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1. 1. Grade 5 Mathematics N5.1 Whole Numbers Represent, describe and compare whole numbers to 1 000 000 in various ways. Experiencing Difficulty Approaching Grade Level Representing Describing Cannot use manipulatives or draw pictures to represent a given 4-digit number. Cannot write 4 digit numbers. Can create 1 picture or model to represent a given 6-digit number. Can create picture or models to represent a given 6-digit number. Can write 5 or 6-digit numbers that do not use zeros as placeholders. Cannot read 4 digit numbers. Can read 5 and 6 digit numbers with some assistance or can only read numbers to 4 digits. Can state somewhat clearly how a model or picture represents the standard form of a 6-digit number. Can only write a 6-digit number in 1 of the expanded forms or needs assistance to write the expanded forms of a given 6 digit number. Can write 6-digit numbers that use zeros as placeholders, but may omit the space or insert commas. Can read 6 digit numbers but may hesitate or use the word “and”. Strong Grade Level Performance Can use a variety of different manipulatives or pictures to model the value of any 6-digit number. Can write 6-digit numbers with the correct spacing and including zeros as placeholders. Can read 6 digit numbers without hesitating or using the word “and”. Can explain how a model or picture relates to a 6-digit number. Can explain how various pictures or models relate to any given 6-digit number. Can write 6 digit numbers in their expanded form. Can write any 6 digit number in both expanded forms: 30 000 + 500 or (3X10 000) + (5X100), including numbers that contain zeros as placeholders. Can write the standard form of any given 6-digit number given either of its expanded forms, including the correct use of zeros as placeholders. Can state the value of any digit in a 6 digit number in 2 or more different ways; 2 000, 2 thousands or 2 X 1 000. Cannot explain how a picture or model relates the standard form of a 4-digit number. Cannot accurately write a 4digit number in an expanded form. Cannot write the expanded form of a 5-digit number when given its expanded form. Cannot state the value represented by the digits of a 5-digit number. May make errors when writing the standard form of a 6-digit number when given its expanded form, esp. if that number requires zeros for placeholders. Makes some errors when stating the values represented by individual digits of a 6-digit number. At Grade Level Can write the standard form of a 6-digit number when given the expanded form. Can state the value represented by any digit in a 6-digit number.
2. 2. Experiencing Difficulty Comparing Approaching Grade Level At Grade Level Cannot order 3, 5-digit numbers correctly. Can put 3, 5 digit numbers in ascending or descending order with few errors. Can put 3, 6-digit numbers in correct ascending or descending order. Cannot determine if a given 5-digit number is greater, less than or equal to another 5-digit number. Can determine if a 5-digit number is greater, less than or equal to another 5-digit number, but may need to use manipulatives. With some assistance or with the use of manipulatives and create a number a specified amount greater or less than a given 6-digit number. Can determine if a 6-digit number is greater, less than or equal to another 6-digit number. Cannot create a number a specified amount greater or less than a given 5-digit number. Can create a number a specified amount greater or less than any given 6-digit number. Strong Grade Level Performance Can put more than, 6-digit numbers in correct ascending or descending order. Can easily determine if a 6digit number is greater, less than or equal to another 6digit number. Can create a number a specified amount greater or less than any given 6 digit number, including times when regrouping is required. e.g. 2000 less than 601 472.
