Rich Learning Tasks

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Rubric
Level 1 Level 2 Level 3 Level 4
The student cannot
represent a multiplication
of two-digit numbers
with an area model
using hundreds, tens
and ones.
The student may or may
not correctly determine
the product.
The student cannot
predict by looking at
the numbers why the
number of blocks will
be 32.
The student determines
a possible pair of
numbers where the
model for multiplication
might use 32 blocks.
The student correctly
determines the product.
The student uses
an area of rectangle
model.
The student cannot
predict by looking at
the numbers why the
number of blocks will
be 32.
The student determines
at least 2 possible pairs
of numbers where the
model for multiplication
might use 32 blocks.
The student correctly
determines each
product.
The student uses
an area of rectangle
model.
The student cannot
predict by looking at
the numbers why the
number of blocks will
be 32.
The student determines
at least 4 possible pairs
of numbers where the
model for multiplication
might use 32 blocks.
The student correctly
determines each
product.
The student recognises
that he/she is relating
multiplication to an
area of rectangle model.
The student recognises
that the sum of the
digits of the numbers
involved is a factor
of 32.
Multiplying Two by Two Number