Fifth Grade Competency Based Instruction Rubric.docxbcpshelpdeskelementarymath.weebly.com/uploads/6/3/... · Web view... model one-step linear equations in one variable, ... writes

Math Standard 5.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth.

Definition Key Verbs at Level

Bloom’s Taxonomy/Webb’s

Depth of Knowledge Level

4- Above Proficient

Superior performance with independence

Student will create real-life scenarios in which rounding is necessary (money, statistics, etc.) and work through those problems.

applyteachcreateproducesolve

Blooms level 5,6: synthesis, evaluationWebb level 3: strategic thinkingWebb level 4: extended thinking

3- Proficient (based on SOL Curriculum Framework)

Adequate performance and accuracy

● Student accurately rounds to a given place value (whole, tenth, hundredth)

● Student will generate decimals that will round to a given place (whole, tenths, hundredths)

createproducesolverestateexplain

Blooms level 3,4,5: application, analysis, synthesisWebb level 2: skill/conceptWebb level 3: strategic thinking

2- Below Proficient

Meets competency with assistance, needs support and practice

Student can define rounding and know place value, but are inconsistent with rounding skill proficiency, rounding to the wrong place value or incorrectly rounding.

restateexplainreciteidentifyname

Blooms level 1,2: knowledge, comprehensionWebb level 1: recall

1- Insufficient Evidence of Proficiency

Has difficulty, even with support

Student cannot show proficiency in any of the skills described in the proficient category.

reciteidentifyname

Math Standard 5.2 The student willa) recognize and name fractions in their equivalent decimal form and vice versa; andb) compare and order fractions and decimals in a given set from least to greatest and greatest to least.




4- Above Proficient

Superior performance with independence

● student recognizes fraction equivalents in ratios and percentages● student identifies fractions, decimals and percents from a representation

relatecompareevaluaterepresentanalyzerecognizenameorder



Adequate performance and accuracy

● Student recognizes equivalent fractions and decimals● student compares fractions and decimals● student orders fractions and decimals from least to greatest and greatest

to least

recognizenamecomparerepresentorder


2- Below ProficientMeets competency with assistance, needs support and practice

Student is inconsistent with accurately recognizing equivalent fractions & decimals, and/or comparing & ordering fractions & decimals.

explainrecognizedefinematchreciteidentifyname



Has difficulty, even with


reciteidentifyname

support

Math Standard 5.3 The student willa) identify and describe the characteristics of prime and composite numbers; andb) identify and describe the characteristics of even and odd numbers.




4- Above ProficientSuperior performance with independence

● student applies knowledge of prime/composite, odd/even numbers when using divisibility rules and when creating equivalent fractions by multiplying or dividing

connectapply conceptsrelateconsideridentifydescriberepresentexplaindemonstrate



● student identifies and describes characteristics of prime and composite numbers

● student identifies and describes characteristics of odd and even numbers

identifydescriberepresentexplaindemonstrate


2- Below Proficient Student is inconsistent with identifying and describing prime, composite, odd and even numbers.

identifydefinenames/lists


1- Insufficient Evidence of Student cannot show proficiency in any of the skills described in the proficient

Proficiency category.

Math Standard 5.4 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.




4- Above Proficient ● student creates multi-step problems containing some “extra” information that is not needed to solve problem

● student determines when exact answer is needed verses estimate

extendevaluatecreateproveteach

Blooms level 6: evaluationWebb level 3: strategic thinkingWebb level 4: extended thinking


● student identifies appropriate operation(s) needed to solve problem● student creates multi-step problems using all four operations● student uses estimation to check for reasonableness

decideestimatesolvecreateplanlook backretell


2- Below Proficient Student is inconsistent with solving and/or unable to create multi-step practical problems involving whole numbers.

identifycalculate




Math Standard 5.5 The student willa) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); andb) create and solve single-step and multistep practical problems involving decimals.




4- Above Proficient ● student creates and solves single and multi-step word problems using fractions

● student solves decimal division problems with decimal dividends AND divisors

● student solves decimal computations with 3 or more decimal numbers

createevaluateteachextend



● student finds sum, difference, product, quotient of two decimals through thousandths

● student creates & solves single and multi-step problems using decimals

solvecreateselectdetermineestimate


2- Below Proficient Student is inconsistent with computation of decimal numbers and/or unable to create multi-step practical problems with decimal numbers.

recognizenamememorizecalculate




Math Standard 5.6 The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.




