Student Achievement Chart (SAC)

Standard: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of
objects, and money. a. Solve problems involving fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. b. Represent measurement quantities using diagrams that feature a
measurement scale, such as number lines. Coherence: NY-3.MD.1 → NY-4.MD.2 Note: Grade 4 expectations are limited to fractions
with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. 3. Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.

Objective: Students will be able to discover factors of numbers by using the “tricks for division.”

Description of Student Work in Each Assessment

Mastery Levels Mastery Category Data Outcomes:
Number Correct: 7,8,9,10 Indicators Pre Post
Characteristics of student work: Number 4/26 8/26
of
Highly The student fully understands each division
problem. The student is able to explain all/ students:
Proficient
most of their answers. The student gets most/ Percent of 15.4% 30.8%
all of the easier problems correct but might
miss the more advanced problems. The Total class:
student could explain at least one trick. Student SS, VL, AK, CF, RF, JS,
Initials: JA, JA, VL, SS,
AB, AK,
Number Correct: 5,6,7 Number 6/26 7/26
Characteristics of student work: of
students:
The student has a solid understanding of
division, but perhaps cannot grasp division of
Proficient Percent of 23% 27%
larger numbers. The student can only briefly
explain their work with words/ numbers/ Total class:
figures. The student can divide by 2, 3, and 4. Student CF, ZR, JA, IS, RB, KQ,
The student could explain their division/ Initials: HS, AB, SR, AB, ZR, HS,
multiplication but might not have known any JA
tricks.
Number Correct: 3,4 Number 6/26 3/26
Characteristics of student work: of
students:
The student got a few basic division problems
correct but failed to explain many answers. Percent of 23% 11.5%
Developing Total class:
Proficiency While the student was able to set the problem
up properly by two and three (maybe four and Student KQ, RF, JK, AC, SD, NG,
five), they did not find the correct answer. The Initials: JS, AK, IS,
student might have known a division trick (or
two) for 2/ 5. The student didn’t explain their
reasoning or the explanation was very brief.
Number Correct: 0, 1, 2 Number 4/26 3/26
Characteristics of student work: of
students:
Emerging The student did not get any correct or got one/
Proficiency two correct. The student left many problems Percent of 15.4% 11.5%
blank and could not explain much with words. Total class:
The student might have known the trick for 2
and 5. Student SD, IV, AC, TT, IV, PS,
Initials: PS,
The student did not have more than one
explanation.

Pre-Assessment Absences: 6 - 23% absent. SD, TT, LB, RB, NG, LN 11/26/2023

Lesson Absences: 3 - 11.5 % absent. AC, SD, LB. 11/30/2023

Post-Assessment Absences: 5, 19% absent. SD, LB,LN, JK, SR. 12/1/2023