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iRubric: Place value and three-digit addition rubric

iRubric: Place value and three-digit addition rubric

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Place value and three-digit addition 
Rubric Code: R2269W3
By haylo_21
Ready to use
Public Rubric
Subject: Math  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric Place value and three-digit addition
  A

(N/A)

B

(N/A)

C

(N/A)

D

(N/A)

E

(N/A)

Representing numbers

A

Student is able to represent a three-digit number in more than four ways and does not need assistance from the teacher.
B

Student is able to represent a three-digit number in four different ways with minor prompts from the teacher.
C

Student is able to represent a three-digit number in four different ways with a little help from the teacher.
D

Student can only represent a number in less than four ways and needs adequate prompting from the teacher.
E

Student can not represent a number without extensive help from the teacher.
Place value units

A

Student is able to label a three-digit number with the accurate place value units and is able to write their own three digit number with these units with no assistance from the teacher
B

Student is able to label a three-digit number with the accurate place value units and is able to write their own three digit number with these units with minor prompts from the teacher
C

Student is able to label a three-digit number with the accurate place value units and is able to write their own three digit number with these units with a little help from the teacher.
D

Student struggles to label a three-digit number with the accurate place value units and is unable to write their own three digit number with these units without adequate prompting from the teacher.
E

Student can not label a three-digit number with accurate place value units or write their own three-digit number with these units without extensive help from the teacher.
Partitioning

A

Student is able to perfectly partition a random number of paddle pop sticks utilising bundling and is able to then put this number into the part, part whole model with no assistance from the teacher.
B

Student is able to accurately partition a random number of paddle pop sticks utilising bundling and is able to then put this number into the part, part whole model with minor prompts from the teacher.
C

Student is able to accurately partition a random number of paddle pop sticks utilising bundling and is able to then put this number into the part, part whole model with a little help from the help.
D

Student struggles to partition a random number of paddle pop sticks by using bundling, they also struggle to put this number into the part, part whole model and needs adequate prompting from the teacher.
E

Student can not partition a random number of paddle pop sticks using bundling nor can they place the number into the part, part whole model without extensive help from the teacher.
Addition with tens frames

A

Student is able to solve the pre-filled tens frames addition problem and make their own tens frame displaying a two- digit addition sum and does not need assistance from the teacher.
B

Student is able to solve the pre-filled tens frames addition problem and make their own tens frame displaying a two-digit addition sum with minor prompts from the teacher.
C

Student is able to solve the pre-filled tens frames addition problem and make their own tens frame displaying a two-digit addition sum with a little help from the teacher.
D

Student struggles to solve the pre-filled tens frames addition problem and make their own tens frame displaying a two-digit addition sum and needs adequate prompting from the teacher.
E

Student can not solve the pre-filled tens frame addition problem and make their own tens frame displaying a two-digit addition sum without extensive help from the teacher.
Multidigit addition using the split strategy

A

Student is able to solve 2 three-digit addition sums utilising the split strategy and does not need assistance from the teacher
B

Student is able to solve 2 three-digit addition sums utilising the split strategy with minor prompts from the teacher.
C

Student is able to solve 2 three-digit addition sums utilising the split strategy with a little help from the teacher.
D

Student struggles to solve both of the three-digit addition sums utilising the split strategy and needs adequate prompting from the teacher.
E

Student can not solve both of the three-digit addition sums utilising the split strategy without extensive help from the teacher.
Multidigit addition using the jump strategy

A

Student is able to solve 2 three-digit addition sums utilising the jump strategy and does not need assistance from the teacher.
B

Student is able to solve 2 three-digit addition sums utilising the jump strategy with minor prompts from the teacher.
C

Student is able to solve 2 three-digit addition sums utilising the jump strategy with a little help from the teacher.
D

Student struggles to solve both of the three-digit addition sums utilising the jump strategy and needs adequate prompting from the teacher.
E

Student can not solve both of the three-digit addition sums utilising the jump strategy without extensive help from the teacher.




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