Culminating Task Scoring Guide -Third Grade Unit 4
Choice Board
Standards
Strongly in Place (SP)
Making Progress (MP)
MCC3.G.1 Understand that shapes in
different categories (e.g. rhombuses,
rectangles, and others) may share
attributes, and that the shared attributes
can define a larger category. Recognize
rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw
examples of quadrilaterals that do not
belong to any of these subcategories.
MCC3.G.2 Partition shapes into parts with
equal areas. Express the area of each part
as a unit fraction of the whole.
Student accurately
represents attributes of
quadrilaterals; recognize
likeness and differences of
quadrilaterals.
Student represents some
attributes of quadrilaterals;
recognize likeness and
differences of quadrilaterals.
MCC3.MD.3 Draw a scaled picture graph
and a scaled bar graph to represent a data
set with several categories. Solve one-and
two-step “how many more” and how many
less” problems using information presented
in scaled bar graphs.
MCC3.MD.4 Generate measurement data
by measuring lengths using rulers marked
with halves and fourths of an inch. Show
the data by making line plot, where the
horizontal scale is marked off in appropriate
units-whole numbers, halves, or quarters.
Needs Development
(ND)
Student does not show
attributes of quadrilaterals;
or recognize likeness and
differences of
quadrilaterals.
Student accurately partitions
Student partitions shapes
shapes into equal areas that
into nearly equal areas.
express understanding of the
unit fraction.
Student accurately creates a Student creates a graph with
detailed and organized
scale to represent data
graph with scale to represent
collected.
data collected.
Student does not partition
shapes into equal areas.
Student accurately measures
with ruler to the ½ or ¼
inch. The line plot is
accurately labeled and the
data is organized and easy to
read.
Student measures with
ruler. The line plot is not
labeled or readable.
Student measures with ruler
to the ½ inch. The line plot
is mostly labeled and the
data is readable.
Student creates a graph
with no scale.
SMP
Strongly in Place
Satisfactory
Making
Progress/
Developing
Area of Concern
Make sense
of problems
and
persevere
in solving
them.
The student explained the
problem and showed
perseverance by
identifying the purpose of
the problem and selected
and applied an appropriate
problem solving strategy
that lead to a thorough and
accurate solution.
The student explained
the problem and
showed perseverance
when identifying the
purpose of the
problem, and selected
an applied and
appropriate problem
solving strategy that
lead to a generally
complete and accurate
solution.
The student explained
the problem and
showed some
perseverance in
identifying the purpose
of the problem, and
selected and applied an
appropriate problem
solving strategy that
lead to a partially
complete and/or
partially accurate
solution.
The student was
unable to explain the
problem and showed
minimal perseverance
when identifying the
purpose of the
problem.
Attends to
precision
The student was precise by
clearly describing their
actions and strategies, while
showing understanding and
using above-grade-level
appropriate vocabulary in
their process of finding
solutions.
The student was
precise by clearly
describing their actions
and strategies, while
showing understanding
and using grade-level
appropriate vocabulary
in their process of
finding solutions.
The student was
precise by clearly
describing their actions
and strategies, while
showing understanding
and using appropriate
vocabulary in their
process of finding
solutions.
The student was
unclear in their
thinking and was
unable to communicate
mathematically.
Reasoning
and
Explaining
The student expressed and
justified their opinion both
quantitatively and abstractly
using a variety of numbers,
pictures, charts and words.
The student expressed
and justified their
opinion both
quantitatively and
abstractly using
numbers, pictures,
charts and/or words.
The student expressed
or justified their
opinion either
quantitatively OR
abstractly using
numbers, pictures,
charts OR words.
The student was
unable to express or
justify their opinion
quantitatively or
abstractly using
numbers, pictures,
charts or words.
Models and
use of tools
The student selected
multiple efficient tools and
correctly represented the
tools to reason and justify
their response. In addition
this students was able to
explain why their tool/
model was efficient
The student selected an
efficient tool and/or
drew a correct
representation of the
efficient tool used to
reason and justify their
response.
The student selected
appropriate tools or
drew a correct
representation of the
tools used to reason
and justify their
response.
The student was
unable to select an
appropriate tool, draw
a representation to
reason or justify their
thinking.
Seeing
structure
and
generalizing
The student identified
various patterns and
structures in the number
system and noticed
connections to multiple
areas of mathematics and
real-life.
The student identified
patterns or structures
in the number system
and noticed
connections to other
areas of mathematics
and real-life.
The student identified
a pattern or structure in
the number system and
noticed connections to
other areas of
mathematics or reallife.
The student was
unable to identify
patterns, structures or
connect to other areas
of mathematics and/or
real-life.