Grade 4 Report Card

Rubrics
Mathematics
Operations and Algebraic Thinking
Standard: Uses models to represent and interpret
comparison (CC.4.OA.1, CC.4.OA.2)
Trimest
1
2
er
1
2
Unable to use
Requires teacher
models and
prompting and
multiplication/divi support to use
sion equations to
models and
represent and
multiplication/divi
interpret
sion equations to
comparison
represent and
problems.
interpret
comparison
problems.
3

multiplication equations as a
3

Consistently and
independently
uses models and
multiplication/divi
sion equations to
represent and
interpret
comparison
problems.

Meets criteria
of a 3 and
explains
reasoning
and is able to
construct
viable
arguments to
justify and
communicate

Standard: Solves multi-step word problems using the four operations, comparison
bars, remainders and patterns. (CC.4.OA.2, CC.4.OA.3, CC.4.OA.5)

Trimest
er
1

1
Unable to
represent onestep word
problems using
equations for
unknown
quantities and
solve these
problems using
different
techniques
including to but
not limited to
the four
operations,
comparison
bars,
remainders and
Unable to
represent word
multi-step
problems using

2
Requires teacher
prompting and
support to
represent onestep word
problems using
equations for
unknown
quantities and
solve these
problems using
different
techniques
including to but
not limited to
the four
operations,
comparison
Requires teacher
prompting and
support to
represent

3
Consistently and
independently
able to
represent onestep word
problems using
equations for
unknown
quantities and
solve these
problems using
different
techniques
including to but
not limited to
the four
operations,
comparison
Consistently and
independently
able
to
represent
multi-

4
Meets the
criteria for a
3 and
extends to
include multistep word
problems.

Meets criteria
of a
3, explains
reasoning and
is

equations for
unknown
quantities
and solve these
problems using
different
techniques
including to but
not
limited
to the
four
operations,
comparison
bars,
remainders
and
patterns.

multi-step word
problems using
equations for
unknown
quantities
and
solve these
problems using
different
techniques
including
to but
not
limited
to the
four
operations,
comparison
bars,
remainders
and
patterns.

step word
problems
using
equations
for
unknown
quantities
and
solve these
problems using
different
techniques
including
to but
not
limited
to the
four
operations,
comparison
bars,
remainders
and
patterns.

able to
construct
viable
arguments
to justify and
communicate
reasoning.

Standard: Finds all factor pairs for a whole number in the range 1
Trimest
1
2
3
er
1
2
Unable to
Requires teacher Consistently
determine factor
prompting and
and
pairs and
support to
independently
multiples for
determine factor able to
whole number in
pairs and
determine
the range 1-100
multiples for
factor pairs and
and to
whole number in multiples for
determine
the range 1-100
whole number
whether a
and to determine in the range 1number is prime
whether a
100 and to
or composite.
number is prime
determine
3

100 (CC.4.OA.4)
4
Meets criteria
of a 3 and
explains
patterns that
exist between
multiples and
can describe
these patterns
using words
and equations
with

Numbers and Operations in Base Ten

Standard: Understands and applies place value of multi-digit whole numbers
including rounding (CC.4.NBT.1, CC.4.NBT.2, CC.4.NBT.3)
Trimest
1
2
3
4
er
Unable to use
Requires
Consistently
Meets all the
1
place- value
teacher
and
criteria for a 3
understanding
prompting
independently
and
to read, write,
support to use
to use placeconsistently
placevalue
and
compare, and
value
understanding
independently
round
understanding
to
multi-digit
to
read, write,
read,
write,
uses placewhole
value
numbers
to any
compare, and
compare, and
understanding
place.
round
round
to
multi-digit whole multi-digit
assess the
whole
numbers to any
numbers
to any reasonablenes
s of

place.

place.

answers in
word
problems
using
estimation
strategies
including
rounding, and
is
able to
construct
viable
arguments to
explain
answers
and critique
the
reasoning of
others.

