Culminating Task Scoring Guide-FourthGrade Unit 2
School Newspaper
Standards / Strongly in Place (SP) / Making Progress (MP) / Needs Development(ND)
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. / Student uses repeated addition and gives little to no 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. / Student generates an organized list/table to see a pattern when determining fewest/largest and combination of advertisement space. / 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/largest and combination of advertisement space.
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. / 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 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. / 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.
MCC4.NBT.6 Find whole-number 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. / 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 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.