Unit Rubric: Patterns in Addition and Subtraction

Name / Date

Grade 3

Unit Rubric: Patterns in Addition and Subtraction

Level 1 / Level 2 / Level 3 / Level 4
Thinking
• uses critical/creative thinking processes to create and solve problems involving addition and subtraction / uses critical/creative thinking processes to solve problems involving addition and subtraction with limited effectiveness / uses critical/creative thinking processes to solve problems involving addition and subtraction with some effectiveness / uses critical/creative thinking processes to solve problems involving addition and subtraction with considerable effectiveness / uses critical/creative thinking processes to solve problems involving addition and subtraction with a high degree of effectiveness
Knowledge and Understanding
• demonstrates understanding of the following concepts:
– patterns and relationships in addition and subtraction
– strategies for addition and subtraction
– place value / demonstrates limited understanding of:
– patterns and relationships in addition and subtraction
– strategies for addition and subtraction
– place value / demonstrates some understanding of:
– patterns and relationships in addition and subtraction
– strategies for addition and subtraction
– place value / demonstrates considerable understanding of:
– patterns and relationships in addition and subtraction
– strategies for addition and subtraction
– place value / demonstrates a thorough understanding of:
– patterns and relationships in addition and subtraction
– strategies for addition and subtraction
– place value
Application
• applies knowledge and skills with effectiveness to:
– read and print numerals to 1000; number words
to 100
– recall addition and subtraction facts
to 18
– compare and order whole numbers
– mentally add and subtract numbers
– add and subtract 3-digit numbers / applies knowledge and skills with limited effectiveness when:
– reading and printing numerals to 1000 and number words to 100
– comparing and ordering whole numbers
– recalling addition and subtraction facts to 18
– mentally adding and subtracting numbers
– adding and subtracting 3-digit numbers / applies knowledge and skills with some effectiveness when:
– reading and printing numerals to 1000 and number words to 100
– comparing and ordering whole numbers
– recalling addition and subtraction facts to 18
– mentally adding and subtracting numbers
– adding and subtracting 3-digit numbers / applies knowledge and skills with considerable effectiveness when:
– reading and printing numerals to 1000 and number words to 100
– comparing and ordering whole numbers
– recalling addition and subtraction facts to 18
– mentally adding and subtracting numbers
– adding and subtracting 3-digit numbers / applies knowledge and skills with a high degree of effectiveness when:
– reading and printing numerals to 1000 and number words to 100
– comparing and ordering whole numbers
– recalling addition and subtraction facts to 18
– mentally adding and subtracting numbers
– adding and subtracting 3-digit numbers
Communication
• explains reasoning and procedures effectively, including appropriate mathematical conventions, vocabulary, and terminology / uses mathematical conventions, vocabulary, and terminology with limited effectiveness when explaining reasoning and procedures / uses mathematical conventions, vocabulary, and terminology with some effectiveness when explaining reasoning and procedures / uses mathematical conventions, vocabulary, and terminology with considerable effectiveness when explaining reasoning and procedures / uses mathematical conventions, vocabulary, and terminology with a high degree of effectiveness when explaining reasoning and procedures
• expresses and organizes mathematical thinking and work with effectiveness / expresses and organizes mathematical thinking and work with limited effectiveness / expresses and organizes mathematical thinking and work with some effectiveness / expresses and organizes mathematical thinking and work with considerable effectiveness / expresses and organizes mathematical thinking and work with a high degree of effectiveness

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Name / Date

Grade 3

Ongoing Observations: Patterns in Addition
and Subtraction

The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning.

STUDENT ACHIEVEMENT: Patterns in Addition and Subtraction

Student / Thinking / Knowledge and Understanding / Application / Communication
§ Uses critical/creative thinking processes to create and solve problems involving addition and subtraction / § Demonstrates understanding of concepts related to the addition and subtraction of whole numbers / § Accurately reads, prints, compares, and orders whole numbers
§ Accurately adds and subtracts 1-,
2-, and 3-digit numbers / § Expresses and organizes work with effectiveness
§ Uses mathematical conventions, vocabulary, and terminology effectively when explaining reasoning and procedures

Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness

This page may have been modified from its original.

