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Math Standard 4.1 The student willa) identify orally and in writing the place value for each digit in a whole number expressed through millions;b) compare two whole numbers expressed through millions, using symbols (>, <, or = ); andc) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand

Definition Key Verbs at Level

Bloom’s Taxonomy/Webb’s

Depth of Knowledge Level

4- Above Proficient

Superior performance with independence

The student will demonstrate skills from the proficient category and use them to teach others the concepts of identifying, comparing, and rounding whole numbers and decimals.

teachexplainidentifycommunicatereadselectwritecompareround

Evaluation (Bloom)Level 4 (Webb) - Extended Thinking

3- Proficient (based on SOL Curriculum Framework)

Adequateperformance andaccuracy

1. Identify and communicate, both orally and in written form, the placed value for each digit in whole numbers expressed through the one millions place.2. Read whole numbers through the one millions place that are presented in standard format, and select the matching number in written format.3. Write whole numbers through the one millions place in standard format when the numbers are presented orally or in written format.4. Identify and use the symbols for greater than, less than, and equal to.5. Compare two whole numbers expressed through the one millions, using symbols >, <, or =.6. Round whole numbers expressed through the one millions place to the nearest thousand, ten thousand, and hundred-thousand place.

identifycommunicatereadselectwritecompareround

Knowledge (Bloom)Level 1 (Webb)- RecallAnalyze (Bloom)Level 4 (Webb)- Extended Thinking

2- Below Proficient

Meets competency with assistance needs support and practice

Student is proficient in a limited number of the skills. Students may be able to identify place value for each digit in a whole number, but are not able to compare or round.

identifycommunicatereadselectwritecompareround

Knowledge (Bloom)Level 1 (Webb)- RecallAnalyze (Bloom)Level 4 (Webb)- Extended Thinking

1- Insufficient Evidence of Proficiency

Has difficulty evenwith support

Student cannot show proficiency in any of the skills described in the proficient category. identifycommunicatereadselectwritecompareround

Math Standard 4.2 The student willa) compare and order fractions and mixed numbers;b) represent equivalent fractions; andc) identify the division statement that represents a fraction.

Definition Key Verbs at Level Bloom’s Taxonomy/Webb’s Depth

of Knowledge Level

4- Above Proficient


The student will demonstrate skills from the proficient category and use them to teach others the concepts of comparing and ordering fractions, representing equivalent fractions, and identifying the division statement by modeling with pictures or manipulative materials.

teachexplainmodelcompareorderdeterminerepresentidentify

Evaluation (Bloom)Level 4 (Webb) - Extended Thinking

3- Proficient (based on SOLCurriculum Framework)


1. Compare and order fractions having denominators of 12 or less, using manipulative models and drawings, such as region/area models.2. Compare and order fractions with like denominators by comparing number of parts (numerators) (e.g., 1/5< 3/5 ).3. Compare and order fractions with like numerators and unlike denominators by comparing the size of the parts (e.g., 3/9 < 3/5 ).4. Compare and order fractions having unlike denominators of 12 or less by comparing the fractions to benchmarks (e.g., 0, or 1) to determine their relationships to the benchmarks or by finding a common denominator.5. Compare and order mixed numbers having denominators of 12 or less.6. Use the symbols >, <, and = to compare the numerical value of fractions and mixed numbers having denominators of 12 or less.7. Represent equivalent fractions through twelfths, using region/area models, set models, and measurement models.

compareorderdeterminerepresentidentify

Analysis (Bloom)Application (Bloom)Comprehension (Bloom)Level 2 (Webb)- SkillLevel 3 (Webb)- Strategic Thinking

8. Identify the division statement that represents a fraction (e.g.3/5 means the same as 3 divided by 5).

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category by comparing fractions with like denominators (e.g.)

compareorderdeterminerepresentIdentify

Knowledge (Bloom)Level 1 (Webb)- Recall



Students cannot show proficiency in any of the skills described in the proficient category. compareorderdeterminerepresentidentify

Math Standard 4.3 The student willa) read, write, represent, and identify decimals expressed through thousandths;b) round decimals to the nearest whole number, tenth, and hundredth