2
3

Standard: Fluently adds and subtracts multi-digit

Trimest
1
2
er
Unable to add
Requires
1
or subtract
teacher
multi-digit
prompting and
whole numbers
support to add
fluently,
or subtract
efficiently and
multi-digit
accurately.
whole numbers
fluently,
Unable to add
Requires
2
or subtract
multi-digit
whole numbers
fluently,
efficiently and
accurately.

teacher
prompting and
support to add
or subtract
multi-digit
whole numbers
fluently,

whole numbers (CC. NBT.4)

3
4
Consistently
Meets all the
and
criteria for a 3
independently
and applies
able to add or
understanding
subtract multito addition and
digit whole
subtraction of
numbers
decimals.
fluently,
Consistently
Meets all the
and
criteria for a 3
independently
and applies
able to add or
understanding
subtract multito addition and
digit whole
subtraction of
numbers
decimals.
fluently,

Standard: Illustrates and explains multi-digit multiplication and division calculations

by using equations, rectangular arrays, and/or area models (CC.NBT.5, CC.NBT.6)
Trimest
1
2
3
4
er
Unable to use
Requires teacher Consistently and Meets the
1
place- value
prompting and
independently
criteria for a
understanding to
support to use
able to use
3 and
multiply/divide
place- value
place-value
extends
whole digit
understanding to understanding
understanding
numbers using
multiply/divide
to
to include
equations,
whole digit
multiply/divide
multiplication
rectangular arrays numbers using
whole digit
of four-digit or
and area models
equations,
numbers using
three- digit
to illustrate and
rectangular
equations,
numbers by
explain their
arrays and area
rectangular
two digit
work. Tasks
models to
arrays and area
numbers and
should include,
illustrate and
models to
division with a
multiplication of
explain their
illustrate and
two-digit
whole numbers
work. Tasks
explain their
divisor.
up to four-digits
should include,
work. Tasks
by a one digit
multiplication of
should include,
number,
whole numbers
multiplication of
multiplication of
up to four-digits
whole numbers
two- digit by two
by a one digit
up to four-digits
digit whole
number,
by a one digit
numbers and
multiplication of
number,
division with
two- digit by two multiplication of
remainders
digit whole
two-digit by two
having dividends
numbers and
digit whole
up to four digits
division with
numbers and
and
a
single
digit
remainders
with and Meets the
Unable to use
Requires teacher division
Consistently
2
place- value
prompting and
independently
criteria for a
understanding to
support to use
able to use
3 and
multiply/divide
place- value
place-value
extends
whole digit
understanding to understanding
understanding
numbers using
multiply/divide
to
to include
equations,
whole digit
multiply/divide
multiplication
rectangular
numbers using
whole digit
of four -digit
arrays and area
equations,
numbers using
or three-digit
models to
rectangular
equations,
numbers by
illustrate and
arrays and area
rectangular
two digit
explain their
models to
arrays and area
numbers and
work. Tasks
illustrate and
models to
division with a
should include,
explain their
illustrate and
two-digit
multiplication of
work. Tasks
explain their
divisor.
whole numbers
should include,
work. Tasks
up to four-digits
multiplication of
should include,
by a one digit
whole numbers
multiplication of

division with
remainders
having dividends
up to four digits
and a single digit
divisor.

digit by two
digit whole
numbers and
division with
remainders
having
dividends up to
four digits and a
single digit
divisor.

multiplication of
two-digit by two
digit whole
numbers and
division with
remainders
having
dividends up to
four digits and a
single digit
divisor.