Name / Date

Grade 3

Performance Assessment Rubric:
National Read-A-Thon

Level 1 / Level 2 / Level 3 / Level 4
Thinking
• uses planning and processing skills to create another prize and decide who would get it (Step 3) / uses planning and processing skills with limited effectiveness to create an appropriate prize and decide who would get it; may be very similar to one of the prizes in Step 2 / uses planning and processing skills with some effectiveness to create an appropriate prize and decide who would get it / uses planning and processing skills with considerable effectiveness to create an appropriate prize and decide who would get it / uses planning and processing skills with a high degree of effectiveness to create an appropriate prize and decide who would get it
Knowledge and Understanding
• demonstrates understanding by choosing and using the appropriate concepts of addition, subtraction, and estimation to:
– decide who should get each prize (Step 2)
– design another prize (Step 3) / demonstrates limited understanding of addition, subtraction, and estimation concepts when
– deciding who should get each prize (Step 2)
– designing another prize
(Step 3) / demonstrates some understanding of addition, subtraction, and estimation concepts when
– deciding who should get each prize (Step 2)
– designing another prize
(Step 3) / demonstrates considerable understanding of addition, subtraction, and estimation concepts when
– deciding who should get each prize
(Step 2)
– designing another prize
(Step 3) / demonstrates thorough understanding of addition, subtraction, and estimation concepts when
– deciding who should get each prize
(Step 2)
– designing another prize
(Step 3)
Application
• makes a reasonable estimate (Step 1)
• adds, subtracts, and compares correctly
(Step 1)
• correctly determines who should receive each prize (Step 2) / applies knowledge and skills with limited effectiveness when:
– making a reasonable estimate (Step 1)
– adding, subtracting, and comparing
(Step 1)
– determining who should get each prize (Step 2) / applies knowledge and skills with some effectiveness when:
– making a reasonable estimate (Step 1)
– adding, subtracting, and comparing
(Step 1)
– determining who should get each prize (Step 2) / applies knowledge and skills with considerable effectiveness when:
– making a reasonable estimate (Step 1)
– adding, subtracting, and comparing
(Step 1)
– determining who should get each prize (Step 2) / applies knowledge and skills with a high degree of effectiveness when:
– making a reasonable estimate (Step 1)
– adding, subtracting, and comparing
(Step 1)
– determining who should get each prize (Step 2)
Communication
• uses mathematical conventions, vocabulary, and terminology effectively (e.g., sum, difference, addition, subtraction, minus) / uses mathematical conventions, vocabulary, and terminology with limited effectiveness / uses mathematical conventions, vocabulary, and terminology with some effectiveness / uses mathematical conventions, vocabulary, and terminology with considerable effectiveness / uses mathematical conventions, vocabulary, and terminology with a high degree of effectiveness
• expresses and organizes solutions (Steps 1 & 2), and the new prize (Step 3), with effectiveness / expresses and organizes the solutions and the new prize with limited effectiveness / expresses and organizes the solutions and the new prize with some effectiveness / expresses and organizes the solutions and the new prize with considerable effectiveness / expresses and organizes the solutions and the new prize with a high degree of effectiveness

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Name / Date

Grade 3

Unit Summary: Patterns in Addition
and Subtraction

Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category.

Most Consistent Level of Achievement*

Strand: Number Sense
and Numeration / Thinking / Knowledge and Understanding / Procedures /

Communication

Overall

Ongoing Observations
Strategies Toolkit
(Lesson 9)
Work samples or portfolios; conferences
Show What You Know
Unit Test
Unit Problem
National Read-A-Thon

Achievement Level for reporting

*Use Ontario Achievement Levels R, 1, 2, 3, 4.

Self-Assessment:
Comments: (Strengths, Needs, Next Steps)

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