3. 3. N5.2 Multiplication Analyze models of, develop strategies for, and carry out the multiplication of whole numbers. Experiencing Difficulty Approaching Grade Level Analyze models Cannot model multiplication beyond basic facts Cannot demonstrate an understanding of multiplication as repeated addition concretely, pictorially or orally Cannot partially explain with manipulatives, pictures or orally why 0 X 0 = 0 Cannot illustrate concretely, with pictures or symbolically the distributive property using expanded notation and partial products Can model 2-digit X 2-digit in at least 1 of the following ways; arrays, base 10 blocks, partial products or area model and record the process symbolically or model 1-digit X 2-digit numbers in more than 1 way Can demonstrate an understanding of multiplication as repeated addition concretely, pictorially or orally Can partially explain with manipulatives, pictures or orally why 0 X 0 = 0 With help can illustrate concretely, with pictures or symbolically the distributive property using expanded notation and partial products At Grade Level Strong Grade Level Performance Can model 2-digit X 2-digit in at least 2 of the following ways; arrays, base 10 blocks, partial products or area model and record the process symbolically Can model 2-digit X 2-digit in more than 2 of the following ways; arrays, base 10 blocks, partial products or area model and record the process symbolically Can demonstrate an understanding of multiplication as repeated addition or combining equal groups concretely, pictorially or orally Can clearly demonstrate an understanding of multiplication as repeated addition and combining equal groups concretely, pictorially and orally Explain with manipulatives, pictures or orally why 0 X 0 = 0 Explain with manipulatives, pictures and orally why 0 X 0 = 0 Illustrate concretely, with pictures or symbolically the distributive property using expanded notation and partial products Illustrate concretely, with pictures and symbolically the distributive property using expanded notation and partial products
4. 4. Experiencing Difficulty At Grade Level Strong Grade Level Performance Cannot use at least 1 of the following mental strategies to calculate X facts: skip counting, doubling, halving, repeated doubling and halving, 9s patterns, fact families and skip counting from a known fact. Can use at least 1 of the following mental strategies to calculate X facts: skip counting, doubling, halving, repeated doubling and halving, 9s patterns, fact families and skip counting from a known fact. Can use at least 3 of the following mental strategies to calculate X facts: skip counting, doubling, halving, repeated doubling and halving, 9s patterns, fact families and skip counting from a known fact. Can use more than 3 of the following mental strategies to calculate X facts: skip counting, doubling, halving, repeated doubling and halving, 9s patterns, fact families and skip counting from a known fact. Cannot apply halving and doubling strategy to determine a product involving at least one 2-digit factor Develop strategies Approaching Grade Level With assistance can apply halving and doubling strategy to determine a product involving at least one 2-digit factor Can apply halving and doubling strategy to determine a product involving at least one 2-digit factor Can apply halving and doubling strategy to determine a product involving 2, 2-digit factors Cannot apply or explain the distributive property to determine factors that are close to multiples of 10 Carry out multiplication Requires assistance to apply or cannot explain the distributive property to determine factors that are close to multiples of 10 Can apply and explain the distributive property to determine factors that are close to multiples of 10 Can clearly explain and apply the distributive property to determine factors that are close to multiples of 10 Can recall less than half of X facts to 81 Makes frequent errors when recalling X facts to 81 Makes few errors when recalling X facts to 81 Rarely makes errors when recalling X facts to 81 Make frequent errors in recalling X facts when carrying out 2-digit X 2-digit numbers and in problem solving Makes few errors recalling X facts when carrying out 2-digit X 2-digit numbers and in problem solving Makes few errors recalling X facts when carrying out 2-digit X 2-digit numbers and in problem solving Rarely makes errors recalling X facts when carrying out 2-digit X 2-digit numbers and in problem solving Makes frequent errors when multiplying multiples of 10, 100 or 1 000 Makes some minor errors when multiplying multiples of 10, 100 or 1 000 Cannot multiply 2-digit numbers and makes frequent errors when X multi-digit by 1digit numbers Makes frequent minor errors when multiplying 2-digit numbers but makes few errors when X multi-digit by 1-digit numbers Cannot explain or justify the process used when multiplying Can partially explain but not justify the process used when multiplying 2-digit numbers Note: Estimation rubric can be used as it applies to multiplication Makes few errors when multiplying multiples of 10, 100 or 1 000 Makes few errors when multiplying 2-digit numbers Can explain and justify the process used when multiplying 2-digit numbers Rarely makes errors when multiplying multiples of 10, 100 or 1 000 Rarely makes errors when multiplying 2-digit numbers Can clearly explain and justify the process used when multiplying 2-digit numbers
