The Pool in Sebastian S Neighborhood Has a Shallow

Name: ______Date: ______4.MD.1

The pool in Sebastian’s neighborhood has a shallow end that is 1 meter and a deep end that is 6 meters. The depth of the pool slopes down from the shallow end to the deep end. The sides of the pool are covered in tiles that each measure 1 centimeter. Sebastian measured different sections of the pool and recorded the depths in meters. Fill in the chart to show the depth of each section in centimeters. Sebastian also measured the pool’s length and width. He found that the pool was 12 meters wide and 34 meters long. Record the pool’s dimensions in centimeters.

POOL DIMENSONS: width – ______centimeters length – ______centimeters

Name: ______Date: ______4.MD.1

The pool in Sebastian’s neighborhood has a shallow end that is 1-meter and a deep end that is 6 meters. The depth of the pool slopes down from the shallow end to the deep end. The sides of the pool are covered in tiles that each measure 1 centimeter. Sebastian measured different sections of the pool and recorded the depths in meters. Fill in the chart to show the depth of each section in centimeters. Sebastian also measured the pool’s length and width. He found that the pool was 12 meters wide and 34 meters long. Record the pool’s dimensions in centimeters.

 Elementary Mathematics Office • Howard County Public School System • 2013-2014 POOL DIMENSONS: width – ______centimeters length – ______centimeters

 Elementary Mathematics Office • Howard County Public School System • 2013-2014 Teacher notes:

• Students may need to do calculations on paper, either to solve or to check their work. Encourage the students to use any space on the paper to show their thinking. Some students may require more space than the paper provides or may need the lines of notebook paper to structure their work. You may choose to give those students, or all students, extra paper on which they can do their calculations. • If a student uses an incorrect conversion scale for the task (i.e., multiplying 4 meters by 10 or 1000 instead of 100), the student should be scored no higher than 1 (partial accomplishment). • As indicated in the rubric, students may make minor errors that do not relate to the target concept (i.e., not labeling numbers), but if their work shows a complete understanding of the relationship between the units, they can still be rated as showing “full accomplishment”. In addition, a student may calculate the width and length of the pool correctly but record them in the wrong blanks, writing “1,200” as the length instead of the width, for instance; this may be considered a minor error that would still allow the student’s work to be scored as showing “full accomplishment.” Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure. Got It: Student essentially understands the target concept.

0 Unsatisfactory: Little Accomplishment

The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required.

1 Marginal: Partial Accomplishment

Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required.

Student could work to full accomplishment with minimal feedback from 2 Proficient: teacher. Errors are minor. Teacher is confident Substantial Accomplishment that understanding is adequate to accomplish the objective with minimal assistance. Strategy and execution meet the content, 3 Excellent: process, and qualitative demands of the task or concept. Full Accomplishment Student can communicate ideas. May have minor errors that do not impact the mathematics.

 Elementary Mathematics Office • Howard County Public School System • 2013-2014 Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

 Elementary Mathematics Office • Howard County Public School System • 2013-2014