4- Above Proficient ● student uses denominators greater than 12● student multiplies or divides fractions● student can teach methods to peers

extendevaluateteachcompareapply



● student accurately adds and subtracts fractions and mixed numbers● student expresses answers in simplest form● student creates and identifies equivalent fractions● student identifies LCM and LCD and use to solve problems

solvereducemodelexpresscomparedevelopestimate


2- Below Proficient Student is inconsistent with adding and subtracting fractions and mixed numbers in practical problems and reducing answers to simplest form.

calculate Blooms level 1,2: knowledge, comprehensionWebb level 1: recall



Math Standard 5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.




4- Above Proficient ● student solves expressions including exponents using order of operations● student solves expressions containing brackets and braces● student recognizes different symbols used to identify division or

multiplication● student solves expressions using order of operations with negative

numbers

extendapply conceptsanalyzeevaluatecombine



● student uses order of operations to simplify and solve expressions● student describes correct order of operations when solving expressions

simplifysolveprioritizedescribe


2- Below Proficient Student inconsistently uses the order of operations to solve problems with whole numbers.

calculaterecall




Math Standard 5.8 The student willa) find perimeter, area, and volume in standard units of measure;b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation;c) identify equivalent measurements within the metric system;d) estimate and then measure to solve problems, using U.S. Customary and metric units; ande) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units.




4- Above Proficient ● student can measure to nearest 1/16 of an inch● student finds area of shapes other than square, rectangle, right triangle● student determines level of accuracy needed for given situation

extendjudgeevaluaterevise



● student uses appropriate formulas to find area, perimeter and volume and recognizes appropriate situation for using each

● student selects appropriate units of measurement when measuring various objects and measures accurately

● student recognizes metric/customary equivalents

measureestimatedeterminechoose/select


2- Below Proficient Student can define perimeter, area, and volume, but inconsistently determines which is appropriate for given situations.Student is unable to determine the appropriate unit of measurement for given situations and consistently estimate and/or measure using Customary and metric units.

definecalculateestimate




Math Standard 5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.




4- Above Proficient ● student determines circumference and area of a circle by solving practical problems

solveapply



● student identifies radius, chord, diameter and circumference & describes the relationship between the parts

identifydescribemeasure


2- Below Proficient Student inconsistently identifies and/or describes diameter, radius, chords, or circumference of given circles.

identifydescribe




Math Standard 5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.




4- Above Proficient ● student will determine elapsed time extending beyond a 24 hour period, including weeks, days, hours, minutes

extendanalyze



Student will determine elapsed time within a 24 hour period● student will determine start time when given end time and elapsed time● student will determine end time when given start time and elapsed time● student will determine elapsed time when given start and end times

counting ondeterminereasonanalyze


2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

● find elapsed time within 12 hour period

identifyrecite




Math Standard 5.11 The student will measure right, acute, obtuse, and straight angles.




4- Above Proficient ● Student can draw examples of each type of angle, including drawing an angle to a specified degree

● Student can teach peers how to measure and create angles

createteach



● student can measure angles to nearest degree● student can find missing angle given a whole and some of the parts

measuresolvecompare


2- Below Proficient Student can identify types of angles, but inconsistently measures given angles. identifymeasure




Math Standard 5.12 The student will classifya) angles as right, acute, obtuse, or straight; andb) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.

Definition Key Verbs at Bloom’s

Level Taxonomy/Webb’s Depth of Knowledge

Level

4- Above Proficient ● Student will create shapes using various types of angles● student will identify types of angles found in various quadrilaterals

createanalyzecritiqueconnect



● Student can classify angles as right, straight, acute, obtuse● Student can classify triangles as right, acute, obtuse, equilateral, scalene,

isosceles

classifycompareanalyze


2- Below Proficient Student inconsistently identifies angles and triangles. identify Blooms level 1,2: knowledge, comprehensionWebb level 1: recall



Math Standard 5.13 The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), willa) develop definitions of these plane figures; andb) investigate and describe the results of combining and subdividing plane figures.