4- Above Proficient The student will demonstrate skills from the proficient category and be able to explain the process of rounding decimals.

explainteachinvestigaterepresentidentifycommunicatereadwrite

Evaluation ( Bloom)Level 4 (Webb)



The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to1. Investigate the ten-to-one place value relationship for decimals through thousandths using manipulatives.2. Represent and identify decimals expressed through thousandths, using Base-10 manipulatives, pictorial representations, and numerical symbols3. Identify and communicate, both orally and in written form, the position and value of a decimal through thousandths. For example, in 0.385, the 8 is in the hundredths place and has a value of 0.08.4. Read and write decimals expressed through thousandths, using Base-10 manipulatives, drawings, and numerical symbols.5 Round decimals to the nearest whole number, tenth, and hundredth

investigaterepresentidentifycommunicatereadwrite

Knowledge (Bloom)Comprehension (Bloom)Analyze( Bloom)Level 4 (Webb)- Extended Thinking

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. investigaterepresentidentifycommunicatereadwrite

Knowledge (Bloom)Level 1 (Webb) - Recall



Student cannot show proficiency in any of the skills described in the proficient category. investigaterepresentidentifycommunicatereadwrite

Math Standard 4.3 The student willc) compare and order decimals; andd) given a model, write the decimal and fraction equivalents.




4- Above Proficient


The student demonstrates skills from the proficient category and uses this knowledge to model the process of comparing and ordering decimals for other students.

modelteachexplaincompareorderrepresentrelatewrite

Synthesis ( Bloom)Level 4-(Webb) Extended ThinkingLevel 3 (Webb)- Strategic Thinking



1. Compare decimals, using the symbols >, <, =.2. Order a set of decimals from least to greatest or greatest to least.3. Represent fractions for halves, fourths, fifths, and tenths as decimals through hundredths, using concrete objects (e.g., demonstrate the relationship between the fraction and its decimal equivalent 0.25).4. Relate fractions to decimals, using concrete objects (e.g., 10-by-10 grids, meter sticks, number lines, decimal squares, decimal circles, money [coins]).5. Write the decimal and fraction equivalent for a given model (e.g., = 0.25 or 0.25 = ).

compareorderrepresentrelatewrite

Application (Bloom)Analyze ( Bloom)

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. Student is inconsistent in ordering and comparing fractions and decimals.

compareorderrepresentrelatewrite

Comprehension ( Bloom)Knowledge ( Bloom)

Level 1 ( Webb) - Recall



Student cannot show proficiency in any of the skills described in the proficient category. compareorderrepresentrelatewrite

Math Standard 4.4 The student willa) estimate sums, differences, products, and quotients of whole numbers;b) add, subtract, and multiply whole numbers;c) divide whole numbers, finding quotients with and without remainders; andd) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.




4- Above ProficientSuperior performance with independence

The student demonstrates skills from the proficient category and uses them to explain the algorithm of multiplication and divide whole numbers using a two-digit divisor.

demonstrateexplainestimaterefinedeterminefindsolveverity

Synthesis (Bloom)Evaluation (Bloom)Level 3 (Webb)- Strategic ThinkingLevel 4 (Webb)- Extended Thinking



1. Estimate whole number sums, differences, products, and quotients.2. Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.3. Determine the sum or difference of two whole numbers, each 999,999 or less, in vertical and horizontal form with or without regrouping, using paper and pencil, and using a calculator.4. Estimate and find the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper and pencil and calculators.5. Estimate and find the quotient of two whole numbers, given a one-digit divisor and a

estimaterefinedeterminefindsolveverify

Level 2 (Webb)- SkillComprehension (Bloom)Analysis (Bloom)Application (Bloom)

two- or three-digit dividend.6. Solve single-step and multistep problems using whole number operations.7. Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category of adding and subtracting but has difficulty in multiplication and division.

estimaterefinedeterminefindsolveverify




Student cannot show proficiency in any of the skills described in the proficient category estimaterefinedeterminefindsolveverify

Math Standard 4.5 The student willa) determine common multiples and factors, including least common multiple and greatest common factor;b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors;c) add and subtract with decimals; andd) solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals.