Numbers and Operations Fraction

Standard: Uses models and drawings to compare two fractions with different
numerators and different denominators (CC.4.NF.1, CC.4.NF.2, CC.4.NF.5)
Trimest
1
2
3
4
er
1
2
Unable to
Requires teacher Consistently
Meets all the
compare two
prompting and
and
criteria for a
fractions with
support to
independently
three and can
different
compare two
able to compare apply factor
numerators and
fractions with
two fractions
strategies to
denominators
different
with different
make
using models and numerators and
numerators and comparisons.
drawings. Unable
denominators
denominators
to express the
using models
using models
comparison using and drawings.
and drawings.
equations with
Requires teacher Consistently
proper
prompting and
and
mathematical
support to
independently
symbols.
express the
expresses the
comparison
comparison
using equations
using
with proper
equations
mathematical
with proper
symbols.
mathematical
symbols.
3

Standard: Solves problems using addition and subtraction of decimals, fractions

and mixed numbers with like denominators (CC.4.NF.3, CC.4.NF.3a, CC.4.NF.3b,
CC.4.NF.3c,
CC.4.NF.3d)
Trimest
1
2
3
4
er
1
2
Unable to solve
Requires
Consistently and Meets all the
problems
teaching
independently
criteria for a 3
involving adding
prompting and
able to solve
and extends
and subtracting
support to solve
problems
understanding
decimals,
problems
involving adding to include
fractions and
involving adding
and subtracting
unlike
mixed numbers
and subtracting
decimals,
denominators
with like
decimals,
fractions and
(besides those
denominators
fractions and
mixed numbers
being
using visual
mixed numbers
with like
multiplies of
models and
with like
denominators
10).
equations to
denominators
using visual
represent the
using visual
models and
problem.
models and
equations to
equations to
represent the
represent the
problem.
problem.
3

Standard: Uses models and equations to solves problems involving multiplication of

a fraction by a whole number (CC.4.NF.4, CC.4.NF.4a, CC.4.NF.4b, CC.4.NF.4c)
Trimest
1
2
3
4
er
1
2
Unable to solve
Requires
Consistently
Meets all the
problems
teaching
and
criteria for a 3
involving
prompting and
independently
and extends
multiplication of
support to solve
able to solve
understanding
a fraction by a
problems
problems
to include
whole number
involving
involving
problems
using models and multiplication of
multiplication
involving
equations to
a fraction by a
of a fraction by
multiplication
represent the
whole number
a whole
of two
problem.
using models and number using
fractions
equations to
models and
expressing the
represent the
equations to
solution in
3

Standard: Write decimal equivalents for fractions

Trimest
1
2
er
1
2
Unable to write
Requires
decimal
teacher
equivalents for
prompting and
fractions of with
support to write
denominators of
decimal
10 or 100.
equivalents for
fractions of with
denominators
of 10
3

of 10 or 100 (CC.4.NF.6)
3
Consistently
and
independently
able to write
decimal
equivalents for
fractions of with
denominators
of 10

Meets all the

criteria for a 3
and extends
understanding
to include
fractions with
denominators
of 1,000 and
10,000.

Standard: Recognizes and compares the two decimals to the hundredths place
(CC.4.NF.7)
Trimest
1
2
3
4
er
1
2
Unable to
Requires teacher Consistently
Meets all the
compare two
prompting and
and
criteria for a 3
decimals to the
support to
independently
and extends
hundredths place
compare two
able to
understanding
referring to the
decimals to the
compare two
to include
same whole,
hundredths place decimals to the
decimals to
record the
referring to the
hundredths
the
comparison
same whole,
place referring
thousandths
record the
to the same
place.
using ,
comparison
whole,
record
=, or symbols
the comparison
using ,
and
justify
using , =, or
comparison
=, or symbols
with
visual
and
justify
symbols and
3

Measurement and Data

Standard: Solves problems involving measurement and conversion of
measurements (CC.4.MD.1, CC.4.MD.2, CC.4.MD.3)
Trimest
1
2
3
4
er
Unable to do each Requires teacher Consistently
Meets all the
1
of the following :
prompting and
and
criteria for a 3
support to do
Independently
and is able to:
Measure
each of the
able to do each
attributes of
following :
of the
Perform
objects in the
following:

customary and
metric systems.
Make
measurement
conversion within
one system of
measurement.
Solves problems
using the four
operations
involving
measurable
quantities (time,
distance, money
and physical
attributes of
objects).
Solves problems
using the
formulas for area
and perimeter.
2

Unable to do each
of the following
Measure
attributes of
objects in the
customary and
metric systems.
Make
measurement
conversion within
one system of
measurement.
Solves problems
using the four
operations
involving
measurable
quantities (time,
distance, money
and physical
attributes of
objects).

