2012 2013 Quarter 2 5th Grade Math Rubric

2012-2013 Quarter 2 – 5th Grade Math Rubric Mathematics

Rubric Key: - Standards introduced and assessed - Standards maintained and assessed as needed

Operations and Algebraic ThinkingWrite and interpret numerical expressions.

Standard 4 3 2 1 NotesMCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Uses and evaluates problems with parentheses, brackets, and braces with no procedural or computational errors all of the time.

Consistently uses and evaluates problems with parentheses, brackets, and braces with few procedural or computational errors most of the time.

Shows progress, but inconsistently uses and evaluates problems with parentheses, brackets, and braces some of the time.

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

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

MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Communicates mathematical ideas by writing simple expressions that record calculations with numbers, and interprets numerical expressions all of the time.

Consistently communicates mathematical ideas by writing simple expressions that record calculations with numbers, and interprets numerical expressions with few procedural or computational errors most of the time.

Shows progress, but inconsistently communicates mathematical ideas by writing simple expressions that record calculations with numbers, and interprets numerical expressions some of the time.

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.

Number & Operations in Base TenUnderstand the place value system.

Standard 4 3 2 1 NotesMCC5.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.

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.

Consistently 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 few procedural or computational errors most of the time.

Shows progress, but inconsistently 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 some of the time.

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.

September 18, 2012 Grade 5: Quarter 2 1 of 10


Standard 4 3 2 1 NotesMCC5.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.

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.

Consistently 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) with few procedural or computational errors most of the time.

Shows progress, but inconsistently 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) some of the time.

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).

Make sure to use concepts of exponential notation.

Be sure to 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.

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.

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.

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.3a347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

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.

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.



Standard 4 3 2 1 NotesMCC5.NBT.4 Use place value understanding to round decimals to any place.

Uses place value understanding to round decimals to any place with no procedural errors all of the time.

Consistently uses place value understanding to round decimals to any place with few procedural errors most of the time.

Shows progress, but inconsistently uses place value understanding to round decimals to any place some of the time.

Shows minimal progress or seldomly uses place value understanding to round decimals to any place.

Perform operations with multi-digit whole numbers and with decimals to hundredths.MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Solves multi-digit multiplication problems with no procedural or computational errors all of the time.

Consistently solves multi-digit multiplication problems with few procedural or computational errors most of the time.

Shows progress, but inconsistently solves multi-digit multiplication problems some of the time.

Shows minimal progress or seldomly uses strategies to solve multi-digit multiplication problems.

Fluency has been interpreted to mean that a student solves multi-digit multiplication problems effortlessly and correctly most of the time.

MCC5.NBT.6 Find whole-number 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.

Finds whole-number quotients of whole numbers with up to four-digit dividends and two digit divisors with no procedural or computational errors all of the time.

*See note.

Consistently finds whole-number 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 whole-number quotients of whole numbers with up to four-digit dividends and two digit divisors.

*See note.

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.


Number & Operations in Base TenPerform operations with multi-digit whole numbers and with decimals to hundredths.

Standard 4 3 2 1 NotesMCC5.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.

Adds, subtracts, multiplies, and divides decimals with no procedural or computational errors all of the time.

Consistently adds, subtracts, multiplies, and divides decimals with few procedural or computational errors most of the time.

Shows progress, but inconsistently adds, subtracts, multiplies, and divides decimals some of the time.

Shows minimal progress or seldomly adds, subtracts, multiplies, and divides decimals.

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.

Number and Operations – FractionsUse equivalent fractions as a strategy to add and subtract fractions

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.

Add and subtract fractions and mixed numbers with unlike denominators with no procedural or computational errors all of the time.

Consistently adds and subtracts fractions and mixed numbers with unlike denominators with few procedural or computational errors most of the time.

Shows progress, but inconsistently adds and subtracts fractions and mixed numbers with unlike denominators some of the time.

Shows minimal progress or seldomly adds and subtracts fractions with unlike denominators and mixed numbers.

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


Number and Operations – FractionsUse equivalent fractions as a strategy to add and subtract fractions

Standard 4 3 2 1 NotesMCC5.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.

Solve word problems involving addition and subtraction of fractions with no procedural or computational errors all of the time.

Consistently solve word problems involving addition and subtraction of fractions with few procedural or computational errors most of the time.

Shows progress, but inconsistently solves word problems involving addition and subtraction of fractions some of the time.

Shows minimal progress or seldomly solves word problems involving addition and subtraction of fractions.

Solve problems by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions (0, ½, 1) to estimate mentally and assess the reasonableness of answers.For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.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.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b) and solve word problems involving division of whole numbers with no procedural or computational errors all of the time.

Consistently interprets a fraction as division of the numerator by the denominator (a/b = a ÷ b) and solves word problems involving division of whole numbers with few procedural or computational errors most of the time.

Shows progress, but inconsistently interprets a fraction as division of the numerator by the denominator (a/b = a ÷ b) and/or inconsistently solves word problems involving division of whole numbers some of the time.

Shows minimal progress or seldomly interprets a fraction as division of the numerator by the denominator (a/b = a ÷ b) and/or solves word problems involving division of whole numbers with no procedural or computational errors.

Use visual fraction models or equations to represent the problem.

For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size ¾. 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?


Number and Operations – FractionsApply and extend previous understandings of multiplication and division to multiply and divide fractions.

Standard 4 3 2 1 NotesMCC5.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.

Multiply a fraction or whole number by a fraction by interpreting the product (a/b) × q as a parts of a partition of q into b equal parts with no procedural or computational errors all of the time.

Consistently multiplies a fraction or whole number by a fraction by interpreting the product (a/b) × q as a parts of a partition of q into b equal parts with few procedural or computational errors most of the time.

Shows progress, but inconsistently multiplies a fraction or whole number by a fraction by interpreting the product (a/b) × q as a parts of a partition of q into b equal parts some of the time.

Shows minimal progress or seldomly multiplies a fraction or whole number by a fraction by interpreting the product (a/b) × q as a parts of a partition of q into b equal parts.

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.)

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.

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.


Number and Operations – Fractions

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.Standard 4 3 2 1 Notes

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.

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.

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.

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 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.

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 = (n×a)/(n×b) to the effect of multiplying a/b by 1.

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.

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.

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.

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.


Number and Operations – Fractions

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Standard 4 3 2 1 Notes

MCC5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers.

Solve real world problems involving multiplication of fractions and mixed numbers with no procedural or computational errors all of the time.

Consistently solves real world problems involving multiplication of fractions and mixed numbers with few procedural or computational errors most of the time.

Shows progress, but inconsistently solves real world problems involving multiplication of fractions and mixed numbers some of the time.

Shows minimal progress or seldomly solves real world problems involving multiplication of fractions and mixed numbers

Use visual fraction models or equations to represent the problem.

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 non-zero whole number, and compute such quotients.

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.

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.

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.

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.


Measurement and DataRepresent and interpret data

Standard 4 3 2 1 NotesMCC5.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.

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

Consistently makes line plots using given data and solves problems using the data in the line plot with few procedural errors most of the time.

Shows progress, but inconsistently makes line plots using given data and inconsistently solves problems using the data in the line plot some of the time.

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

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.


2012 2013 Quarter 2 5th Grade Math Rubric

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