The student demonstrates skills from the proficient category and uses them to teach the concepts to other students or/and create single and multi-step word problems involving adding and subtracting decimals and fractions.

createdemonstratesummarizefinddetermineusesolve

Synthesis (Bloom)Evaluation (Bloom)Level 3- Strategic Thinking (Webb)Level 4- Extended Thinking (Webb)



The students will1. Find common multiples and common factors of numbers.2. Determine the least common multiple and greatest common factor of numbers.3. Use least common multiple and/or greatest common factor to find a common denominator for fractions.4. Add and subtract with fractions having like denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.5. Add and subtract with fractions having unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.6. Solve problems that involve adding and subtracting with fractions having like and unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the

finddetermineusesolve

Comprehension (Bloom)Apply (Bloom)Analyze(Bloom)

Level 2- Skill/concepts (Webb)

Level 3- Strategic

resulting fraction using common multiples and factors.7. Add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil.8.Solve single-step and multistep problems that involve adding and subtracting with fractions and decimals through thousandths.

Thinking (Webb)

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. Examples: The students may be able to find common multiples/ factors, add and subtract decimals, and add and subtract fractions with like denominators. The students may struggle with adding and subtracting fractions with unlike denominators and solving multi-step word problems involving these operations.

finddetermineusesolve

Knowledge (Bloom)Comprehension (Bloom)

Level 1 - Recall (Webb)



Student cannot show proficiency in any of the skills described in the proficient level. finddetermineusesolve

Math Standard 4.6 The student willa) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; andb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).


Bloom’s Taxonomy/Webb’s Depth of Knowledge Level


The student will demonstrate skills from the proficient category and be able to make some ballpark comparisons between the U.S. Customary and Metric System.

comparedemonstratedeterminemeasurerecord

Synthesis (Bloom)Analysis (Bloom)Evaluation (Bloom)



1. Determine an appropriate unit of measure (e.g., ounce, pound, ton, gram, kilogram) to use when measuring everyday objects in both metric and U.S. Customary units.2. Measure objects in both metric and U.S. Customary units (e.g., ounce, pound, ton, gram, or kilogram) to the nearest appropriate measure, using a variety of measuring instruments.3. Record the mass of an object including the appropriate unit of measure (e.g., 24 grams).

determinemeasurerecord

Knowledge (Bloom)Comprehension (Bloom)Level 1 (Webb) - RecallLevel 2 (Webb)- Skill/Concept

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. Student is able to estimate and measure but struggles to find equivalent measures.

determinemeasurerecord


1- Insufficient Evidence of Student cannot show proficiency in any of the skills described in the proficient determine

Proficiency


category. measurerecord

Math Standard 4.7 The student willa) estimate and measure length, and describe the result in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).




4- Above Proficient


Student demonstrates skills from the proficient category and uses them to recommend strategies for identifying equivalent measurements between units within each system. Student will investigate using appropriate units of measure in each system.

demonstraterecommendapplydetermineestimatemeasurecompareidentify

Evaluation (Bloom)Level 3 (Webb) - Strategic ThinkingApplication (Bloom)



· 1. Determine an appropriate unit of measure (e.g., inch, foot, yard, mile, millimeter, centimeter, and meter) to use when measuring everyday objects in both metric and U.S. Customary units.2. Estimate the length of everyday objects (e.g., books, windows, tables) in both metric and U.S. Customary units of measure.3. Measure the length of objects in both metric and U.S. Customary units, measuring to the nearest inch (1/2,1/4 1/8, ), foot, yard, mile, millimeter, centimeter, or meter, and

determineestimatemeasurecompareidentify

Knowledge (Bloom)Analysis (Bloom)Application (Bloom)

record the length including the appropriate unit of measure (e.g., 24 inches).4. Compare estimates of the length of objects with the actual measurement of the length of objects.5. Identify equivalent measures of length between units within the U.S. Customary measurements and between units within the metric measurements.