Measure
attributes of
objects in the
customary and
metric
systems.

Measure
attributes of
objects in the
customary and
metric
systems.

Make
measurement
conversion
within one
system of
measurement.

Make
measurement
conversion
within one
system of
measurement.

Solves problems
using the four
operations
involving
measurable
quantities (time,
distance, money
and physical
attributes of
objects).

Solves problems
using the four
operations
involving
measurable
quantities (time,
distance,
money and
physical
attributes of
objects).
Consistently
and
independently
able to do each
of the
following:

Solves
Requires teacher
prompting and
support to do
each of the
following
Measure
attributes of
objects in the
customary and
metric
systems.
Make
measurement
conversion
within one
system of
measurement.
Solves problems
using the four
operations
involving
measurable
quantities (time,

Measure
attributes of
objects in the
customary and
metric
systems.
Make
measurement
conversion
within one
system of
measurement.
Solves problems
using the four
operations
involving
measurable

measurement
conversions
between
systems using
equations.
Solve
problems
using the
formula for
volume.

Meets all the

criteria for a 3
and is able to:
Perform
measurement
conversions
between
systems using
equations.
Solve
problems
using the
formula for
volume.

Unable to do each
of the following :
Measure
attributes of
objects in the
customary and
metric systems.
Make
measurement
conversion within
one system of
measurement.
Solves problems
using the four
operations
involving
measurable
quantities (time,
distance, money
and physical
attributes of
objects).
Solves problems
using the
formulas for area
and perimeter.

Solves
problems
using the
formulas for
area and
perimeter.
Requires teacher
prompting and
support to do
each of the
following:
Measure
attributes of
objects in the
customary and
metric
systems.
Make
measurement
conversion
within one
system of
measurement.
Solves problems
using the four
operations
involving
measurable
quantities (time,
distance, money
and physical
attributes of
objects).

Standard: Solves problems involving addition and

line plot. (CC.4.MD.4)
Trimest
1
2
er
1
2
Unable to do
Requires teacher
each of the
prompting and
following:
support to do
each of the
following:
Represent data
on a line plots
Represent
data
with unit
line plots with
Read data from a
line with a unit
plot
fraction scale and
use

Solves
problems
using the
formulas for
area
and
Consistently
and
Independently
able to do each
of the
following:
Measure
attributes of
objects in the
customary and
metric
systems.
Make
measurement
conversion
within one
system of
measurement.

Meets all the

criteria for a 3
and is able to:
Perform
measurement
conversions
between
systems using
equations.
Solve
problems
using the
formula for
volume.

Solves problems
using the four
operations
involving
measurable
quantities (time,
distance,
money and
physical
attributes of

subtraction of fractions using a

3

Consistently and
independently
able to do each
of the following:
Represent data
on
lineaplots with

Meets all the

criteria for a
three and
extends
understanding
to include
multi-step
time

unit
fraction
scales.

unit
fraction
scales.

conversions
and
fractions.

Read data from a

line

Read data from

a

the data to
solve
problems.
Use a line plot
with fraction
unit
scales
model to
addition
and
subtraction
of
fractions.

plot with a unit

fraction scale and
use
the data to solve
problems.

line plot with a

unit
fraction
scale
and
use the data to
solve problems.

Use a line plot

with fraction
unit
scales to
model
addition
and
subtraction
of
fractions.

Use a line plot

with fraction
unit
scales
to
model
addition
and
subtraction
of
fractions.

