Task 1 Developing an Assessment System
WGU D184
, A1- Subject- Math
Grade Level- 3rd Grade
A2- Standards-
Ccss.Math.Content.3.Oa.A.1 Interpret Products Of Whole Numbers, E.G., Interpret 5 × 7 As The
Total Number Of Objects In 5 Groups Of 7 Objects Each. For Example, Describe A Context In
Which A Total Number Of Objects Can Be Expressed As 5 × 7.
Ccss.Math.Content.3.Oa.A.3 Use Multiplication And Division Within 100 To Solve Word
Problems In Situations Involving Equal Groups, Arrays, And Measurement Quantities, E.G., By
Using Drawings And Equations With A Symbol For The Unknown Number To Represent The
Problem Ccss.Math.Content.3.Oa.A.4 Determine The Unknown Whole Number In A
Multiplication Or Division Equation Relating Three Whole Numbers. For Example, Determine
The Unknown Number That Makes The Equation True In Each Of The Equations 8 × ? = 48, 5
= _ ÷ 3, 6 × 6 = ?
Ccss.Math.Content.3.Oa.B.5 Apply Properties Of Operations As Strategies To Multiply And
Divide.2 Examples: If 6 × 4 = 24 Is Known, Then 4 × 6 = 24 Is Also Known. (Commutative
Property Of Multiplication.) 3 × 5 × 2 Can Be Found By 3 × 5 = 15, Then 15 × 2 = 30, Or By 5 ×
2=
10, Then 3 × 10 = 30. (Associative Property Of Multiplication.) Knowing That 8 × 5 = 40 And 8
×2
= 16, One Can Find 8 × 7 As 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive
Property.) Ccss.Math.Content.3.Oa.C.7 Fluently Multiply And Divide Within 100, Using
Strategies Such As The Relationship Between Multiplication And Division (E.G., Knowing That
8 × 5 = 40, One Knows 40 ÷ 5 = 8) Or Properties Of Operations. By The End Of Grade 3, Know
From Memory All Products Of Two One-Digit Numbers.
Ccss.Math.Content.3.Oa.D.8 Solve Two-Step Word Problems Using The Four Operations.
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 (Common Core State Standards Initiative).
A3-
Day Content Assessment Type Number Of Frequency Of
Assessments Assessments
1 Students Will Take Formative- 1 1 Time
The Pre- Screener To
Assessment To Determine What
Assess Students Know
Understanding Of
Multiplication
Within 100. This
Will Help To
Determine What
They Already Know
And What
Strategies They Are
Using To Solve
WGU D184
, A1- Subject- Math
Grade Level- 3rd Grade
A2- Standards-
Ccss.Math.Content.3.Oa.A.1 Interpret Products Of Whole Numbers, E.G., Interpret 5 × 7 As The
Total Number Of Objects In 5 Groups Of 7 Objects Each. For Example, Describe A Context In
Which A Total Number Of Objects Can Be Expressed As 5 × 7.
Ccss.Math.Content.3.Oa.A.3 Use Multiplication And Division Within 100 To Solve Word
Problems In Situations Involving Equal Groups, Arrays, And Measurement Quantities, E.G., By
Using Drawings And Equations With A Symbol For The Unknown Number To Represent The
Problem Ccss.Math.Content.3.Oa.A.4 Determine The Unknown Whole Number In A
Multiplication Or Division Equation Relating Three Whole Numbers. For Example, Determine
The Unknown Number That Makes The Equation True In Each Of The Equations 8 × ? = 48, 5
= _ ÷ 3, 6 × 6 = ?
Ccss.Math.Content.3.Oa.B.5 Apply Properties Of Operations As Strategies To Multiply And
Divide.2 Examples: If 6 × 4 = 24 Is Known, Then 4 × 6 = 24 Is Also Known. (Commutative
Property Of Multiplication.) 3 × 5 × 2 Can Be Found By 3 × 5 = 15, Then 15 × 2 = 30, Or By 5 ×
2=
10, Then 3 × 10 = 30. (Associative Property Of Multiplication.) Knowing That 8 × 5 = 40 And 8
×2
= 16, One Can Find 8 × 7 As 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive
Property.) Ccss.Math.Content.3.Oa.C.7 Fluently Multiply And Divide Within 100, Using
Strategies Such As The Relationship Between Multiplication And Division (E.G., Knowing That
8 × 5 = 40, One Knows 40 ÷ 5 = 8) Or Properties Of Operations. By The End Of Grade 3, Know
From Memory All Products Of Two One-Digit Numbers.
Ccss.Math.Content.3.Oa.D.8 Solve Two-Step Word Problems Using The Four Operations.
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 (Common Core State Standards Initiative).
A3-
Day Content Assessment Type Number Of Frequency Of
Assessments Assessments
1 Students Will Take Formative- 1 1 Time
The Pre- Screener To
Assessment To Determine What
Assess Students Know
Understanding Of
Multiplication
Within 100. This
Will Help To
Determine What
They Already Know
And What
Strategies They Are
Using To Solve
