2012-2013 Quarter 2 5th Grade Math Rubric

Mathematics
Rubric Key: - Standards introduced and assessed - Standards maintained and assessed as needed Operations and Algebraic Thinking Write and interpret numerical expressions. 3 2 Consistently uses and Shows progress, but evaluates problems with inconsistently uses and parentheses, brackets, evaluates problems with and braces with few parentheses, brackets, procedural or and braces some of the computational errors time. most of the time. Consistently Shows progress, but communicates inconsistently mathematical ideas by communicates writing simple mathematical ideas by expressions that record writing simple calculations with expressions that record numbers, and interprets calculations with numerical expressions numbers, and interprets with few procedural or numerical expressions computational errors some of the time. most of the time. Number & Operations in Base Ten Understand the place value system. 3 2 Consistently analyzes the Shows progress, but effect on the product inconsistently analyzes when a number is the effect on the product multiplied by 10, 100, when a number is 1000, 0.1 or 1/10, 0.01 multiplied by 10, 100, or 1/100, and 0.001 or 1000, 0.1 or 1/10, 0.01 1/1000 with few or 1/100, and 0.001 or procedural or 1/1000 some of the time. computational errors most of the time.

Standard MCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

4 Uses and evaluates problems with parentheses, brackets, and braces with no procedural or computational errors all of the time. Communicates mathematical ideas by writing simple expressions that record calculations with numbers, and interprets numerical expressions all of the time.

1 Shows minimal progress or seldomly uses and evaluates problems including parentheses, brackets, and braces.

Notes For example, evaluate the numerical expression: 2 x [(9x4) - (17 -6)] = 50

Shows minimal progress or seldomly communicates mathematical ideas by writing simple expressions that record calculations with numbers, and interprets numerical expressions.

For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Standard MCC5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

4 Analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1 or 1/10, 0.01 or 1/100, and 0.001 or 1/1000 with no procedural or computational errors all of the time.

1 Shows minimal progress or seldomly analyzes the effect on the product when a number is multiplied by 10, 100, 1000, 0.1 or 1/10, 0.01 or 1/100, and 0.001 or 1/1000.

Notes

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Standard MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. MCC5.NBT.3 Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. MCC5.NBT.3 Read, write, and compare decimals to thousandths. b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4 Explain the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001) with no procedural or computational errors all of the time.

Number & Operations in Base Ten Understand the place value system. 3 2 Consistently explains the Shows progress, but patterns in the number inconsistently explains of zeros and placement the patterns in the of decimals in number of zeros and multiplication or division placement of decimals in problems when multiplication or division multiplying or dividing by problems when a power of 10 (10, 100, multiplying or dividing by 1,000, 0.1, 0.01, 0.001) a power of 10 (10, 100, with few procedural or 1,000, 0.1, 0.01, 0.001) computational errors some of the time. most of the time. Consistently reads and writes decimals to thousandths place value using base-ten numerals, number names, and expanded form with few procedural errors most of the time. Shows progress, but inconsistently reads and writes decimals to thousandths place value using base-ten numerals, number names, and expanded form some of the time.

1 Shows minimal progress or seldomly explains the patterns in the number of zeros and placement of decimals in multiplication or division problems when multiplying or dividing by a power of 10 (10, 100, 1,000, 0.1, 0.01, 0.001).

Notes Make sure to use concepts of exponential notation. Be sure to use wholenumber exponents to denote powers of 10.

Read and write decimals to thousandths place value using base-ten numerals, number names, and expanded form with no procedural errors all of the time.

Shows minimal progress or seldomly reads and writes decimals to thousandths place value using base-ten numerals, number names, and expanded form.

Standard has been separated due to complexity and length. MCC5.NBT.3a 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000).

Compares two decimals to the thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons with no procedural errors all of the time.

Consistently compares two decimals to the thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons with few procedural errors most of the time.

Shows progress, but inconsistently compares two decimals to the thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons some of the time.

Shows minimal progress or seldomly compares two decimals to the thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

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Standard MCC5.NBT.4 Use place value understanding to round decimals to any place.

MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Number & Operations in Base Ten Understand the place value system. 4 3 2 1 Uses place value Consistently uses place Shows progress, but Shows minimal progress understanding to round value understanding to inconsistently uses place or seldomly uses place decimals to any place round decimals to any value understanding to value understanding to with no procedural place with few round decimals to any round decimals to any errors all of the time. procedural errors most place some of the time. place. of the time. Perform operations with multi-digit whole numbers and with decimals to hundredths. Solves multi-digit Consistently solves multi- Shows progress, but Shows minimal progress multiplication problems digit multiplication inconsistently solves or seldomly uses with no procedural or problems with few multi-digit multiplication strategies to solve multicomputational errors all procedural or problems some of the digit multiplication of the time. computational errors time. problems. most of the time. Finds whole-number quotients of whole numbers with up to fourdigit dividends and two digit divisors with no procedural or computational errors all of the time. *See note. Consistently finds wholenumber quotients of whole numbers with up to four-digit dividends and two digit divisors with few procedural or computational errors most of the time. *See note. Shows progress, but inconsistently finds whole-number quotients of whole numbers with up to four-digit dividends and two digit divisors some of the time. *See note. Shows minimal progress or seldomly finds wholenumber quotients of whole numbers with up to four-digit dividends and two digit divisors. *See note.

Notes

MCC5.NBT.6 Find wholenumber quotients of whole numbers with up to four-digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Fluency has been interpreted to mean that a student solves multidigit multiplication problems effortlessly and correctly most of the time. Explore the meaning of divisibility as a situation with no remainder, analyze divisibility, and informally explain divisibility relationships. *Ensure use of strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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Standard MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Number & Operations in Base Ten Perform operations with multi-digit whole numbers and with decimals to hundredths. 4 3 2 1 Adds, subtracts, Consistently adds, Shows progress, but Shows minimal progress multiplies, and divides subtracts, multiplies, and inconsistently adds, or seldomly adds, decimals with no divides decimals with subtracts, multiplies, and subtracts, multiplies, and procedural or few procedural or divides decimals some of divides decimals. computational errors all computational errors the time. of the time. most of the time.

Notes Ensure use of concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MCC5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

Number and Operations Fractions Use equivalent fractions as a strategy to add and subtract fractions Add and subtract Consistently adds and Shows progress, but Shows minimal progress fractions and mixed subtracts fractions and inconsistently adds and or seldomly adds and numbers with unlike mixed numbers with subtracts fractions and subtracts fractions with denominators with no unlike denominators mixed numbers with unlike denominators and procedural or with few procedural or unlike denominators mixed numbers. computational errors all computational errors some of the time. of the time. most of the time.

For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd).

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Standard MCC5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Number and Operations Fractions Use equivalent fractions as a strategy to add and subtract fractions 4 3 2 1 Solve word problems Consistently solve word Shows progress, but Shows minimal progress involving addition and problems involving inconsistently solves or seldomly solves word subtraction of fractions addition and subtraction word problems involving problems involving with no procedural or of fractions with few addition and subtraction addition and subtraction computational errors all procedural or of fractions some of the of fractions. of the time. computational errors time. most of the time.

Notes Solve problems by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions (0, , 1) to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by observing that 3/7 < . Use visual fraction models or equations to represent the problem. For example, interpret as the result of dividing 3 by 4, noting that multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size . If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5 of 10

MCC5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Interpret a fraction as Consistently interprets a Shows progress, but Shows minimal progress division of the numerator fraction as division of the inconsistently interprets or seldomly interprets a by the denominator (a/b numerator by the a fraction as division of fraction as division of the = a b) and solve word denominator (a/b = a b) the numerator by the numerator by the problems involving and solves word denominator (a/b = a b) denominator (a/b = a b) division of whole problems involving and/or inconsistently and/or solves word numbers with no division of whole solves word problems problems involving procedural or numbers with few involving division of division of whole computational errors all procedural or whole numbers some of numbers with no of the time. computational errors the time. procedural or most of the time. computational errors.