5. 5. N5.3 Division Demonstrate, with and without concrete objects, an understanding of division (3 digit by 1 digit) and interpret remainders when solving problems. Experiencing Difficulty Approaching Grade Level At Grade Level Strong Grade Level Performance Analyze models Cannot model division Can model division in at Can model division in at Can model division in more beyond basic facts least 1 of the following least 2 of the following than 2 of the following ways, either with ways, either with ways, either with manipulatives, pictures and manipulatives, pictures and manipulatives, pictures and record the process record the process record the process symbolically; repeated symbolically; repeated symbolically; repeated subtraction, equal groups or subtraction, equal groups or subtraction, equal groups or sharing, subtracting equal sharing, subtracting equal sharing, subtracting equal groups groups groups Cannot apply the following mental strategies to calculate basic division facts; fact families, repeated subtraction or annexing zeros Can apply at least 1 of the following mental strategies to calculate basic division facts; fact families, repeated subtraction or annexing zeros Can apply at least 2 of the following mental strategies to calculate basic division facts; fact families, repeated subtraction or annexing zeros Can apply all of the following mental strategies to calculate basic division facts; fact families, repeated subtraction or annexing zeros Cannot explain using manipulative, pictures or orally why division by 0 is not possible Can partially explain using manipulative, pictures or orally why division by 0 is not possible Can explain using manipulative, pictures or orally why division by 0 is not possible Can clearly explain using manipulative, pictures and orally why division by 0 is not possible
7. 7. Makes frequent, major errors when diving a 3-digit number by a 1-digit number Makes frequent, major errors when diving a 3-digit number by a 1-digit number Makes few minor errors when diving a 3-digit number by a 1digit number Rarely makes errors when diving a 3-digit number by a 1digit number Makes frequent, major errors when dividing 3-digit numbers by 1-digit numbers (concretely, pictorially or symbolically) Makes frequent, major errors when dividing 3-digit numbers by 1-digit numbers (concretely, pictorially or symbolically) Makes few, minor errors when dividing 3-digit numbers by 1digit numbers (concretely, pictorially or symbolically) Rarely makes errors when dividing 3-digit numbers by 1digit numbers (concretely, pictorially or symbolically) Recalls less than half of the basic division facts Recalls less than half of the basic division facts Makes few errors when recalling division facts with dividends to 81 Rarely makes errors when recalling division facts with dividends to 81 Makes frequent, major errors recalling division facts when dividing larger numbers or solving problems involving division Carry out division Makes frequent, minor errors when solving problems involving division Makes few errors recalling division facts when dividing larger numbers or solving problems involving division Rarely makes errors in recalling division facts when dividing larger numbers or solving problems involving division Makes few, major errors when solving problems involving division Can use personal strategies to solve division problems and record the process symbolically but strategy may show flaws in reasoning or may not reach an accurate solution Cannot use personal strategies to solve division problems or record the process symbolically Interpret remainders Cannot decide what to do with remainders (disregard, round up, rename as a fraction, or rename as a decimal) or explain the reasoning behind their choice Can decide what to do with remainders (disregard, round up, rename as a fraction, or rename as a decimal) but cannot explain the reasoning behind their choice or their choice is inappropriate for the situation Note: Estimation rubric can be used as it applies to division Makes few, minor errors when solving problems involving division Can use personal strategies to solve division problems and record the process symbolically Can decide what to do with remainders (disregard, round up, rename as a fraction, or rename as a decimal) and explain the reasoning behind their choice Rarely makes errors when solving problems involving division Chooses and applies effective personal strategies to successfully solve division problems and record the process symbolically Can decide what to do with remainders (disregard, round up, rename as a fraction, or rename as a decimal) and clearly explain the reasoning behind their choice
8. 8. N5.4 Estimating Develop and apply personal strategies for estimation and computation including; front-end rounding, compensation and compatible numbers. Experiencing Difficulty Approaching Grade Level At Grade Level Strong Grade Level Performance Know whether best to Does not understand Can state whether a specific Can state whether a specific Can determine whether choose an under or over whether a chosen strategy strategy will result in an strategy will result in an specific strategies will estimate strategy. will result in an under or under or over estimate but under or over estimate and result in an over or under over estimate cannot explain why can explain why estimate and can clearly explain why. Identifies whether a specific strategy will result in an under or over estimate and why. Understands when it is appropriate to use an estimate. Cannot describe situation in which an estimate would be appropriate Cannot give a clear/logical explanation for why a specific strategy was chosen Chooses random or inappropriate estimation strategies Limited ability to