Culminating Task Scoring Guide -Fourth Grade Unit 2
School Newspaper
Standards
Strongly in
Place (SP)
Making
Progress (MP)
Needs
Developme
nt
(ND)
Student uses
repeated
addition and
gives little to
no
explanation.
MCC4.OA.1 Interpret a
multiplication equation
as a comparison, e.g.,
interpret 35 = 5 . 7 as a
statement that 35 is 5
times as many as 7 and 7
times as many as 5.
Represent verbal
statements of
multiplicative
comparisons as
multiplication equations.
Student
multiplies by 3
and in
explanation
describes
multiplying by
3 as 1740
newspapers
times 3 pages in
each
newspaper.
Student
multiplies by 3
and gives a
procedural
explanation.
MCC4.OA.2 Multiply or
divide to solve word
problems involving
multiplicative
comparison, e.g., by
using drawings and
equations with a symbol
for the unknown number
to represent the problem,
distinguishing
multiplicative
comparison from
additive comparison.
Student uses a
symbol, like a
box or a letter,
using drawings
and equations
to represent the
multiplication
or division
problems to
express the
unknown.
Student uses a
symbol, like a
box or a letter,
using drawings
or equations to
represent the
multiplication or
division
problems to
express the
unknown.
Student does
not uses a
symbol in
equations or
drawings.
MCC4.OA.3 Solve
multistep word problems
posed with whole
numbers and having
whole-number answers
using the four
operations, including
problems in which
remainders must be
interpreted. Represent
these problems using
equations with a letter
standing for the
unknown quantity.
Assess the
reasonableness of
answers using mental
computation and
estimation strategies
including rounding.
Student rounds
up when
figuring how
many packages
of 100 sheets of
special
newsprint paper
is needed.
Student rounds
down when
figuring how
many packages
of 100 sheets of
special newsprint
paper is needed.
Student does
not round
when
figuring how
many
packages of
100 sheets of
special
newsprint
paper is
needed.
MCC4.OA.5 Generate a
number or shape pattern
that follows a given rule.
Identify apparent
features of the pattern
that were not explicit in
the rule itself.
MCC4.NBT.5 Multiply a
whole number of up to
four digits by a one-digit
whole number, and
multiply two two-digit
numbers, using
strategies based on place
value and the properties
of operations. Illustrate
and explain the
calculation by using
equations, rectangular
arrays, and/or area
models.
MCC4.NBT.6 Find wholenumber quotients and
remainders with up to
four-digit dividends and
one-digit divisors, using
strategies based on place
value, the properties of
operations, and/or the
relationship between
multiplication and
division. Illustrate and
explain the calculation
by using equations,
rectangular arrays,
and/or area models.
Student
generates an
organized
list/table to see
a pattern when
determining
fewest/largest
and
combination of
advertisement
space.
Student is
accurate when
multiplying the
number of
pages (3) by
number of
students (1740)
and thoroughly
explains or
illustrates using
calculations by
using
equations,
rectangular
arrays, and/or
area models.
Student generates
list/table or some
random
equations to see a
pattern when
determining
fewest/largest
and combination
of advertisement
space.
Student does
not see a
pattern when
determining
fewest/larges
t and
combination
of
advertisemen
t space.
Student is
accurate when
multiplying the
number of pages
by number of
students and
missing parts of
an explanation or
illustration using
calculations by
using equations,
rectangular
arrays, and/or
area models.
As student is
dividing by 50
or 25, he/she
uses strategies
based on place
value, the
properties of
operations,
and/or the
relationship
between
multiplication
and division.
He/she also
illustrates
and/or explains
the calculation
by using
equations,
rectangular
arrays, and/or
area models.
As student is
dividing by 50 or
25, he/she uses
strategies based
on place value,
the properties of
operations,
and/or the
relationship
between
multiplication
and division.
He/she also has
missing parts of
illustration
and/or
explanation the
calculation by
using equations,
rectangular
arrays, and/or
area models.
Student is
not accurate
when
multiplying
the number
of pages by
number of
students and
missing
parts/all of
an
explanation
or illustration
using
calculations
by using
equations,
rectangular
arrays,
and/or area
models.
Student does
not recognize
this as a
division and
adds 50 &/or
25 repeatedly
to find
answer.
He/she also
has little to
no
illustration
and/or
explanation.