2- Below Proficient


Student is proficient in a limited number of the skills described in the proficient category. Student is inconsistent in determining equivalent measurements and fractions of inches.

determineestimatemeasurecompareidentify



Student cannot show proficiency in any of the skills described in the proficient category. determineestimatemeasurecompareidentify

Math Standard 4.8 The student willa) estimate and measure liquid volume and describe the results in U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons).




4- Above Proficient


Student demonstrates skills from the proficient category and uses this knowledge to determine an appropriate unit of measurement for measuring liquids. Recommend strategies for identifying equivalent measurements between units within each system. Student will investigate using appropriate units of measure in each system.

determinerecommendinvestigateestimatemeasureidentify

Level 3- Strategic Thinking

Application ( Bloom)



The student will:1. Determine an appropriate unit of measure (cups, pints, quarts, gallons) to use when measuring liquid volume in U.S. Customary units.2. Estimate the liquid volume of containers in U.S. Customary units of measure to the nearest cup, pint, quart, and gallon.3. Measure the liquid volume of everyday objects in U.S. Customary units, including cups, pints, quarts, and gallons, and record the volume including the appropriate unit of measure (e.g., 24 gallons).4. Identify equivalent measures of volume between units within the U.S. Customary system.

determineestimatemeasureidentify

Comprehension ( Bloom)Application (Bloom)

Level 2 - Skill/ Concept (Webb)

2- Below Proficient


Student is proficient in a limited number of the skills described in the proficient category. The student may be able to estimate and measure liquid volume but struggle with identifying equivalent measurements within the Customary System.

determineestimatemeasureidentify

Knowledge (Bloom)Level 1- Recall (Webb)



Student cannot show proficiency in any of the skills listed in the proficient category. determineestimatemeasureidentify

Math Standard 4.9 The student will determine elapsed time in hours and minutes within a 12-hour period.




4- Above Proficient


Student demonstrates skills form the proficient category and extends the skills to a 24 hour period of time.

demonstrateextenddeterminesolve

Application (Bloom)Level 4 (Webb)- Extended Thinking



1. Determine the elapsed time in hours and minutes within a 12-hour period (times can cross between a.m. and p.m.).

2. Solve practical problems in relation to time that has elapsed.

determinesolve

Knowledge (Bloom)Application (Bloom)

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. Student may be able to determine elapsed time in hours but not to the minutes (e.g.)

determinesolve

Knowledge (Bloom)Application (Bloom)



Student cannot show proficiency in any of the skills described in the proficient category. Student struggles to tell time the the hour and minutes (e.g.)

determinesolve

Math Standard 4.10 The student willa) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices; andb) identify representations of lines that illustrate intersection, parallelism, and perpendicularity.




4- Above Proficient


Student demonstrates skills in the proficient category and may be able to classify angles into categories such as straight, right, acute, and obtuse.

extendclassifyidentifydescribeunderstand

Level 4- Extended thinking(Webb)

Analyze (Bloom)



The student will:1. Identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices.2. Understand that lines in a plane can intersect or are parallel. Perpendicularity is a special case of intersection.3. Identify practical situations that illustrate parallel, intersecting, and perpendicular lines.

identifydescribeunderstand

Knowledge (Bloom)Comprehension (Bloom)

Level 2 - Skills/Concepts (Webb)

2- Below Proficient


Student is proficient in a limited number of the skills listed in the proficient category. Student is inconsistent in identifying lines, line segments, and rays (e.g.)

identifydescribeunderstand

Level 1 - Recall (Webb)

1- Insufficient Evidence of Student cannot show proficiency in any of the skills in the proficient category. identify

Proficiency


describeunderstand

Math Standard 4.11 The student willa) investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation, using mirrors, paper folding, and tracing; andb) recognize the images of figures resulting from geometric transformations, such as translation, reflection, and rotation.