explain why an under or overestimate is appropriate for a given situation Can explain why an over or under estimate is appropriate for a given situation Chooses a workable and reasonable strategy Chooses familiar estimation strategies even thought they might not be the most appropriate. Explain and apply estimation strategies; front end rounding, compatible numbers and compensation Cannot explain the process or reasoning behind any of the estimation strategies Can explain the process for applying 1 or 2 of the 3 estimation strategies Can clearly explain the process for using all 3 estimation strategies Provides a vague and or inaccurate explanation of their thinking Provides a partially clear explanation of their thinking Provides a clear and logical explanation of their thinking Can clearly explain they chose to over or underestimate in a given situation and explains the reasoning behind the chosen method Can explain why a strategy was chosen and how it was applied Chooses the most effective strategy for a given situation Can clearly explain the process for using all 3 estimation strategies as applied to all 4 operations Provides precise and insightful explanation of their thinking
9. 9. Experiencing Difficulty Apply estimation strategies; front end rounding, compatible numbers and compensation Cannot apply estimation strategies to arrive at a reasonable estimate Has difficulty demonstrating computational fluency when estimating Approaching Grade Level At Grade Level Can apply only 1 or 2 of the estimation strategies to arrive at a reasonable estimate Can apply all 3 of the estimation strategies to arrive at a reasonable estimate Makes some errors in computation when estimating Makes few minor computational errors when estimating Strong Grade Level Performance Can apply all 3 estimation strategies to arrive at a logical estimate in all operations Personalizes estimation strategies to involve numbers that are easy for themselves to work with Demonstrates computational fluency with all 3 estimation strategies that is efficient and flexible
10. 10. N5.5 Fractions Demonstrate an understanding of fractions by using concrete/pictorial representations to: compare sets of equivalent fractions and compare fractions with like and unlike denominators Experiencing Difficulty Approaching Grade Level At Grade Level Strong Grade Level Performance Model and demonstrate an Cannot use manipulatives Can model equivalent Can model equivalent Can model equivalent understanding of equivalent or pictures to model fractions with fractions with fractions with a variety of decimals equivalent fractions manipulatives or pictures manipulatives or pictures manipulatives but may not be able to Cannot explain why 2 clearly state why they are Can state why fractions are Can clearly explain why fractions are equivalent equivalent equivalent with reference to they are equivalent (with quantity references to meaning of Cannot verify whether or With limited assistance can numerators, denominators not 2 fractions are use manipulatives or Can use manipulatives, and quantity) equivalent pictures to determine if 2 pictures or symbolic given fractions are manipulation to determine Can determine if 2 given equivalent whether or not 2 give fractions are equivalent fractions are equivalent using symbolic manipulation and can clearly explain the process used Create equivalent decimals Cannot create sets of Uses concrete or pictorial Uses a symbolic strategy to Uses symbolic strategies to equivalent fractions representations to create create sets of equivalent create sets of equivalent sets of equivalent fractions fractions fractions and clearly explains why the strategy works (2/3 x 3/3 = 2/3 x 1 …multiplying by 1 doesn’t change the value
11. 11. Experiencing Difficulty Compare and order fractions Approaching Grade Level At Grade Level Can compare fractions only if they have like denominators or like numerators Can compare and order fractions with like denominators or like numerators but requires some assistance to compare and order fractions with unlike denominators Can compare fractions with like and unlike denominators with or without manipulatives or pictures (by comparing to ½ or using equivalent fractions) With some assistance can plot fractions on a number line Can use equivalent fractions to plot fractions on a number line by Can only partially explain how to use equivalent fractions to compare fractions with unlike denominators Can explain how to use equivalent fractions to compare fractions with unlike denominators Cannot plot fractions on a number line Cannot explain how to use equivalent fractions to compare fractions with unlike denominators Strong Grade Level Performance Can compare fractions with like and unlike numerators or denominators symbolically by comparing to benchmarks and using equivalent fractions Can clearly explain the process used to compare fractions Can plot fractions and mixed numbers on a number line
