ponca city public schools oas standards and scales grade ... grade... · rigor 3 students will use...

Ponca City Public Schools OAS Standards and Scales Grade Level: 4

Subject: Math

Standard: (4.E.N.1.6) Number and Operations

4.0 Students will justify/explain the strategy used to solve 3 digit dividends by 1- digit whole number divisors by listing the steps to solve the problem.

3.0 Level of

Rigor 3

Students will use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividends by 1-digit whole number divisors. (eg. Mental strategies, standard algorithms, partial quotients, repeated subtraction)

2.0 Students will list/name a strategy to divide 3-digit dividends by 1-digit whole numbers. Students will recognize specific terminology such as, dividends, divisors, and quotients. With help from the teacher, the student has partial success using strategies and algorithms based on properties of operations to divide 3-digit dividends by 1-digit whole number divisors.

1.0 Even with help, the student has little or no success listing or naming a strategy to divide 3 digit dividends by 1-digit whole number divisors.


Subject: Math


4.0 Students will generate a multi-step world and mathematical problem that utilizes addition, subtraction, and multiplication and multi-digit whole numbers. Students will test their question to ensure that a reasonable result is possible.

3.0 Level of

Rigor 3

Students will solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication and multi-digit whole numbers. Students will use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

2.0 Students will identify key terms and apply the correct operation to use to solve various problems. With help from the teacher, the student has partial success solving multi-step real-world mathematical problems.

1.0 Even with help, the student has little or no success identifying and applying the correct operation to use and solve various real-world problems.


Subject: Math


4.0 Students will prove their reasoning for estimating products of large numbers.

3.0 Level of

Rigor 4

Students will estimate products of 3-digit by 1-digit or 2-digit by 2-digit whole numbers using rounding, benchmarks, and place value to assess the reasonableness of results. Students will explore large numbers using technology to investigate patterns.

2.0 Students will be able to identify place value to the hundreds place. Students will be able to round to the nearest hundred. With help from the teacher, the student has partial success estimating products of 3-digit by 1-digit or 2-digit by 2-digit whole numbers.

1.0 Even with help, the student has little or no success with place value, rounding, and multiplication fact fluency.


Subject: Math


4.0 After solving a multiplication problem, (3x1 or 2x2), students can describe how or why their method was efficient.

3.0 Level of Rigor 3

Students will multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms.

2.0 Students will be able to:

Complete multiplication facts

Demonstrate knowledge of place value (10s, 100s, 1000s, etc.)

Recognize a standard algorithm

Multiply a two-digit by one-digit number With help from the teacher, the student has partial success multiplying 3-digit by 1-digit or 2-digit by 2-digit whole numbers.

1.0 Even with help, the student has little or no success completing multiplication facts, demonstrating knowledge of place value, and recognizing a standard algorithm.


Subject: Math

Standard: (4.E.GM.1.2.) Geometry & Measurement

4.0 Students will investigate real-world objects that are quadrilaterals and report findings.

3.0 Level of

Rigor 3

Students will describe, classify, and sketch quadrilaterals, including squares, rectangles, trapezoid rhombi, parallelograms, and kites; as well as recognize quadrilaterals in various contexts.

2.0 Students will recognize or identify geometric shapes from a list, such as: squares, rectangles, trapezoids, rhombi, parallelograms, and kites. With help from the teacher, the student has partial success describing, classifying, and sketching various types of quadrilaterals.

1.0 Even with help, the student has little or no success recognizing quadrilaterals from a list.


Subject: Math

Standard: (4.E.GM.1.1) Geometry & Measurement

4.0 Students will graph (draw) points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines when given an ordered pair.

3.0 Level of

Rigor 1

Students will identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various contexts.

2.0 Students will be able to define: points, lines, rays, and angles. With help from the teacher, the student has partial success identifying various geometric terms.

1.0 Even with help, the student has little or no success selecting points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines from a given list.


Subject: Math

Standard: (4.E.A.2.2) Algebraic Reasoning & Algebra

4.0 Students will be able to develop a strategy to solve unknowns in problems and in real-world situations and explain why you chose it.

3.0 Level of

Rigor 4

Students will solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa.

2.0 Students will be able to identify properties and operations. Students will be able to perform basic addition, subtraction, multiplication, and division. With help from the teacher, students will be able to solve for unknowns in problems by solving open sentences (equations.)

