iRubric: Rubric: 3rd Grade - 3.NF

(draft) edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Rubric: 3rd Grade - 3.NF

Rubric: 3rd Grade - 3.OA

Develop understanding of fractions as numbers. *Denotes expectations in previous grades

Rubric Code: Y8A557

By kahippler

Draft

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: K-5


	Exceeding (N/A)	Meeting (N/A)	Approaching (N/A)	Emerging (N/A)
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.2A Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.2B Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.	Exceeding	Meeting	Approaching	Emerging
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.3A Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.3B Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.3C Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments
3.NF.3D Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions, e.g., by using a visual fraction model.	Exceeding Not applicable	Meeting Consistently demonstrated through applications and assessments	Approaching Inconsistently demonstrated through applications and assessments	Emerging Not evident or demonstrated through applications and assessments

Subjects:

Education

Types:

(Other)

Discuss this rubric