12. 12. N5.6 Decimal Fractions Describe, represent, compare decimals and relate decimals to fractions Experiencing Difficulty Approaching Grade Level Relating fractions and decimals Sometimes makes errors when identifying equivalent fractions and decimals Makes few errors when identifying equivalent fractions and decimals Strong Grade Level Performance Rarely makes errors when identifying equivalent fractions and decimals Requires assistance to create fraction and decimals that are equivalent Makes few errors when creating fractions and decimals that are equivalent Rarely makes errors when creating fractions and decimals that are equivalent Can write fractions with denominators of 10, 100 or 1000 as decimals Require some assistance to represent decimals with manipulatives or pictures Makes few errors when writing fractions as decimals and vice-versa Can use manipulatives or create a picture to represent decimals Rarely makes errors when writing fractions as decimals and vice-versa Can represent decimals with a variety of manipulatives and pictures Requires assistance to describe the value of each digit in a decimal Makes few errors when describing the value of each digit in a decimal Rarely makes errors when describing the value of each digit in a decimal With some assistance can create equivalent decimals Requires some assistance to use benchmarks to order decimals accurately Can create equivalent decimals Can use benchmarks to order decimals with few errors Can create sets of equivalent decimals Rarely makes errors when using benchmarks to order decimals Cannot plot decimals on a number line Requires assistance to plot decimals on a number line accurately Can plot decimals on a number line with few errors Rarely makes errors when plotting decimals on a number line Cannot compare decimals Makes some errors when comparing decimals Cannot identify equivalent fractions and decimals Cannot create fractions and decimals that are equivalent Cannot write fractions as decimals or vice-versa Representing and describing decimals Cannot represent decimals with manipulatives or pictures Cannot describe the value of each digit in a decimal Cannot create equivalent decimals Comparing and Ordering Cannot use benchmarks to order decimals At Grade Level Can compare decimals with few errors Rarely makes errors when comparing decimals
13. 13. N5.7 Adding and Subtracting Decimals Adds and subtracts decimals to thousandths Experiencing Difficulty Addition Often makes major errors when adding decimals Cannot use estimation to determine where to place the decimal point when adding decimals Cannot model or draw a picture to represent the determination of a decimal sum, and cannot record the process symbolically Subtraction Often makes major errors when subtracting decimals Cannot use estimation to determine where to place the decimal point when subtracting decimals Cannot model or draw a picture to represent the determination of a decimal difference, and cannot record the process symbolically Problem Solving Makes frequent major errors when solving problems involving decimals Approaching Grade Level Makes frequent minor errors when adding decimals Makes frequent minor errors when using estimation to determine where to place the decimal point when adding decimals Requires assistance to model or draw a picture to represent the determination of a decimal sum and record the process symbolically Makes frequent minor errors when subtracting decimals Makes frequent minor errors when using estimation to determine where to place the decimal point when subtracting decimals Requires assistance to model or draw a picture to represent the determination of a decimal difference and record the process symbolically Requires assistance to solve problems involving decimals At Grade Level Makes few minor errors when adding decimals Strong Grade Level Performance Rarely makes errors when adding decimals Makes few minor errors when using estimation to determine where to place the decimal point when adding decimals Rarely makes errors when using estimation to determine where to place the decimal point when adding decimals Can use manipulates or draw a picture to represent the determination of a decimal sum and record the process symbolically Can use a variety of manipulatives and draw pictures to represent the determination of a decimal sum and record the process symbolically Makes few minor errors when subtracting decimals Rarely makes errors when subtracting decimals Makes few minor errors when using estimation to determine where to place the decimal point when subtracting decimals Rarely makes errors when using estimation to determine where to place the decimal point when adding decimals Can use manipulates or draw a picture to represent the determination of a decimal difference and record the process symbolically Can use a variety of manipulatives and draw pictures to represent the determination of a decimal sum and record the process symbolically Makes few minor errors when solving problems involving decimals Rarely makes errors when solving problems involving decimals
14. 14. P5.1 /5.2 Patterns P5.1 Represent, analyze and apply patterns using mathematical words and notation P5.2 Write, solve and confirm solutions of sing-variable, one-step equations (with whole numbers) Experiencing Difficulty Approaching Grade Level At Grade Level Describing patterns Representing patterns Writing expressions for patterns Cannot use mathematical language/notation to describe patterns Cannot create models and pictures for patterns Cannot determine the pattern in a picture or model Cannot use variables to write expressions for patterns Analyzing patterns Cannot determine whether or not a number belongs to a given pattern Writing equations with variable Cannot write an equation using a variable to describe a pattern With assistance uses mathematical language and notation to describe patterns Makes frequent errors when working independently Can create models and pictures for patterns Able to create charts and pattern rules for patterns with some assistance With assistance can use variable to write expressions for patterns but make frequent errors when doing so independently With assistance can determine whether or not a number belongs