4th 6 Weeks Multiplication and Division

Third Grade

Learning Communication Tool

During the Learning Process
I can represent and solve multiplication and division problems.

Learning Goals

Yes
(Dates)

Not Yet
(Dates)

Next Steps
If yes, what do I do next to achieve
advanced?
If not yet, what do I do next to
improve?

I can represent and solve

multiplication problems using
multiple strategies.
objects
pictures
arrays
area models
strip diagrams
equations
I can solve one and two step
multiplication problems within 100.
I can represent and solve division
problems using multiple strategies.
objects
pictures
arrays
area models
strip diagrams
equations
I can solve one and two step
division problems within 100.
I can use a problem solving process
that includes:
analyzing given
information
formulating a plan or
strategy
determine a solution
justify the solution
evaluating the
reasonableness of the
solution
evaluating my problem
solving process

Success on all of the Learning Goals indicates readiness for taking the Report Card Assessment

4th 6 Weeks Multiplication and Division

Third Grade

Evidence of Learning
Report Card Assessment Scoring Rubric

Learning Goals

Demonstration
of Conceptual
Understanding
TEKS: 3.5 B
Represent
multiplication
and division
problems
Computational
Accuracy
TEKS: 3.4 K
Solve
multiplication
and division
problems
Problem Solving
Plan
TEKS: 3.1 A and
B
Use appropriate
problem solving
skills to come
up with logical
solutions

Beginning
1

Developing
2

I attempted to
demonstrate the
concept but got
stuck.

I demonstrated
some understanding
of the concept.

Scaffolding or support
didnt help.

Scaffolding was
needed and may
have helped.

I attempted to
complete the
computation but got
stuck even with
teacher assistance.

I completed the
computations but
had mistake(s) in my
work OR
needed teacher
assistance to get the
right answer.

I didnt understand
the problem even
with teacher
assistance.
OR
I tried to set up the
problem but used the
wrong tool or
strategy and gave up.

I understood the
problem but needed
some teacher
assistance to come
up with an
appropriate plan
OR
independently
followed my plan
but got an
unreasonable
solution.

Meets Standard
3

I independently
demonstrated a
reasonable
understanding of
the concept based
on patterns and
connections I am
making.

I independently
completed the
computations to get
the right answer.

I independently
understood the
problem, figured out
an appropriate plan,
and made sure that
the answer was
expressed
appropriately
(ex. units of
measure, fraction
vs. whole number)

Advanced
4

I independently
demonstrated a
deep and accurate
understanding of the
concept based on
patterns and
connections I am
making.

I independently and
efficiently
completed the
computations to get
the right answer.

I independently
understood the
problem, figured out
an appropriate plan,
made sure that the
answer was
expressed
appropriately , and
checked to see if it
was a reasonable
solution.