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Achievement Descriptors: Overview
Multiplication and Division with Units of 2 , 3 , 4 , 5 , and 10
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on the instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module.
Every module has its own set of ADs, and the number of ADs varies by module. Taken together, the sets of module-level ADs describe what students should accomplish by the end of the year.
ADs and their proficiency indicators support teachers with interpreting student work on
• informal classroom observations,
• data from other lesson-embedded formative assessment,
• Exit Tickets,
• Topic Quizzes, and
• Module Assessments.
This module contains the nine ADs listed.
3.Mod1.AD1
Represent a multiplication situation with a model and convert between several representations of multiplication.
Note: This excludes the creation of a multiplication situation from an expression, an equation, or a model, which is reserved for module 3.
3.Mod1.AD2
Represent a division situation with a model and convert between several representations of division.
Note: This excludes the creation of a division situation from an expression, an equation, or a model, which is reserved for module 3.
Solve one-step word problems using multiplication and division within 100, involving factors and divisors
2–5 and 10.
Note: Only one factor needs to be 2–5 or 10.
3.Mod1.AD4
Determine the unknown number in a multiplication or division equation involving factors and divisors
2–5 and 10.
Note: Only one factor needs to be
2–5 or 10.
Represent and explain division as an unknown factor problem.
Apply the commutative property of multiplication to multiply a factor of 2–5 or 10 by another factor.
Apply the distributive property to multiply a factor of 2–5 or 10 by another factor.
Multiply and divide within 100 fluently with factors 2–5 and 10, recalling from memory all products of two onedigit numbers.
Note: Only one factor needs to be 2–5 or 10.
Solve two-step word problems.
Note: For module 1, in multiplication or division problem types, at least one factor or the divisor must be 2–5 or 10.
The first page of each lesson identifies the ADs aligned with that lesson. Each AD may have up to three indicators, each aligned to a proficiency category (i.e., Partially Proficient, Proficient, Highly Proficient). While every AD has an indicator to describe Proficient performance, only select ADs have an indicator for Partially Proficient and/or Highly Proficient performance.
An example of one of these ADs, along with its proficiency indicators, is shown here for reference. The complete set of this module’s ADs with proficiency indicators can be found in the Achievement Descriptors: Proficiency Indicators resource.
ADs have the following parts:
• AD Code: The code indicates the grade level and the module number and then lists the ADs in no particular order. For example, the first AD for grade 3 module 1 is coded 3.Mod1.AD1.
• AD Language: The language is crafted from standards and concisely describes what will be assessed.
• AD Indicator: The indicators describe the precise expectations of the AD for the given proficiency category.
• Related Standard: This identifies the standard or parts of standards from the Common Core State Standards that the AD addresses.
AD Code: Grade.Mod#.AD#
3.Mod1.AD6 Apply the distributive property to multiply a factor of
AD Language
2 Students need not use formal terms for these properties.
by another factor.
16 = 56. (Distributive property.)
Partially Proficient Proficient Highly Proficient
Apply the distributive property to generate equivalent expressions.
Is each expression equal to 6 × 5?
Circle Yes or No.
(4 × 5) + (2 × 5) Yes No
(2 × 5) + (3 × 5) Yes No
(4 × 5) × (2 × 5) Yes No
(5 × 5) + (1 × 5) Yes No
Apply the distributive property to multiply a factor of 2–5 or 10 by another factor.
Break apart the 8 to find 8 × 4
84
Explain the distributive property for multiplication. Carla says she can find 16 × 5 by using the expression (10 × 5) + (6 × 5). Is she correct? Explain.
Related CCSS Standard
AD Indicators
44 ×= ×+ × =+ =
() ()