to a given pattern but makes frequent errors when working independently (extending patterns, creating chars or solving expressions) Makes frequent errors or omissions when using variable to write equations for patterns…partially accurate Make some errors when using mathematical language and notation to describe patterns Strong Grade Level Performance Uses mathematical language and notation clearly and concisely to describe patterns, seldom make errors Can create models, pictures, charts, and pattern rules for given patterns Can create models, pictures, charts and pattern rules for given patterns and can translate a pattern from on form to another Generally accurate when using variables to write expressions for patterns Accurately uses variable to write expressions for patterns Can determine whether or not a number belongs to a given pattern using at least 1 of the following strategies; extending the pattern, making a chart, or solving the expression by replacing the variable Generally uses variable to write equations for patterns accurately…makes few errors or omissions Can determine whether or not a given number belongs to a pattern by extending the pattern, making a chart and solving the expression by replacing the variable Rarely make errors or omissions when writing equations with variable for patterns
15. 15. Experiencing Difficulty Solving equations with variables Approaching Grade Level Cannot solve one-step equations with single variables With some assistance can solve one-step equations with single variables Cannot explain what part of a problem the variable represents Requires assistance to determine what part of a problem a variable represents At Grade Level Can solve one-step equations with single variables though may make some calculation or procedural errors Can clearly explain what part of a problem a variable represents Strong Grade Level Performance Can solve one-step equations with single variables including any operation accurately and consistently Can clearly explain what part of a problem a variable represents and its relationship to the equation
16. 16. Statistics and Probability SP5.1 state the difference between first and second hand data SP5.2 construct and interpret double bar graphs SP5.3 describe, compare, predict and test the likelihood of outcomes in probability situations Experiencing Difficulty Approaching Grade Level First and second hand data Unable to explain or demonstrate the difference between first and second hand data Unable to identify data as first or second hand At Grade Level Partially able to explain or demonstrate the difference between first and second had data Not always able to identify whether data is first or second hand Able answer or create logical questions based on first or second hand data Able to explain and demonstrate the difference between first and second hand data Able to identify examples of first and second hand data Draws faulty conclusions when interpreting double bar graphs Makes frequent minor errors/omissions when creating double bar graphs; including labels, legends and scales Draws basic conclusions when interpreting double bar graphs Unable to create or answer basic, questions relating the construction or interpretation of double bar graphs Often inaccurate when categorizing outcomes in probability situations as impossible, possible or certain Able to create and answer basic questions relating to the construction and interpretation of double bar graphs Sometimes inaccurate when categorizing outcome in probability situations as impossible, possible or certain Generally accurate, making few errors or omissions in creating double bar graphs (including labels, legends and scales) Draws appropriate conclusions when interpreting double bar graphs Able to create and answer logical questions related to the construction and interpretation of double bar graphs Generally accurate, makes few errors when categorizing outcomes in probability situations as impossible, possible or certain Unable to create or answer questions based on first and second hand data Double bar graphs Probability outcomes Often makes major errors when creating double bar graphs (including labels, legends and scales) Able to create and answer questions based on first and second hand data Strong Grade Level Performance Able to clearly demonstrate and explain the difference between first and second had data Able to give examples of first and second had data Able to create and answer insightful questions based on first and second hand data Rarely makes errors or omissions when constructing double bar graphs (including labels, legends and scales) Draws insightful conclusions when interpreting double bar graphs Able to create and answer insightful questions related to the construction and interpretation of double bar graphs Mostly accurate; rarely makes errors or omissions when categorizing outcomes in probability situations as impossible, possible or certain
