1. Outcome: N5.2 I can develop strategies for multiplication. I can multiply whole numbers.
The following is our achievement scale wording…
Level 4 – Mastery – indicates an insightful understanding of the grade level outcomes. Students at this level can apply and transfer knowledge to
novel situations.
Level 3 – Proficiency - indicates a well-developed understanding of the grade level outcome. Students at this level are competent with the skills
and knowledge identified in the outcome and is on par with curriculum expectations.
Level 2 – Approaching - indicate a basic understanding. Students at this level demonstrate inconsistent understanding of the stated outcomes.
Level 1 – Beginning - indicates partial understanding. Students at this level have limited success with the stated outcome even with support.
Outcome
Level 4
Mastery
N5.2 I can develop strategies for multiplication. I can multiply whole numbers.
Applies multiple mental calculation, estimation and property of number skills to solve multiplication problems.
Is able to explain in multiple ways, the mental calculation, estimation, property of number skills using in problems in multiple contexts.
Level 3
Proficiency
Independently applies successful mental calculation, estimation and property of number strategies to solve 2
digit by 2 digit multiplication problems.
Is able to independently explain mental calculations, estimation and property of number skills to solve multiplication problems of
2 digit by digits.
Level 2
Approaching
With assistance, is able to apply mental calculation, estimation and property of number strategies to solve multiplication problems.
More time needs to be spent practicing strategies in different situations.
With assistance, is able to somewhat explain the mental calculations, estimation and property of number skills to solve multiplication
problems of 2 digit by digits.
Level 1
Beginning
Even with assistance, is unable to apply mental calculation, estimation and property of number strategies to solve multiplication
problems. Needs more time learning and practicing with various strategies.
Unable to explain strategies for multiplying, even with assistance. More time needs to be spent discovering personal strategies
and applying them repeatedly.
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