Fluency Test #3 ­ Subtraction Fluency Test #4 Qt. 1: ​
30­44 problems in 5 minutes Qt. 2: 3
​0­44 problems in 5 minutes Qt. 3: 3
​0­44 problems in 5 minutes Qt. 4: ​
30­44 problems in 5 minutes With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Multiplication Facts Grade Level: Third Units: All Quarters Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● can fluently solve basic facts in multiplication The student exhibits no major errors or omissions regarding the more complex ideas and processes. ­ Multiplication Fluency Test #1 ­ Multiplication Fluency Test #2 ­ Multiplication Fluency Test #3 ­ Multiplication Fluency Test #4 Qt. 1: ​
45­54 problems in 5 minutes 2.0 1.0 Qt. 2: 4
​5­54 problems in 5 minutes Qt. 3: 4
​5­54 problems in 5 minutes Qt. 4: ​
45­54 problems in 5 minutes There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
product ● performs basic processes, such as: multiplying However, the student exhibits major errors or omissions regarding the more complex ideas and processes. ­ Multiplication Fluency Test #1 ­ Multiplication Fluency Test #2 ­ Multiplication Fluency Test #3 ­ Multiplication Fluency Test #4 Qt. 1: ​
30­44 problems in 5 minutes Qt. 2: 3
​0­44 problems in 5 minutes Qt. 3: 3
​0­44 problems in 5 minutes Qt. 4: ​
30­44 problems in 5 minutes With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Division Facts Grade Level: Third Units: All Quarters Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● can fluently solve basic facts in division The student exhibits no major errors or omissions regarding the more complex ideas and processes. Qt. 1: ​
45­54 problems in 5 minutes 2.0 1.0 Qt. 2: 4
​5­54 problems in 5 minutes Qt. 3: 4
​5­54 problems in 5 minutes Qt. 4: ​
45­54 problems in 5 minutes ­ Division Fluency Test #1 ­ Division Fluency Test #2 ­ Division Fluency Test #3 ­ Division Fluency Test #4 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
product, quotient ● performs basic processes, such as: dividing However, the student exhibits major errors or omissions regarding the more complex ideas and processes. ­ Division Fluency Test #1 ­ Division Fluency Test #2 ­ Division Fluency Test #3 ­ Division Fluency Test #4 Qt. 1: ​
30­44 problems in 5 minutes Qt. 2: 3
​0­44 problems in 5 minutes Qt. 3: 3
​0­44 problems in 5 minutes Qt. 4: 3
​0­44 problems in 5 minutes With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Number Sense Grade Level: Third Units: 1­ Number Sense Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● write numbers in standard (base­ten numerals), expanded, and word form (number names) to 5 digits ● compare and order numbers up to 5 digits ● identify a number pattern ● round whole numbers within 1000 to the nearest 10 and 100 ● estimate sums and differences ● use mathematical skills and understandings to solve real world problems The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
digit, mental, model, number, number line, place value, property, represent, strategy, Base­ten numeral, compare, count, decompose, digit, expanded form, hundreds, number, number name, ones, skip count, tens, unit, whole number, word problem, place value disk ● uses tools to add or subtract 10 or 100 to or from a given number between 0 and 1000 ● reads and writes numbers within 1,000 using base­ten numerals, number names, and expanded form ● compares two three­digit numbers based on the meanings of the hundreds, tens, and ones digits using <, >, and = ● orders two and three digit numbers ● rounds two digit numbers to the nearest ten ● explains odd and even numbers However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Spring 2016 ­ Unit 1 Number Sense Assessment ­ Unit 1 Number Sense Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Addition and Subtraction Grade Level: Third Units: 2­ Addition and Subtraction Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations and/or the relationship between addition and subtraction ● add and subtract 4 digit to 4 digit numbers to 10,000 with regrouping ● solve real world multi­step problems involving addition and subtraction of 4 digit numbers up to 10,000 with regrouping ● write real world problems for given situations The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
word form, standard form, expanded form, digit, place value (charts and strips), greater than, (greatest), less than (least), rule, number line, rounded, estimate, reasonable, overestimate, leading digit,sum, difference, regroup, bar model, pattern ● applies mental math strategies to solve basic addition and subtraction computation ● adds and subtracts 4 digit to 4 digit numbers to 10, 000 without regrouping ● solve real world single step problems involving addition and subtraction of 4 digit numbers up to 10,000 with regrouping However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Spring 2016 ­ Unit 2 Addition and Subtraction Assessment ­ Unit 2 Addition and Subtraction Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Multiplication and Division Grade Level: Third Units: 3­ Multiplication and Division Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● use multiplication and division within 100 to solve multi­step real world problems ● write real world problems for given situations ● solve multiplication and division within 100 with remainders or regrouping ● solve division problems as unknown­factor problems ● multiply one­digit whole number by multiples of 10 in the range from 10 to 90 using strategies based on place value and properties of whole numbers ● determine the unknown whole number in a multiplication or division equation using appropriate strategies for multiplication and division The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
skip, number line, dot paper, commutative property, associative property, multiplicative properties of one and zero, area model, equal groups, product, quotient, remainder, even and odd numbers, base­ten blocks, twice, double ● use multiplication and division within 100 to solve single step real world problems ● solve multiplication and division within 100 without remainders or regrouping ● applies mental math strategies to solve basic multiplication and division computation without remainders or regrouping However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Spring 2016 ­ Unit 3 Multiplication and Division Assessment ­ Unit 3 Multiplication and Division Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Math Money Grade Level: Third Units: 9­ Money Score Expectation Descriptor Sample Tasks 4.0 3.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. The student will: ● add and subtract money with regrouping ● use a strategy to mentally solve money addition and subtraction problems ● solve multi­step real world money addition and subtraction problems ● write real world problems for given situations The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
