rubric gallery

This writing rubric is used in a 3rd grade class. This rubric is used to assess students' responses to test items questions requiring a short answer response. This writing rubric is used in all academic subjects.

Students will choose ten states and their land area then order the numbers from greatest to least. Student must then identify the State with the least area and then compare the greatest and least area number using < or >.

Students will write an essay discussing the ecosystem and the effects living and nonliving things have on the ecosystem.

Students are to model their ecosystem. The model should include appropriate living and non-living organisms present. The paper should include an appropriate description of their ecosystem including the climate, what living and non-living organisms are present, how the living organisms meet their needs for survival, and example of a food chain or web that exists in this environment, what types of changes could take place, what those changes could do to the populations within that ecosystem, and what microbes might be present that may drastically effect the ecosystem.Students will need to state the species scientific name. Students will also have to discribe the interconnected relationships of the species of their choice. Key Points: that energy driving the ecosystem comes from the sun the web of life is contunually dying and feeding other sections of the ecosystem that diversity assures resilience

Students will create a solve multiplication word problems. They will also explain the strategies and steps they used to solve the word problem.

Students created a multiplication expression (3 digit by 1 digit) and they used partial product and area models to solve the problem.

The students will create a place value book using 9 different numbers. They will use all the place value forms of a number with each number they choose. Each number will be written in Standard Form, Expanded Form, Word Form. The students will show a place value chart,and they will show how to add the expanded number .

Write numbers in standard form, word form and expanded form. CCSS.4.NBT.A.2

For this activity, students will create projects based on fractions. Students will demonstrate their knowlegde of fractions and fractional parts.

Students will create a fraction word problem with a visual model.

Students will solve multi- step word problems using the problem solving plan.

Students will collect data, of their own choosing, to create a bar graph based on information from the tally and frequency chart.

A short research based paper comparing and contrasting George Washington Carver, Henry Wallace, and Norman Borlaug

The students will round a given number by tens or hundreds by showing two strategies of estimation; the use of a number line and place value. Students will also explain how they arrived at the nearest ten or hundred.

The students will create a chart by choosing base-ten blocks, drawing the blocks in the model column, then writing the number using standand form and word form.

Students read an article and wrote an opinion essay besed on the informatino given in the article.

Opinion Paragraph on one topic, include a sentence showing the students opinion, 3 reasons to support it and a conclusion sentence that restates the opinion.

Students chose a sport that they would like to include in the School Olympics/Field Day. They wrote a persuasive essay explaining why the sport they chose would be a good addition to the event.

Students will create a elapsed time number story. Students will show the time on analog clocks and solve the problem with model to show their work.

Students will complete a worksheet that includes 10 questions about analog and digital clocks. Students are expected to position the hands on the analog clock when given a written time; and to read and write the time when given an image of an analog clock set to a specific time. Students are expected to be able to read and write time to five minute intervals.