3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can fluently multiply and divide within 100.
CCSS: 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division or properties of operations. By the end of grade 3, know from memory all of the
products of two one-digit numbers.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
Fluently means
accuracy, efficiency,
and flexibility. “Know
from memory” should
not focus only on timed
tests and repetitive
practice, but ample
experiences working
with manipulatives,
pictures, arrays,word
problems, and numbers
to internalize the basic
facts.
The student needs
significant teacher
support to multiply and
divide within 50 and to
recall multiplication facts
0’s, 1’s, 2’s, and 5’s.
The student may not be
successful even with
help.
the standard
The student can multiply
and divide within 50 and
knows from memory
multiplication facts 0’s,
1’s, 2’s, and 5’s.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
multiply and divide
within 100 and knows
from memory
multiplication facts 0-9.
The student can multiply
and divide beyond 100
and/or knows from
memory multiplication
facts 10’s, 11’s and 12’s.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can understand properties of multiplication and the relationship between
multiplication and division.
CCSS: 3.OA.5 Apply properties of operations as strategies to multiply and divide (commutative, associative,
and distributive property)
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is
also known. (Commutative
property of multiplication.)
3 × 5 × 2 can be found by 3
× 5 = 15, then 15 × 2 = 30,
or by 5 × 2 = 10, then 3 ×
10 = 30. (Associative
property of multiplication.)
Knowing that 8 × 5 = 40
and 8 × 2 = 16, one can find
8 × 7 as 8 × (5 + 2) = (8 ×
5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.)
Students need not use formal
terms for these properties.
The student needs
significant teacher
support to apply one or
two of the following
properties to solve
multiplication and
division problems; the
commutative property,
the associative property
or the distributive
property.
The student may not be
successful even with
help.
the standard
The student can apply
one or two of the
following properties to
solve multiplication and
division problems; the
commutative property,
the associative property
and the distributive
property.
* The commutative property
would probably be the first
property to be to master.
Meets the standard
Exceeds the
(proficient)
standard
The student can apply
the commutative
property, the associative
property and the
distributive property to
solve multiplication and
division problems.
The student can make
connections and
communicate how two
out of the three
properties relate to each
other using
multiplication and
division.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can use models to represent and solve problems involving multiplication and
division within 100.
CCSS: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
Different models
include:
array models
equal groups
number lines
partition model
With significant teacher
support the student can
solve one step word
problems involving
multiplication and
division within 50, using
drawings and equations
to represent the
problem and the
solution.
The student may not be
successful even with
help.
Meets the standard
Exceeds the
(proficient)
standard
The student can solve
one step word problems
involving multiplication
and division within 100;
using drawings and
equations to represent
the problem and the
solution.
The student can solve
one- or two-step word
problems involving
multiplication and
division within 100;
using multiple strategies
to represent the
problem and the
solution.
the standard
The student can solve
one step word problems
involving multiplication
and division within 50;
using drawings and
equations to represent
the problem and the
solution.
*
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can solve problems involving the four operations (addition, subtraction,
multiplication, division) and identify and explain patterns in arithmetic.
CCSS: 3.OA.8 Solve two-step word problems using the four operations. Represent the problems using
equations with a letter standing for the unknown quantity. 3.OA.9 Identify arithmetic patterns (including
patterns in the addition or multiplication table) and explain them using properties of operations.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
This standard is limited
to problems with whole
numbers.
The student needs
significant teacher
support to solve two
step word problems
using the four
operations. (Adding and
subtracting numbers within
100, and multiplying and
dividing single-digit factors
with products less than 100.)
The student needs
significant teacher
support to find patterns
in addition and
multiplication using a
100’s chart.
The student may not be
successful even with
help.
the standard
The student can solve
two step word problems
using the four
operations. (Adding and
subtracting numbers within
1,000, and multiplying and
dividing single-digit factors
with products less than 100.)
The student can find
patterns in addition and
multiplication using a
100’s chart.
Meets the standard
Exceeds the
(proficient)
standard
The student can solve two
step word problems using
the four operations. (Adding
The student can solve two
step word problems using
the four operations. (Adding
and subtracting numbers within
1,000, and multiplying and
dividing single-digit factors with
products less than 100.)
and subtracting numbers
beyond 1,000, and multiplying
and dividing single-digit factors
with products beyond 100)
When representing the
problem the student can
use an equation with an
unknown quantity.
When representing the
problem the student can
use an equation with an
unknown quantity.
The student can find and
communicate patterns in
addition and multiplication.
The student can find and
communicate many
patterns in addition and
multiplication.
For example, observe that 4
times a number is always even,
and explain why 4 times a
number can be decomposed into
two equal addends.
For example, observe that 4
times a number is always even,
and explain why 4 times a
number can be decomposed
into two equal addends.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can use the concept of place value to round whole numbers to the nearest 10
or 100.
CCSS: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
The student needs
significant teacher
support to round whole
numbers to the nearest
10 using place value
understanding.