4- Above Proficient


Student demonstrates skills from the proficient category and extends the skill by creating a figure to reflect, translate, and rotate on grid paper (e.g.)

demonstrateextendrecognize

Level 4 (Webb)Synthesis (Bloom)



Recognize the congruence of plane figures resulting from geometric transformations such as translation, reflection, and rotation, using mirrors, paper folding and tracing.

recognize Knowledge (Bloom)

2- Below Proficient


Student is proficient in a limited number of the skills described in the proficient category. recognize Knowledge (Bloom)



Student cannot show proficiency in any of the skills described in the proficient category. recognize

Math Standard 4.12 The student willa) define polygon; andb) identify polygons with 10 or fewer sides.




4- Above Proficient


Student demonstrates skills from the proficient category and are able to draw examples of each the polygons, and/or classify triangles.

drawcreateclassifydefineidentify

Synthesis (Bloom)Analysis (Bloom)

Level 3 - Strategic Thinking (Webb)



The student will :1. Define and identify properties of polygons with 10 or fewer sides.2. Identify polygons by name with 10 or fewer sides in multiple orientations (rotations, reflections, and translations of the polygons).

defineidentify

Knowledge (Bloom)

Level 2- Skill/Concepts (Webb)

2- Below Proficient

Meets competency with assistance needs support and

Student is proficient in a limited number of the skills described in the proficient category. Example : The student may be able to define a polygon but not be able to identify/name polygons with ten sides or fewer. (inconsistent)

defineidentify

Level 1- Recall (Webb)

practice



Student cannot show proficiency in any of the skills described in the proficient category. defineidentify

Math Standard 4.13 The student willa) predict the likelihood of an outcome of a simple event; andb) represent probability as a number between 0 and 1, inclusive.




4- Above Proficient


Student accurately demonstrates skills from the proficient category and uses them to predict probability by constructing a sample space.

demonstratepredictmodeldeterminewriteidentifyrepresent

Level 3 (Webb)Level 4 (Webb)Synthesis (Bloom)


Adequateperformance and

1. Model and determine all possible outcomes of a given simple event where there are no more than 24 possible outcomes, using a variety of manipulatives, such as coins, number cubes, and spinners.2. Write the probability of a given simple event as a fraction, where the total number of possible outcomes is 24 or fewer.

modeldeterminewriteidentify represent

Comprehension (Bloom)Application (Bloom)Analysis (Bloom)Level 2 (Webb)- Skill/Concept

accuracy 3. Identify the likelihood of an event occurring and relate it to its fractional representation (e.g., impossible/0; equally likely/; certain/1).4. Determine the outcome of an event that is least likely to occur (less than half) or most likely to occur (greater than half) when the number of possible outcomes is 24 or less.5. Represent probability as a point between 0 and 1, inclusively, on a number line.

Level 3 (Webb)-Strategic Thinking

2- Below Proficient


Student is proficient in a limited number of the skills described in the proficient category. Student is inconsistent in determining the likelihood of an event.

modeldeterminewriteidentify represent

Comprehension (Bloom)Application (Bloom)Analysis (Bloom)Level 2 (Webb) - Skill/ConceptLevel 3 (Webb)- Strategic Thinking



Student cannot show proficiency in any of the skills described in the proficient category. modeldeterminewriteidentify represent

Math Standard 4.14 The student will collect, organize, display, and interpret data from a variety of graphs.



4- Above Proficient


Student demonstrates skills from the proficient category and accurately collects, organizes, displays and interprets data from a variety of graphs and compare two different data sets.

demonstratecomparecollectorganizeconstructdisplaytitleidentifyinterpretwrite

Analysis (Bloom)Synthesis (Bloom)Application (Bloom)Evaluation (Bloom)Level 3 (Webb) - Strategic Thinking



1. Collect data, using, for example, observations, measurement, surveys, scientific experiments, polls, or questionnaires.2. Organize data into a chart or table.3. Construct and display data in bar graphs, labeling one axis with equal whole number increments of 1 or more (numerical data) (e.g., 2, 5, 10, or 100) and the other axis with categories related to the title of the graph (categorical data) (e.g., swimming, fishing, boating, and water skiing as the categories of “Favorite Summer Sports”).4. Construct and display data in line graphs, labeling the vertical axis with equal whole number increments of 1 or more and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Line graphs will have no more than 10 identified points along a continuum for continuous data. For example, growth charts showing age versus height place age on the horizontal axis (e.g., 1 month, 2 months, 3 months, and 4 months).