Cents, decimal point, dime, dollar bill, dollar sign, nickel, penny, quarter, symbol, value, word problem. ● recognizes symbols, such as $, ., and ¢ ● recognizes or recalls the values of dollar bills, quarters, dimes, nickels, and pennies ● adds and subtracts money without regrouping ● solve singlei­step real world money addition and subtraction problems However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Spring 2016 ­ Unit 9 Money Assessment ­ Unit 9 Money Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Math Measurement Grade Level: Third Units: 4­ Metric Measurement, 6B­ Fraction Applications, 7­ Time and Temperature Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● solve multi­step real world problems ● write real world problems Time: ● solve problems involving elapsed time ● convert units of time ● adding and subtracting with regrouping Length, Weight and Capacity: ● estimate measurements of capacity, weight and mass, and length using customary and metric units ● convert units of measurement ● measure to nearest ¼ inch The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
Estimate, gram, kilogram, liquid, liter, mass, measure, unit, volume, weight, word problem ● solve single­step real world problems Time: ● tells and writes time to the nearest minute ● adding and subtracting without regrouping Length, Weight and Capacity: Spring 2016 ­ Unit 4 Measurement Assessment ­ Unit 6B Fraction Applications Assessment ­ Unit 7 Time Assessment ­ Unit 4 Measurement Assessment ­ Unit 6B Fraction Applications Assessment ­ Unit 7 Time Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales ● measures liquid volumes, lengths (½ inch) and masses of objects using customary and metric units However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Data Analysis Grade Level: Third Units: 5­ Graphing Score Expectation Descriptor Sample Tasks 4.0 3.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. The student will: ● solve multi­step real world problems ● write real world problems ● draw and interpret a scaled picture graph, a scaled bar graph, and line plot to represent a data set The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
Bar graph, data, data set, fourth, generate, half, inch, interpret, length, less, line plot, measure, measurement, more, picture graph, represent, scaled ● solve single­step real world problems ● interprets a drawn scaled picture graph, bar graph, and line plot However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 ­ Unit 5 Graphing Assessment ­ Unit 5 Graphing Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Numbers and Operations: Fractions Grade Level: Third Units: 6A­ Fractions Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● generate simple equivalent fractions (for example, 1/2 = 2/4; 4/6 = 2/3) and explain why they are equivalent ● express whole numbers as fractions ● use comparison symbols (<, >, and =) to compare fractions and justify the comparison of two fractions with the same numerator or same denominator ● represent fractions 1/b and a/b on a number line (Example: 1/12, ¾, ½ on a number line) ● adding and subtracting fractions with like denominators The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: Compare, comparison, denominator, equivalent, express, fraction, generate, justify, model, numerator, simple fraction, visual, whole number, divided, equal, fraction, number line, part, quantity, size, whole ● recognizes simple equivalent fractions with a visual model ● recognizes fractions that are equivalent to whole numbers ● compares two fractions with the same numerator or same denominator using visual fraction models ● describes a fraction 1/b as the quantity formed by one part when a whole is divided into b equal parts (Example: ⅓ is 1 part of a whole that is composed of 3 equal parts) However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 ­ Unit 6A Fractions Assessment ­ Unit 6A Fractions Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Spring 2016 Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales Math Geometry Grade Level: Third Units: 8­ Geometry Score Expectation Descriptor Sample Tasks 4.0 In addition to score 3.0 performance, the student demonstrates in­depth inferences and applications that go beyond what was taught. 3.0 The student will: ● solve real world multi­step problems involving area and perimeters of polygons ● compare rectangles with the same area and different perimeters, as well as rectangles with the same perimeters and different areas ● solve for an unknown side length given the perimeter of a polygon ● use tiling to demonstrate distributive property by showing that the area of a rectangle with side lengths a and b + c is the sum of a x b and a x c ● calculate areas of rectilinear figures by decomposing them into non­overlapping rectangles and adding the area ● use a formula to find the area of a rectangle (l x w) ● use a grid to find the area of an polygon ● identify types of lines and angles in a polygon The student exhibits no major errors or omissions regarding the more complex ideas and processes. 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: ● recognizes or recalls academic vocabulary, such as: ​
acute, angle, area, attribute, closed figure, congruent, endpoint, flip, hexagon, line, line of symmetry, line segment, obtuse, octagon, open figure, parallel lines, parallelogram, pentagon, perimeter, perpendicular lines, plane figure, point, polygon, quadrilateral, right angle, rhombus, rotate, slide, square units, symmetry, turn, triangle, vertex ● finds the perimeter of polygons given the side lengths ● explains concepts of area measurement ● measures area by counting square units (cm. m., in., and ft.) ● identifies the attributes of various polygons ● classifies quadrilaterals into categories based on their attributes Spring 2016 ­ Unit 8 Geometry Assessment ­ Unit 8 Geometry Assessment Adapted from the Marzano Research Laboratory WSD Elementary Report Card Mathematics Indicators & Proficiency Scales However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Spring 2016 Adapted from the Marzano Research Laboratory