17. 17. Experiencing Difficulty Approaching Grade Level At Grade Level Has difficulty designing and carrying out probability experiments successfully With limited help uses strategies with partial success to design and carry out probability experiments Uses appropriate strategies to design and carry out probability experiments successfully Strong Grade Level Performance Uses appropriate, often innovative strategies with a high degree of success to design and conduct probability experiments Designs and successfully carries out effective probability experiments Is unable to analyze data to make predictions about future outcomes (as impossible, possible or certain) Cannot list all the outcomes of a probability experiment or cannot explain why the are equally, more or less like to occur Analyzes data but superficially and makes simple predictions but may not be able to explain reasons why outcomes are possible, impossible or certain Can list all the possible outcomes of a probability experiment but explanations of whether they are more, less or equally likely is only partially clear Analyzes data and makes logical predictions (impossible, possible or certain) and states reasoning behind prediction Analyzes data and makes insightful predictions about future outcomes as impossible, possible or certain, and clearly states reasons for predictions Can list all possible outcomes of a probability experiment and clearly explains why they are less, equally or more likely to occur Can list all the outcomes of a probability experiment and precisely explain why they are equally, more or less likely to occur
18. 18. SS5.1 Shape and Space (area and perimeter) Design and construct different rectangles given perimeter, area or both (whole numbers) Experiencing Difficulty Approaching Grade Level Creating rectangles Analyzing rectangles Unable to create 2 different rectangles with the same perimeter even with the use of manipulatives or grids Cannot create 2 different rectangles with the same area Cannot accurately explain why rectangles with the same perimeters can have different shapes and area Cannot accurately explain why rectangles with greater areas do not always have greater perimeters (and vice-versa) Cannot explain which rectangles would be appropriate for a given situation At Grade Level Requires some assistance to create 2 different rectangle with the same perimeter Able to create 2 different rectangles with the same perimeter Strong Grade Level Performance Able to create more tan 2 different rectangles with the same perimeter Can create 2 different rectangles with the same area Can give a partially accurate explanation about why rectangles with the same perimeters can have different shapes and areas Can give a partially accurate explanation of why rectangles with greater areas do not always have greater perimeters (and vice-versa Can create more than 2 different rectangles with the same area Can explain why rectangles with the same perimeter can have different shapes and areas Can create more than 3 different rectangles with the same area Can clearly explain why rectangles with the same perimeters can have different shapes and areas Can explain why rectangles with greater area do not always have greater perimeters (and vice-versa) Explanation of which rectangles would be appropriate for a given situation is unclear or show some flaws in the reasoning behind the choice Can explain which rectangles would be appropriate for a given situation Can clearly explain why rectangles with greater areas do not always have greater perimeters (and vice-versa) and how knowing this could impact choices in real life situations Can explain which rectangles would be appropriate for a given situation and clearly describe the reasoning behind their choice
19. 19. Shape and Space (Length) 5.2 select and justify referents for mm and model/describe the relationship between mm, cm and m Experiencing Difficulty Referents for mm Cannot give an appropriate referent for mm Cannot use referents for mm to determine a reasonable estimate of a linear measurement Relationship between mm, cm and m Cannot calculate conversions between mm, cm and m Cannot identify the standard unit (mm, cm or m) that would be appropriate for a linear measurement in a given situation Approaching Grade Level Can give a referent for mm but it may not be the most appropriate Uses referents for mm to determine approximate linear measurements but resulting estimate is not always reasonable Requires assistance to calculate conversions between mm, cm and m Makes frequent errors when calculating conversions independently Can identify a standard unit for a given linear measurement situation but that unit may not be the most appropriate choice At Grade Level Can give at least 1 appropriate referent for mm Uses referents for mm to determine acceptable estimates of linear measurements Strong Grade Level Performance Can give 2 or more appropriate referents for mm Uses referents for mm to determine appropriate estimates of linear measurements Makes few minor errors when calculating conversions between mm, cm and m Calculates conversions between mm, cm and m accurately Can identify the standard unit (mm, cm or m) that would be appropriate for a linear measurement in a given situation Identifies the most appropriate standard unit for a linear measurement in a given situation
20. 20. Shape and Space (Volume) SS5.3 Measure and record volume in ㎤ or ㎥ Select and justify referents for ㎤ or ㎥ Estimate volume by using referents for ㎤ or ㎥ Construct rectangular prisms for a given volume Experiencing Difficulty Referents Cannot give a referent for ㎤ or ㎥ Often makes errors when identifying which standard unit is represented by a specific referent Cannot use referents to determine acceptable estimates of the volumes of 3-D objects Measuring Constructing rectangular prisms Cannot measure and record the volumes of 3-D objects with an acceptable degree of accuracy Cannot construct a rectangular prism for a given volume Approaching Grade Level At Grade Level Can give at least 1 appropriate referent for ㎤ Can give at least 1 appropriate referent for ㎤ Strong Grade Level Performance Can give more than 1 appropriate referent for ㎤ or ㎥ but cannot clearly explain the reasoning