collectorganizeconstructdisplaytitleidentifyinterpretwrite

Knowledge (Bloom)Comprehension (Bloom)Application (Bloom)Synthesis (Bloom)Level 3 (Webb) Strategic Thinking

5. Title or identify the title in a given graph and label or identify the axes.6.Interpret data from simple line and bar graphs by describing the characteristics of the data and the data as a whole (e.g., the category with the greatest/least, categories with the same number of responses, similarities and differences, the total number). Data points will be limited to 30 and categories to 8.7. Interpret the data to answer the question posed, and compare the answer to the prediction (e.g., “The summer sport preferred by most is swimming, which is what I predicted before collecting the data.”). 8. Write at least one sentence to describe the analysis and interpretation of the data, identifying parts of the data that have special characteristics, including categories with the greatest, the least, or the same.

2- Below Proficient


Student is proficient in a limited number of skills described in the proficient category. Student is inconsistent in creating a graph or interpreting a graph (e.g.)


Knowledge (Bloom)Comprehension (Bloom)Application (Bloom)Synthesis (Bloom)Level 3 (Webb)- Strategic Thinking



Student cannot show proficiency in any of the skills described in the proficient category.


Math Standard 4.15 The student will recognize, create, and extend numerical and geometric patterns.



4- Above Proficient


The student demonstrates the skills in the proficient category and uses them to teach others the skills needed to describe, create, and extend patterns. The student can critique patterns for error or correctness.

critiqueanalyzedescribecreateextend

Evaluation (Bloom)

Level 4 - Extended Knowledge (Webb)



The student will1. Describe geometric and numerical patterns, using tables, symbols, or words.2. Create geometric and numerical patterns, using concrete materials, number lines, tables, and words.3. Extend geometric and numerical patterns, using concrete materials, number lines, tables, and words.

describecreateextend

Level 2 - Skill and Concept (Webb)

Level 4 - Extended Thinking (Webb)

Knowledge (Bloom)

Synthesis (Bloom)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient describe Level 1- recall (Webb)


category.The student may be able to describe and extend a pattern but not be able to create a new pattern.

createextend Knowledge (Bloom)



Student cannot show proficiency in any of the skills listed in the proficient category describecreateextend

Math Standard 4.16 The student willa) recognize and demonstrate the meaning of equality in an equation; andb) investigate and describe the associative property for addition and multiplication.




4- Above Proficient


Student demonstrates skills from the proficient category and write or teach the skills. writeteachrecognizedemonstrateinvestigatedescribe

Evaluation (Bloom)Application (Bloom)


Adequate

1. Recognize and demonstrate that the equals sign (=) relates equivalent quantities in an equation.2. Write an equation to represent equivalent mathematical relationships (e.g., 4 ´ 3 = 2 ´ 6).

recognizedemonstratewriteinvestigate

Knowledge (Bloom)Comprehension (Bloom)Application (Bloom)Level 1 (Webb) - Recall

performance andaccuracy

3. Recognize and demonstrate appropriate use of the equals sign in an equation.4.Investigate and describe the associative property for addition as (6 + 2) + 3= 6 + (2 + 3).5. Investigate and describe the associative property for multiplication as (3 x 2) x 4 = 3 x (2 x 4).

describe Level 2 (Webb) - SkillLevel 3 (Webb) - Strategic Thinking

2- Below Proficient


Student is proficient in a limited number of the skills described in the proficient category. Student is inconsistent in describing the associative property for addition and multiplication.

recognizedemonstratewriteinvestigatedescribe

Knowledge (Bloom)Comprehension (Bloom)Application (Bloom)Level 1 (Webb) - RecallLevel 2 (Webb) - SkillLevel 3 (Webb) - Strategic Thinking


Student cannot show proficiency in any of the skills described in the proficient category. recognizedemonstratewriteinvestigatedescribe

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