The student may not be
successful even with
help.
the standard
The student can use
place value
understanding to round
whole numbers to the
nearest 10 only. The
student can
communicate the
reasoning about their
answers.
Meets the standard
Exceeds the
(proficient)
standard
The student can use
place value
understanding to round
whole numbers to the
nearest 10 or 100. The
student can
communicate the
reasoning about their
answers.
The student can use
place value
understanding to round
whole numbers to the
nearest 1000. The
student can
communicate the
reasoning about their
answers.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can multiply one digit whole numbers by multiples of 10 (e.g., 5 X10, 5 X 300)
CCSS: 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies
based on place value and properties of operations.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
With significant teacher
help the student can
multiply one digit whole
numbers by 10 and but
is not able to
communicate and
reason about the
products.
The student may not be
successful even with
help.
the standard
The student can multiply
one digit whole numbers
by 10 and is able to
communicate and
reason about the
products. (not simply using
the “trick” of add a zero)
Meets the standard
Exceeds the
(proficient)
standard
The student can multiply
one digit whole numbers
by multiples of ten (e.g.,
9 x 80, 5 x 60) and is
able to communicate
and reason/defend the
products.
The student can multiply
one digit whole numbers
by multiples of ten (e.g.,
9 x 80, 5 x 60) and is
able to communicate
and reason /defend the
products by explaining
that in a multi-digit
number, a digit in one
place represents ten
times what it represents
in the place to its right.
They can extend this
understanding to
multiply one digit
numbers by 100 or
1000.
For example, for the
problem 50 x 4, students
should think of this as 4
groups of 5 tens or 20
tens, and that twenty
tens equals 200.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can fluently add and subtract within 1000.
CCSS: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and /or the relationship between addition and subtraction.
Performance Levels for Reported Standards
Evidence/
Assessments
Not making expected Progressing toward
progress to standard
Fluently means
accuracy, efficiency,
and flexibility. “Know
from memory” should
not focus only on timed
tests and repetitive
practice, but ample
experiences working
with manipulatives,
pictures, arrays,word
problems, and numbers
to internalize the basic
facts.
With significant teacher
support the student can
add and subtract within
100, but does not
demonstrate fluency.
The student may not be
successful even with
help.
the standard
The student can fluently
add and subtract within
100 and is able to
communicate how the
problem was solved.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
add and subtract within
1000 and is able to
communicate how the
problem was solved.
The student can fluently
add and subtract within
1000 using more than
one strategy to
communicate how the
problem was solved.
The student can use
place value to solve
addition and subtraction
problems greater than
1000 by correctly setting
up problems using the
standard algorithm.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can understand and represent fractions as part of a whole.
CCSS: 3.NF.1 Understand a fraction of 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.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
Fraction models in third
grade include only area
models (circles,
rectangles, squares)
and number lines.
The student required
significant teacher
support to identify
halves of an area model
and on a number line.
The student may not be
successful even with
help.
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can identify The student can label/
halves of an area model. identify fractions as fair
Students can label unit
fractions (fractions with
numerator 1) of a whole
with teacher support.
sharing or parts of a
whole, using various
contexts (candy bars, fruit,
and cakes) and a variety of
models (circles, squares,
rectangles, fraction bars,
and number lines).
The student can build
fractions from unit fractions
(seeing the numerator 3 in
3/4 as the quantity you get
when putting 3 of the 1/4s
together).
*No need to introduce
improper fractions initially.
Using two or more models
student can label/identify
fractions as fair sharing or
parts of a whole, using
various contexts (candy
bars, fruit, and cakes) and
a variety of area models
(circles, squares,
rectangles, fraction bars,
and number lines) and set
models (parts of a group).
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can use models to order and compare fractions.
CCSS: 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line
diagram. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
Performance Levels for Reported Standards
Evidence/
Assessments
Not making expected Progressing toward
progress to standard
With significant teacher
help the student can
identify the whole and
the half on a number
line.
With significant teacher
help the student can
place a half onto the
number line.
The student may not be
successful even with
help.
the standard
The student can identify
the whole and the half
on a number line. The
student can place a half
onto the number line.
With picture models the
student can identify
1/2=2/4.
With 1:1 support, the
student can compare
two simple fractions and
identify which one is
bigger.
Meets the standard
Exceeds the
(proficient)
standard
The student can identify a
fractional amount on a
number line, between 0 and
1. example- 0, 1/4, 1/2, 3/4,
1.
The student can use a
number line to order
fractions by size and
communicate the
reasoning.
The student can list simple
equivalent fractions, e.g., 1/2
= 2/4, 4/6 = 2/3) e.g., by
using a visual fraction
model.Students should only
explore equivalent fractions
using models, rather than
using algorithms or
procedures.
The student can list
complex equivalent
fractions, using a visual
fraction model.
Students should only
explore equivalent
fractions using models,
rather than using
The student can compare two algorithms or
simple fractions with the
procedures.
same denominator and
defend why one is bigger
than the other.