Standard: Measures angles using a protractor and recognizes how an angle is

measured in reference to a circle (CC.4.MD.5, CC.4.MD.5a, CC.4.MD.5b,
CC.4.MD.6,
CC.4.MD.7)
Trimest
1
2
3
4
er
1
2
3
Unable to do
Requires teacher Consistently
Meets all the
each of the
prompting and
and
criteria for a 3
following:
support to do
independently
and applies
each of the
able to do each
concepts to
Identify
using
following:
of the
solve problems
proper
following:
involving circle
Identify
using
vocabulary,
graphs.
proper
Identify
using
measure
and
vocabulary,
proper
draw angles in a
measure
and vocabulary,
circle.
draw angles in a measure and
circle.
draw angles in
Express an angle
a circle.
drawn in a circle
as a fraction of
Express an angle
the circle.
drawn in a circle
Express an
as a fraction of
angle drawn in
Measure angles
the circle.
a circle as a
with protractors.
fraction of the
circle.
Measure angles
Solve problems
with protractors.
involving addition
Measure
and subtraction of Solve problems
angles with
angle measures
protractors.
involving
using equations
addition and
with symbols for
Solve
subtraction of
unknowns to
problems
angle
measures
represent
unknowns
the
to
problem.
represent
the
problem.

Geometry
Standard: Identifies and draw
(CC.4.G.1)
Trimest
1
er
1
2
3
Unable to draw,
describe,
identify points,
lines, line
segments, rays
and angles and
recognize these
objects in twodimensional
figures.

points, lines, line segments, rays and angles

2

Requires teacher
prompting and
support to draw,
describe,
identify points,
lines, line
segments, rays
and angles and
recognize these
objects in twodimensional
figures.

Consistently
and
independently
draws,
describes,
identifies points,
lines, line
segments, rays,
parallel lines,
perpendicular
lines, and
angles and
recognizes
these objects in

Meets all the

criteria for a 3
and also
compares and
contrasts
these objects
using proper
mathematical
vocabulary.

Standard: Classifies shapes by the properties of their lines and angles (CC.4.G.2,
CC.4.G.3)
Trimest
1
2
3
4
er
1
2
3
Unable to do each Requires teacher Consistently
Meets criteria
of the following:
prompting and
and
of a 3,
support to do
independently
classifies twoDraw, classify and each of the
does each of
dimensional
sort triangles and following:
the following:
shapes in a
quadrilaterals by
hierarchy and
their angles and
Draw, classify
Draw, classify
justifies these
sides.
and
sort
and
sort
classifications
triangles and
triangles and
using proper
Decompose
their angles and
their angles and mathematical
quadrilaterals
sides.
sides.
vocabulary.
and
triangles
into
other
figures.
Decompose
Decompose
quadrilaterals
quadrilaterals
and
and
Recognize and
triangles
into
triangles
into
draw of
other
other
lines
figures.
figures.
symmetry.
Identify objects
Recognize and
Recognize and
withsymmetry.
draw of
draw of
line
lines
lines
symmetry.
symmetry.
Identify objects
Identify objects
with
with

line symmetry.

line symmetry.
Proper
vocabulary
must be used.

Mathematical Practices
Expresses mathematical reasoning
Trimest
1
2
er
Constructs and
Constructs and
1
communicates an
communicates a
incomplete written
written response
response based on
based on
explanations/reaso
explanations/reaso
ning using
ning using
Properties
Properties
of
of
operation
operation
s
s
Relations
Relations
hip
hip
between
between
addition
addition
and
and
subtractio
subtractio
n
n

3
Clearly constructs
and communicates
a complete written
response based on
explanations/reaso
ning using
Properties
of
operation
s

Relations
hip
between
addition
and
subtractio
n

4
Clearly constructs
and communicates
a complete written
response based on
explanations/reaso
ning using
Properties
of
operations

Relations
hip
between
addition
and
subtractio
n

Relationshi

and division

Identificatio
n of
arithmetic
patterns
Concrete
referents
such as
diagrams
including
number lines
(provided in
the prompt)connecting
the diagrams
to a written
(symbolic
response)