behind their choice or ㎥ and explain the reasoning behind their choice or ㎥ and clearly explain the reasoning behind their choice Makes some errors when identifying which standard unit is represented by a specific referent Can use referents to determine estimates of the volumes of 3-D objects but the resulting estimate may not always be reasonable Makes frequent minor errors when measuring and recording the volumes of 3-D objects With assistance can construct a rectangular prism for a given volume Makes few errors when identifying which standard unit is represented by a specific referent Can use referents to determine acceptable estimates of the volumes of 3-D objects Rarely makes errors when identifying which standard unit is represented by a specific referent Can use referents to determine appropriate estimates of the volumes of 3-D objects Makes few minor error when measuring and recording the volumes of 3D objects Can construct a rectangular prism for a given volume Can accurately measure and record the volumes of 3-D objects Can construct more than 1 rectangular prisms for a given volume
21. 21. Shape and Space (Capacity) 5.4 Measure and record capacity in ml or L Describe the relationship between ml and L, Select and justify referents for and estimate capacity in ml and L Experiencing Difficulty Approaching Grade Level Referents Cannot give any appropriate referents for ml and L Cannot identify which standard unit is represented by a specific referent Cannot use referents to determine acceptable estimates of the capacity of containers Measuring and recording Cannot measure and record the capacity of containers Relationship between ml and L Cannot use manipulatives to show the relationship between ml and L At Grade Level Strong Grade Level Performance Can give more than 1 appropriate referent for ml and L and explain the reasoning behind their choice Can give at least 1 appropriate referent for ml and L but cannot clearly explain the reasoning behind their choice Can give at least 1 appropriate referent for ml and L and explain the reasoning behind their choice Makes some errors when identifying which standard unit is represented by a specific referent Can use referents to determine estimates of the capacities of containers but the resulting estimates may not be reasonable Makes some errors when measuring and recording the capacity of containers Makes few errors when identifying which standard unit is represented by a specific referent Can use referents to determine acceptable estimates of the capacities of containers Rarely makes errors when identifying which standard unit is represented by a specific referent Can use referents to determine appropriate estimates of containers Makes few minor error when measuring and recording the capacity of containers Can use manipulatives to show the relationship between ml and L Rarely makes errors when measuring and recording the capacity of containers With assistance can use manipulatives to show the relationship between ml and L Can show the relationship between ml and L using a variety of manipulatives
22. 22. Shape and Space (Geometry) SS5.5 determine if edges and faces of 3-D objects and 2-D shapes are parallel, intersecting, perpendicular, vertical or horizontal Experiencing Difficulty Approaching Grade Level At Grade Level Strong Grade Level Performance Identifies edges, faces and Often makes major Makes frequent but minor Makes few Rarely makes lines of 2-D shapes and 3-D errors/omissions in errors/omissions when errors/omissions when errors/omission when objects identifying edges, faces and identifying edges, faces and identifying edges, faces and identifying edges, faces and lines of 2-D shapes and 3-D lines of 2-D shapes and 3-D lines of 2-D shapes and 3-D sides of 2-D shapes and 3-D objects objects objects objects Determines if edges, faces Often makes major Makes frequent minor Makes few Rarely makes when and lines of 2-D shapes and errors/omissions when errors/omissions when errors/omissions when determining whether or not 3-D objects are parallel, determining whether or not determining whether or not determining whether or not edges, faces and lines of 2-D intersecting, perpendicular, edges, faces and lines of 2-D edges, faces and lines of 2-D edges, faces and lines of 2-D shapes and 3-D objects are vertical or horizontal shapes and 3-D objects are shapes and 3-D objects are shapes and 3-D objects are parallel, intersecting, parallel, intersecting, parallel, intersecting, parallel, intersecting, perpendicular, vertical or perpendicular, vertical or perpendicular, vertical or perpendicular, vertical or horizontal horizontal horizontal horizontal Explains what it means for Gives a vague or inaccurate Gives a partially accurate Can describe what it means Can clearly and concisely lines, edges or face of 2-D description of what it description of what it for a line, edge, or face of a describe what it means for a shapes and 3-D objects means for a line, edge, or means for a line, edge, or 2-D shape or 3-D object to line, edge, or face of a 2-D face of a 2-D shape or 3-D face of a 2-D shape or 3-D be parallel, intersecting, shape or 3-D object to be object to be parallel, object to be parallel, perpendicular, vertical or parallel, intersecting, intersecting, perpendicular, intersecting, perpendicular, horizontal through physical perpendicular, vertical or vertical or horizontal vertical or horizontal movement, orally or in horizontal through physical through physical through physical writing movement, orally or in movement, orally or in movement, orally or in writing writing writing