Nys common core mathematics curriculum
The student is unable to round either the dividend or the divisor to a one-digit fact.
The student rounds
the dividend and divisor
, but not to a one-digit fact.
The student correctly rounds to a one-digit fact for either Part (a) or Part (b).
The student correctly rounds both Part (a) and Part (b) to a one-digit fact.
420 ÷ 70 = 6
1200 ÷ 600 =2
The student is unable to generate a division problem with a quotient of 3 and remainder of 12.
The student generates a division problem with either a quotient of 3 or a remainder of 12, but is unable to explain reasoning used.
The student generates a division problem with both a quotient of 3 and a remainder of 12, but shows no evidence of a strategy other than guess and check.
The student generates a division problem with a quotient of 3 and remainder of 12 and uses a sound strategy (e.g.,
writes a checking equation
____ = 3 x_____+ 12).
resource -> Nutrition & Resilience Nutrition as an input to and an outcome of resilience
attachments -> Grade 4: Module 1: Unit 3: Lesson 5 Creating Our Parts of the Constitution
resource -> Sample behavior and discipline guidelines
resource -> Workshop: Consumerism The goal of this workshop
resource -> Martin Luther King, Jr
resource -> Was The Green Revolution (GR) a humanitarian Undertaking Disaster in the Long Term?
attachments -> Los Duraznos/Peaches
attachments -> Lesson End-of-Module Assessment Task
Share with your friends:
The database is protected by copyright ©essaydocs.org 2020