4- Above Proficient ● student identifies congruence and non-congruence between two shapes construct Blooms level 5,6:

● student can construct congruent segments, angles and polygons analyzecritiquedesign

synthesis, evaluationWebb level 3: strategic thinkingWebb level 4: extended thinking


● student defines plane figures according to their sides and angles● student investigates and describes the results of combining and

subdividing plane figures

investigatedefinedescribedifferentiateanalyze


2- Below Proficient Student is inconsistent with defining plane figures and the results of combining or subdividing figures.

identifydefine




Math Standard 5.14 The student will make predictions and determine the probability of an outcome by constructing a sample space.




4- Above Proficient ● student creates sample space with more than 24 possible outcomes● students differentiate between dependent and independent events

apply conceptsanalyzecreaterelateevaluate



● student constructs sample space, using tree diagram and lists/charts, to identify all possible outcomes

● student predicts and determines probability of an outcome by constructing a sample space (24 outcomes or less)

● student differentiates between theoretical and experimental probability

predictconstructrepresentreasonconnectinterpretcollectorganize


2- Below Proficient Student inconsistently uses sample space to predict and/or determine probability of given outcomes.




Math Standard 5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs.




4- Above Proficient ● students create line graphs with more than 6 continuous points● students construct and interpret circle graphs● student compare/contrast graphs

createcompareanalyzeinterpretrelateevaluate



● student collects and organizes data into chart, table, stem & leaf plot, or line graph

● student constructs line graphs up to 6 continuous points (ex; 6 days, 6 months, etc)

● constructs stem & leaf plots with stems and leaves in ascending order

analyzerecognizecollectinterpretobservedisplayconstruct


2- Below Proficient Student collects and organizes data, but is unable to accurately interpret data in stem-and-leaf plots or line graphs.

collectorganizeconstruct




Math Standard 5.16 The student willa) describe mean, median, and mode as measures of center;

b) describe mean as fair share;c) find the mean, median, mode, and range of a set of data; andd) describe the range of a set of data as a measure of variation.




4- Above Proficient ● describe which measure of center is appropriate for a given situation● describe mean as a balance point

supportevaluaterecommendcompare



● student describes mean, median, mode, range of set of data● student describes range as measure of variation● student describes mean, median, mode as measures of center● mean is fair share● student describes impact on measures of center when a single value is

added, removed or changed

describesexplainsrelatescollectorganizeanalyze


2- Below Proficient Student confuses terms/definitions, inconsistently determining mean, median, mode, and range of given data.

recalldefinecalculate




Math Standard 5.17 The student will describe the relationship found in a number pattern and express the relationship.




4- Above Proficient ● student differentiates between arithmetic (additive) and geometric (multiplicative) patterns

critiquesummarizecompare



● student describes numerical and geometric patterns● student describes relationships found in patterns, using words, tables,

and symbols● Student extends patterns

analyzedescribegeneralizeextends


2- Below Proficient ● Student struggles to extend the pattern, identify the repeating part, or determine the “rule” for the pattern

identifylabel




Math Standard 5.18 The student willa) investigate and describe the concept of variable;b) write an open sentence to represent a given mathematical relationship, using a variable;c) model one-step linear equations in one variable, using addition and subtraction; andd) create a problem situation based on a given open sentence, using a single variable.




4- Above Proficient ● Student writes open sentences using more than one variable● student creates problem situation using more than one variable

synthesizecreatedesign



● student describes a variable as a symbol that stands for unknown number or object

● student writes an open sentence (contains variable and = sign) to represent a given mathematical relationship using a variable

identifycreateexpressrepresent


2- Below Proficient ● student incorrectly uses a variable to create an open sentence● student inconsistent in using a variable to express a problem situation

identifylabelrecall




Math Standard 5.19 The student will investigate and recognize the distributive property of multiplication over addition.




4- Above Proficient ● student uses the double-distributive property to simplify expressions apply concepts



● student recognizes and uses distributive property to simplify expressions● student recognizes equations that represent distributive property

recognizeapplyevaluate


2- Below Proficient Student recognizes the distributive property of multiplication over addition, but is inconsistent with application skills.

recognizecalculate




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Fifth Grade Competency Based Instruction Rubric.docxbcpshelpdeskelementarymath.weebly.com/uploads/6/3/... · Web view... model one-step linear equations in one variable, ... writes