1.0 Even with help, the student has little or no success adding, subtracting, multiplying, and dividing.


Subject: Math

Standard: (4.E.A.1.1) Algebraic Reasoning & Algebra

4.0 Students will create an input/output chart or table to represent or extend a numerical pattern and defend the rule it follows.

3.0 Level of

Rigor 3

Students will create an input/output chart or table to represent or extend a numerical pattern (given the rule.)

2.0 Students will complete an input/output chart or table to represent or extend a numerical pattern. With help from the teacher, the student has partial success creating an input/output chart to represent a numerical pattern.

1.0 Even with help, the student has little or no success completing an input/output chart or table to represent or extend a numerical pattern.


Subject: Math

Standard: (4.E.N.2.8) Number & Operations

4.0

Students will develop a strategy to construct a number line using the benchmark fractions (1/4, 1/3, ½, 2/3, ¾) and decimals (0.25, 0.50, 0.75).


Students will compare benchmark fractions (1/4, 1/3, ½, 2/3, ¾) and decimals (0.25, 0.50, 0.75) in real-world and mathematical situations.

2.0

Given a benchmark fraction (one-quarter, two-quarters, and three- quarters) students can select the equivalent decimal (0.25, 0.50, 0.75.)

Students will know one-quarter is ¼

Students will know two-quarters is ½, 2/4

Students will know three-quarters is ¾ With help from the teacher, the student has partial success comparing benchmark fractions and decimals in real-world mathematical situations.

1.0 Even with help, the student has little or no success stating if a benchmark fraction and decimal are equal.


Subject: Math

Standard: (4.E.N.2.7) Numbers & Operations

4.0 Students will compare and order decimals and whole numbers using place value, a number line and models such as grids and base ten blocks and defend their reasoning.


Students will compare and order decimals and whole numbers using place value, a number line and models such as grids and base ten blocks.

2.0 Students will recognize decimals and whole numbers using place value, a number line and models such as grids and base ten blocks. Students will be able to recall specific terminology such as, tenths, hundredths, and decimals. Students will be able to understand increments on a number line, strategies for adding and subtracting, and regrouping. With help from the teacher, the student has partial success comparing and ordering decimals and whole numbers using place value, a number line, and models.

1.0 Even with help, the student has little or no success representing decimals and whole numbers using place value, a number line, and models.


Subject: Math


4.0 Students can represent, read, and write decimals using place value up to thousandths place.


Students can represent, read, and write decimals up to at least hundredths place in a variety of contexts including money.

2.0 Students must recognize place value for decimals. Students will know place value of whole numbers (ones to hundred thousand.) With help from the teacher, the student has partial success representing, reading, and writing decimals up to at least hundredths place value.

1.0 Even with help, the student has little or no success recognizing place value for decimals.


Subject: Math


4.0 Students will be able to identify and correct errors or problems with tenths/hundredths in fraction/decimal form. This can include errors/problems in word and/or symbolic representation.


Students will represent tenths and hundredths with concrete models, making connections between fractions and decimals.

2.0 Students can identify tenths and hundredths written in fraction/decimal from.

Need to know definition of a fraction and a decimal

Need to know place value to the hundredth’s place With help from the teacher, the student has partial success with tenths and hundredths.

1.0 Even with help, the student has little or no success identifying tenths and hundredths written in fraction/decimal form.


Subject: Math


4.0 Students will create and demonstrate a strategy to add and subtract fractions with like and unlike denominators (by finding the common denominator.)


Students will use fraction models to add and subtract with like denominators in real-world and mathematical situations.

2.0 Students will recognize and use the numerator to describe the number of parts and the denominator to describe the number of portions. With help from the teacher, the student has partial success using fraction models to add and subtract with like denominators in real-world and mathematical situations.

1.0 Even with help, the student has little or no success recognizing and using numerators and denominators.


Subject: Math


4.0 Students will be able to create a scenario using elapsed time.


Students will determine elapsed time.

2.0 Students will be able to tell time on an analog clock to the minute. Students will be able to add and subtract minutes and hours. Students will know A.M./P.M. applied to real-world situations and whether to move forward or backward. With help from the teacher, the student has partial success determining elapsed time.

1.0 Even with help, the student has little or no success telling time to the minute.


Subject: Math


4.0 Students will determine the area of real-world polygons and find different objects that have the same area.


Students will find the area of polygons that can be decomposed into rectangles.