The student can compare
two more complex fractions
with the same denominator
and defend why one is bigger
than the other.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can represent and interpret data using bar, line, and picture graphs.
CCSS: 3.MD.3 Draw a scaled picture graph and 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.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
With significant teacher
support the student can
complete a template of
a picture graph or a bar
graph and fill in some of
the required data sets.
With significant teacher
support the student can
read a scaled bar graph
and answer questions
about the data.
The student may not be
successful even with
help.
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can
complete a template of a
picture graph or a bar
graph and fill in the
required data sets.
The student can draw a
picture graph and a bar
graph to represent a
data set with at least 3
categories.
The student can draw a
picture graph and a bar
graph to represent a data
set with more than 3
categories.
The student can read a
scaled bar graph and
answer questions about
the data. Example: How many
Using the information
from scaled bar graphs
to solve for one and two
step problems about
“how many more” or
“how many less”.
The student can construct
their own questions about
the information in the
graphs that they create
and the can communicate
about the reasons for
those questions.
kids like the color orange?
Example:
How many more nonfiction
books where read than fantasy
books?
• Did more people read
biography and mystery books or
fiction and fantasy books?
Using the information from
scaled bar graphs to solve
for one and two step
problems about “how
many more” or “how many
less”.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can find perimeters of rectangular arrays.
CCSS: 3.MD.8 Solve real world and math problems involving perimeters of polygons, including finding the
perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same
perimeter and different areas with the same area and different perimeters.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
With significant teacher
support the student can
solve real world math
problems involving the
perimeter of 3 and 4 sided
regular polygons.
With significant teacher
support the student can
find perimeter given the
side lengths of 3 and 4
sided polygons.
The student may not be
able to do the above even
with help.
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can find
perimeter given the side
lengths of 3 and 4 sided
polygons.
The student can solve
real world math
problems involving the
perimeter of polygons.
The student can solve
real world multi-step
math problems involving
polygons.
The student can find the
length of an unknown
side of a square or
rectangle (when equal
side lengths are known)
The student can find the
perimeter of regular
polygon, given the side
lengths.
The student can find the
perimeter of irregular
polygons given the side
lengths.
The student can find the
length of an unknown
side of a polygon, given
equal or unequal side
lengths.
The student can identify
rectangles that have
equal perimeters and
differing area, as well
as, rectangles with equal
area and differing
perimeter.
The student can find the
length of multiple
unknown sides of a
polygon.
The student can identify
rectangles that have
equal perimeters.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can understand concepts of area and relate area to multiplication and
addition.
CCSS: 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6 Measure areas by counting unit squares. 3.MD.7 Relate area to operations of multiplication and addition.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
These standards call for
students to explore the
concept of covering a
region with “unit
squares.”
Students can use
different “units” of equal
size regions (e.g.,
centimeter, inch, foot).
The student is not able to
recognize area as an
attribute of twodimensional regions, even
with adult support.
Because the student does
not have an understanding
of area as a concept, they
are not able to find the
total number of units that
compose a rectangular
array.
the standard
With adult support the
student can recognize
area as an attribute of two
dimensional regions.
The student is able to use
tiles of equal size to cover
a two-dimensional area.
The student understands
that the units must be of
equal size when covering
the two dimensional area.
The student is able to
count the number of tiles
(n) and with adult
prompting expresses the
area as n square units.
Meets the standard
Exceeds the
(proficient)
standard
The student can recognize
area as an attribute of twodimensional regions.
The student can apply the
area and perimeter
formulas for rectangles in
real world and
mathematical problems.
The student can measure
area by finding the total
number of same size units
of an area required to
cover the shape with no
gaps or overlapped. The
student can express this
as square units.
The student understands
that rectangular arrays can
be decomposed into
identical rows or into
identical columns.
The student creates
rectangular arrays to
demonstrate multiplication
and addition concepts in
area.
Students use the
multiplication formula of
A = l x w for area and
begin to use various
formulas for perimeter
lengths.
The student can
determine the perimeter
and area of irregular
polygons.
3rd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can divide shapes into parts with equal areas and describe the equal parts
represented as a fraction of the whole.
CCSS: 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as unit fraction of
the whole.
Performance Levels for Reported Standards
Evidence/Notes
Not making expected Progressing toward
progress to standard
With significant teacher
support the student can
cut a shape into equal
parts and label those
parts with the correct
fractional amount.
The student may not be
able to complete the
task even with help.
the standard
The student can cut or
fold a shape into equal
parts and label those
parts with the correct
fractional amount.
Meets the standard
Exceeds the
(proficient)
standard
The student can cut or
fold a shape into equal
parts and label those
parts with the correct
fractional amount. The
student is able to
communicate and
reason about how these
equal parts have the
same area.
The student extends
understanding to
partitioning of wholes
that involve collections
of objects (set models).
For example, partition a shape
into 4 parts with equal area, and
describe the area of each part as
1/4 of the area of the shape.