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Standard MCC5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. MCC5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Number and Operations Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 4 3 2 1 Multiply a fraction or Consistently multiplies a Shows progress, but Shows minimal progress whole number by a fraction or whole number inconsistently multiplies or seldomly multiplies a fraction by interpreting by a fraction by a fraction or whole fraction or whole number the product (a/b) q as a interpreting the product number by a fraction by by a fraction by parts of a partition of q (a/b) q as a parts of a interpreting the product interpreting the product into b equal parts with no partition of q into b equal (a/b) q as a parts of a (a/b) q as a parts of a procedural or parts with few partition of q into b equal partition of q into b equal computational errors all procedural or parts some of the time. parts. of the time. computational errors most of the time.

Notes Use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) =8/15. (In general, (a/b) (c/d) = ac/bd.)

Multiply a fraction or whole number by a fraction by finding the area of a rectangle by tiling (modeling multiplication of fractions) it with unit squares and multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas with no procedural or computational errors all of the time.

Consistently multiplies a fraction or whole number by a fraction by finding the area of a rectangle by tiling (modeling multiplication of fractions) it with unit squares and multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas with few procedural or computational errors most of the time.

Shows progress, but inconsistently multiplies a fraction or whole number by a fraction by finding the area of a rectangle by tiling (modeling multiplication of fractions) it with unit squares and multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas some of the time.

Shows minimal progress or seldomly multiplies a fraction or whole number by a fraction by finding the area of a rectangle by tiling (modeling multiplication of fractions) it with unit squares and multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

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Number and Operations Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard MCC5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. 4 Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication with no procedural or computational errors all of the time. Interpret multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; and why multiplying a given number by a fraction less than 1 results in a product smaller than the given number with no procedural errors all of the time. 3 Consistently interprets multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication with few procedural or computational errors most of the time. Consistently interprets multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; and why multiplying a given number by a fraction less than 1 results in a product smaller than the given number with few procedural errors most of the time. 2 Shows progress, but inconsistently interprets multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication some of the time. Shows progress, but inconsistently interprets multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; and why multiplying a given number by a fraction less than 1 results in a product smaller than the given number some of the time. 1 Shows minimal progress or seldomly interprets multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Notes

MCC5.NF.5 Interpret multiplication as scaling (resizing), by: b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (na)/(nb) to the effect of multiplying a/b by 1.

Shows minimal progress or seldomly interprets multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; and why multiplying a given number by a fraction less than 1 results in a product smaller than the given number.

Recognize multiplication by whole numbers greater than 1 as a familiar case.

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Number and Operations Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard MCC5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers. 4 Solve real world problems involving multiplication of fractions and mixed numbers with no procedural or computational errors all of the time. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by interpreting division of a unit fraction by a whole number, and compute such quotients with no procedural or computational errors all of the time. 3 Consistently solves real world problems involving multiplication of fractions and mixed numbers with few procedural or computational errors most of the time. Consistently applies and extends previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by interpreting division of a unit fraction by a whole number, and compute such quotients with few procedural or computational errors most of the time. 2 Shows progress, but inconsistently solves real world problems involving multiplication of fractions and mixed numbers some of the time. Shows progress, but inconsistently applies and extends previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by interpreting division of a unit fraction by a whole number, and compute such quotients some of the time. 1 Notes Shows minimal progress Use visual fraction or seldomly solves real models or equations to world problems involving represent the problem. multiplication of fractions and mixed numbers

MCC5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients.

Shows minimal progress or seldomly applies and extends previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions by interpreting division of a unit fraction by a whole number, and compute such quotients.

For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3.

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Standard MCC5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

4 Makes line plots using given data and solves problems using the data in the line plot with no procedural errors all of the time.

Measurement and Data Represent and interpret data 3 2 Consistently makes line Shows progress, but plots using given data inconsistently makes and solves problems line plots using given using the data in the data and inconsistently line plot with few solves problems using procedural errors most the data in the line plot of the time. some of the time.

1 Shows minimal progress or seldomly makes line plots using given data and does not solve problems using the data in the line plot.

Notes For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. Note: Line plots may include whole numbers or fractions, but emphasis should be given to fractional line plots.

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