2.0

Students will be able to find the area of rectangles. Students will know the formula for area: area = length x width. With help from the teacher, the student has partial success finding the area of polygons that can be decomposed into rectangles.

1.0 Even with help, the student has little or no success finding the area of rectangles.


Subject: Math


4.0 Given a set of objects (5), students will estimate the measurements to the nearest centimeter, inch, ½ inch, or ¼ inch and list the names of the items in order from shortest to longest in length. Using a ruler, check for accuracy.


Students will choose an appropriate instrument and measure the length of an object to the nearest whole centimeter or quarter-inch.

2.0 Students recognize specific terminology, such as, centimeter and inch. Students perform basic processes, such as, locates points on a ruler to the nearest ¼ inch and centimeter. With help from the teacher, the student has partial success choosing an appropriate instrument and measuring the length of an object to the nearest centimeter or inch.

1.0 Even with help, the student has little or no success recognizing specific terminology and locating points on a ruler.


Subject: Math

Standard: (4.E.D.1.2) Data & Probability

4.0 Students will collect data and create a table, bar graph, timeline, or Venn diagram to display their data sets.


Students will use tables, bar graphs, timelines, and Venn diagrams to display data sets. The data may include benchmark fractions or decimals (1/4, 1/3, ½, 2/3, 3/4, 0.25, 0.50, 0.75.)

2.0 Students will recognize, identify, and read data in tables, bar graphs, timelines, and Venn diagrams. Students will have basic knowledge of benchmark fractions and decimals. With help from the teacher, the student has partial success using tables, bar graphs, timelines, and Venn diagrams.

1.0 Even with help, the student has little or no success recognizing and reading tables, bar graphs, timelines, or Venn diagrams.


Subject: Math

Standard: (4.E.GM.2.5) Part 1: Geometry & Measurement

4.0 Students will be able to identify and justify their answer of measurement of length, when to use liquid volumes, when to use mass, temperature above zero and money using addition, subtraction, multiplication, or division as appropriate.

3.0 Level of

Rigor 2

Students will be able to solve problems that deal with measurement of length, when to use liquid volumes, when to use mass, and temperature above zero.

2.0 Students will be able to identify the measurement in isolation:

Length of an object

Liquid volume

Mass of an object

Reading the temperature With help from the teacher, the student has partial success solving problems that deal with measurement (length, volume, mass, and temperature.)

1.0 Even with help, the student has little or no success identifying measures of length, volume, mass, temperature, and money.


Subject: Math

Standard: (4.E.GM.2.5) Part 2: Geometry & Measurement

4.0 Students will be able to identify which operation is appropriate to use in solving real-world money problems and justify their answer.


Students will be able to solve problems that deal with money using addition, subtraction, multiplication, and division as appropriate.

2.0 Students will be able to line up decimals in addition and subtraction money problems. Students will be able to understand the use of decimal placement in multiplication and division problems. With help from the teacher, the student has partial success solving problems that deal with money.

1.0 Even with help, the student has little or no success understanding decimal use in money problems.


Subject: Math


4.0 Students will solve for volume using a x b x c = n. Draw conclusions that rectangular prisms of different dimensions (p x q x r) can have the same volume if a x b x c = p x q x r = n.

3.0 Level of

Rigor 3

Using a variety of tools and strategies, students will develop the concept that the volume of a rectangular prism with whole-number edge lengths can be found by counting the total number of same-sized unit cubes that fill a shape without gaps or overlaps. Use appropriate measurements such as cm (cubed.)

2.0 Students will be able to count cubes systematically to identify number of cubes needed to pack the whole or half of a three-dimensional structure. With help from the teacher, the student has partial success using appropriate measurements such as cm (cubed.)

1.0 Even with help, the student has little or no success counting cubes in a three-dimensional structure.


Subject: Math

Standard: (4.E.N.1.7) Numbers and Operations

4.0 Students will be able to generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties.


Students will determine the unknown addend or factor in equivalent and non-equivalent expressions. (e.g., 5+6=4+?, 3X8‹3X?.)

2.0 Students will be able to find unknowns represented by symbols in arithmetic problems by solving one-step equations. Students will recognize specific terminology, such as:

Commutative Property

Identity Property

Associative Property With help from the teacher, the student has partial success determining unknown addends or factors in expressions.

1.0 Even with help, the student has little or no success solving one-step equations with unknowns.

ponca city public schools oas standards and scales grade ... grade... · rigor 3 students will use...

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