Response may
include:
A
conjecture
based in
faulty
assumption
s

An
incomplete or
illogical
progression
of steps

An intrusive
calculation
error

Limited use
of grade
level
vocabulary,
symbols,
labels

Partial

Identificatio
n of
arithmetic
patterns

Concrete
referents
such as
diagrams
including
number lines
(provided in
the prompt)connecting
the diagrams
to a written
(symbolic
response)

Response may
include:
A logical
approach
based on a
conjecture
and/or
stated
assumptions

A logical,
but
incomplete
,
progression
of steps

Minor
calculati
on
errors

Some
use of
gradelevel
vocabular
y,
symbols

Identificatio
n of
arithmetic
patterns

Concrete
referents
such as
diagrams
including
number lines
(whether
provided in
the prompt
or
constructed
by the
student)connecting
the diagrams
to a written
(symbolic
response)

Responses may
include:

A logical/
defensible
approach
based on a
conjecture
and/or
stated
assumptions
, utilizing
mathemati
cal
connection
s (when
appropriat
e)

A logical
progression
of steps

Precisio
n of

Identificatio
n of
arithmetic
patterns

Concrete
referents
such as
diagrams
including
number lines
(whether
provided in
the prompt or
constructed
by the
student)connecting
the diagrams
to a written
(symbolic
response)
Response may
include

A logical/
defensible
approach
based on a
conjecture
and/or
stated
assumptions
, utilizing
mathematic
al
connections
(when
appropriate)

An efficient
and logical
progression
of steps
with
appropriat
e
justificatio
n

validity of
others
responses,
approaches
and
conclusions

2
Same as Trimester
Same as Trimester
1
1
3
Same
as Trimester
Same
as Trimester
1
1
Distinguishes correct explanation/reasoning from that
Trimest
1
2
er

Justification
of a
conclusion
Evaluating,
interpreting
and
critiquing
the validity
of others
responses,
approaches
and
reasoning
using
mathemati
cal
connection
s when
appropriate

Same as Trimester
1
Same
as Trimester
1
which is flawed
3

symbols and labels

Justification
of a
conclusion

Evaluation
of whether
an
argument
or
conclusion
is
generaliza
ble

Evaluating,
interpreting
and
critiquing
the validity
of others
responses,
approaches
and
reasoning
using
mathematica
l connections
when
appropriate

Same as Trimester
1
Same
as Trimester
1
4

Constructs and
communicates an
incomplete
response by:

Presenting
solutions to
scaffolded
two- step
problems in
the form of
valid chains
of reasoning,
sometimes
using
symbols such
as equal
signs
appropriately
Distinguishing
correct
explanation/re
aso ning from
that which is
flawed

Presenting
solutions to
multi- step
problems in
the form of
valid chains of
reasoning,
sometimes
using symbols
such as equal
signs
appropriately

Distinguishing
correct
explanation/re
aso ning from
that which is
flawed

Identifying an
error in
reasoning

Response may
include:
A
conjecture
based in
faulty
assumption
s

Constructs and
communicates an
complete
response by:

An
incomplete or
illogical
progression
of steps

An intrusive
calculation
error

Limited use
of grade

Identifying and
describing
the flaw in
reasoning or
describing
errors in
solutions to
multi-step
problems
Present
ing
correct
ed
reasoni
ng

Response may
include:
A logical
approach
based on a
conjecture
and/or
stated
assumption
s

Clearly constructs
and communicates
a well- organized
and complete
response by:
Presenting
and
defending
solutions to
multi- step
problems in
the form of
valid chains of
reasoning,
sometimes
using symbols
such as equal
signs
appropriately

Distinguishing
correct
explanation/re
aso ning from
that which is
flawed

Identifying
and describing
the flaw in
reasoning or
describing
errors in
solutions to
multi-step
problems

