iRubric: Multiplication and Division Year 3 rubric

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Multiplication and Division Year 3

A student: MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains the reasoning used MA2-6NA uses mental and informal written strategies for multiplication and division

Rubric Code: AX43WA5

By flythall

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Public Rubric

Subject: Math

Type: Assessment

Grade Levels: K-5

Multiplication and division Year 4
	D Working Toward 1 pts	C Achieved 2 pts	B Working Beyond (Maths 2) 3 pts
Recall multiplication facts of two,	D Working Toward Is able to use concrete materials to model multiplication as equal 'groups' and by forming an array of equal 'rows' or equal 'columns',	C Achieved Is able to Count by 5's 10's and skip count by 3 and can demonstrate doubling	B Working Beyond (Maths 2) Is able to Recall most multiplication facts up to 10 × 10 and related division facts (
Using Mental Strategies	D Working Toward Is able to use repeated addition, eg 3 × 20: 20 + 20 + 20 = 60	C Achieved Is able to Able to demonstrate repeated addition, eg 3 × 20: 20 + 20 + 20 = 60 using place value concepts, eg 3 × 20: 3 × 2 tens = 6 tens = 60 factorising the multiple of 10, eg 3 × 20: 3 × 2 × 10 = 6 × 10 = 60	B Working Beyond (Maths 2) Is able to use mental and informal written strategies to multiply a two-digit number by a one-digit number,
Symbols	D Working Toward Is able to Read the symbols for multiplication	C Achieved Is able to Recognise and use the symbols for multiplied by (×), divided by (÷) and equals (=)	B Working Beyond (Maths 2) Is able to use the term 'product' to describe the result of multiplying two or more numbers Use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to mean to perform an operation, eg 4 × 3 = 6 × 2 check number sentences to determine if they are true or false and explain why, eg 'Is 7 × 5 = 8 × 4 true?
Arrays	D Working Toward Is able to Recognise and represent multiplication as repeated addition, groups and arrays	C Achieved Is able to explain why a rectangular array can be read as a division in two ways by forming vertical or horizontal groups, eg 12 ÷ 3 = 4 or 12 ÷ 4 = 3	B Working Beyond (Maths 2) Is able to Relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
Commutative Property	D Working Toward Is able to Model the commutative property of multiplication, eg '3 groups of 2 is the same as 2 groups of 3'	C Achieved Is able to Recognise that an array may be read in different ways Model and apply the commutative property of multiplication, eg 5 × 8 = 8 × 5	B Working Beyond (Maths 2) Is able to use the commutative property of multiplication, eg 7 × 9 = 9 × 7
Division	D Working Toward Model division by sharing a collection of objects equally into a given number of groups, and by sharing equally into a given number of rows or columns in an array, model division as repeated subtraction use an empty number line to record repeated subtraction (Communicating) Demonstrate the use of repeated subtraction to share in practical situations, eg share 20 stickers between five people	C Achieved Able to recognise and apply apply the inverse relationship of multiplication and division to justify answers, eg 12 ÷ 3 is 4 because 4 × 3 = 12	B Working Beyond (Maths 2) Is able to Use mental strategies to divide a two-digit number by a one-digit number where there is no remainder
Problems	D Working Toward Is able to Solve multiplication and division problems using objects, diagrams, imagery and actions	C Achieved Is able to recognise and apply division and multiplication strategies to solve problems.	B Working Beyond (Maths 2) Is able to Explain how an answer was obtained and compare their own method of solution with the methods of other students

Subjects:

Math

Types:

Assessment

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