Clearly constructs
and communicate
a well- organized
and complete
response by:
Presenting
and defend
solutions to
multi- step
problems in
the form of
valid chains
reasoning,
sometimes
using symb
such as equ
signs
appropriate

Evaluating
explanation
aso ning if
there is a fl
in the
argument

Presenting
and
defending
corrected
reasoning

Response may
include

A logical
approach
based on a
conjecture
and/or state
assumption
utilizing
mathematic
connections
(when
appropriate

An efficien
and logical
progression
of steps
with
appropriat

Presenti
ng
correcte
d
reasonin
g

Responses may
include:

A logical
approach
based on a
conjecture
and/or stated
assumptions,

gradelevel
vocabular
y,
symbols
and labels

Accepting the
validity of
others
responses

2
3

Same as Trimester
1
Same
as Trimester
1

Partial
justification
of a
conclusion
based on own
calculations
Evaluating
the validity of
others
responses,
approaches
and
conclusions

Same as Trimester
1
Same
as Trimester
1

Correct
use of
grade-level
vocabulary
,
symbols and labels

Using stated
assumptions
and
approximati
ons to
simplify a
real world
situation

Justification
of a
conclusion

Using stated
assumptions
and
approximati
ons to
simplify a
real world
situation

Correct use
of gradelevel
vocabulary
,
symbols and
labels

Justification
of a
conclusion

Evaluatio
n of
whether
an
argument
or
conclusio
n is
generaliz
able

Evaluating,
interpreting
and
critiquing
the validity of
others
responses,
approaches
and
Same as Trimester
1
Same
as Trimester
1

Uses modeling to solve real world problems

Trimest
1
2
er
Devises
a
plan
and
Devises
a
plan and
1
applies
applies
mathematics to
mathematics to
solve multi-step,
solve multi-step,
real world
real world
contextual
contextual
problems by:
problems by:

Precisio
n of
calculati
on

3
Devises a plan
and applies
mathematics to
solve multi-step,
real world
contextual
problems by:

Using
stated
assumption
s or
making
assumptio
ns and
using

Evaluating,
interpreting
and critiqui
Same as Trimeste
1
Same
as Trimeste
1

4
Devises a plan
and applies
mathematics to
solve multi-step
real world
contextual
problems by:

Using
stated
assumptio
s or makin
assumptio
s and usin
approxima
on s to

important
quantities
by using
provided
tools to
create
models

Analyzing
relationship
s
mathematic
ally to draw
conclusions
Writing an
arithmetic
expression
or
equation
to
describe a
situation.

relationshi
ps
between
important
quantities
by using
provided
tools to
create
models

Analyzing
relationship
s
mathematic
ally
between
important
quantities
to draw
conclusions

Mapping
relationsh
ips
between
important
quantities
by
selecting
appropriate
tools to
create
models
Analyzing
relationshi
ps
mathemati
call y
between
important
quantities
to draw
conclusions

Interpreti
ng
mathemat
ical
results in
a
simplified
context

Reflectin
g on
whether
the
results
make
sense

Interpretin
g
mathemati
cal results
in the
context of
the
situation

Modifying
a model if
it has not
served its
purpose

Reflecting
on
whether
the results
make
sense

Modifying
and/or
improving
the model
if it has not
served its
purpose

Writing an

Writing
and
arithmetic
expression
or

Analyzin
g and/or
creating
constrain
ts,
relations
hips and
goals

Mapping
relationship
s between
important
quantities
by
selecting
appropriate
tools to
create
models

Analyzing
relationship
s
mathemati
call y
between
important
quantities
to draw
conclusions

Justifying
and
defending
models
which
lead to a
conclusion

Interpretin
g
mathemati
cal results
in the
context of
the
situation

purpose

2
3

Same as Trimester
1
Same as Trimester
1

Same as Trimester
1
Same as Trimester
1

Same as
Trimester
Same as 1
Trimester 1

Writing a
concise
arithmetic
expression
or
equation
to
describe a
situation
Same as
Trimester
Same as 1
Trimester 1