Name Date Grade 5 Master 2.1
Unit Rubric: Whole Numbers Level 1 Level 2 Level 3 Level 4 makes and carries out a plan to pose and solve problems and check results; rarely results in an accurate solution makes and carries out a plan to pose and solve problems and check results; frequently results in an accurate solution makes and carries out a plan to pose and solve problems and check results; usually results in an accurate solution makes and carries out a plan to pose and solve problems and check results; always results in an accurate solution may be unable to demonstrate or explain: – place value – estimation – processes and solutions – choice of operation and calculation method may only be partially able to demonstrate and explain: – place value – estimation – processes and solutions – choice of operation and calculation method demonstrates and explains: – place value – estimation – processes and solutions – choice of operation and calculation method in various contexts, demonstrates and explains: – place value – estimation – processes and solutions – choice of operation and calculation method with limited effectiveness: – reads, represents, compares, and orders numbers (to 100 000) – solves problems involving addition, subtraction, multiplication, and division, using a variety of strategies, including mental math with some effectiveness: – reads, represents, compares, and orders numbers (to 100 000) – solves problems involving addition, subtraction, multiplication, and division, using a variety of strategies, including mental math with considerable effectiveness: – reads, represents, compares, and orders numbers (to 100 000) – solves problems involving addition, subtraction, multiplication, and division, using a variety of strategies, including mental math with a high degree of effectiveness: – reads, represents, compares, and orders numbers (to 100 000) – solves problems involving addition, subtraction, multiplication, and division, using a variety of strategies, including mental math presents work with little clarity or precision; needs assistance to describe procedures and express mathematical thinking presents work, describes procedures, and expresses mathematical thinking with some clarity and precision presents work, describes procedures, and expresses mathematical thinking with general clarity and precision presents work, describes procedures, and expresses mathematical thinking clearly, precisely, and confidently Thinking • makes and carries out a plan to pose and solve problems, using a range of strategies and uses estimation to judge the reasonableness of solutions (e.g., mental math, using calculators, Base Ten Blocks) Knowledge and Understanding • shows understanding of operational sense, proportional and quantitative relationships by appropriately demonstrating and explaining: – place value – estimation of sums, differences, products, and quotients – processes and solutions – choice of operation and calculation method Application • with accuracy: – reads, represents, compares, and orders numbers (to 100 000) – solves problems involving addition, subtraction, multiplication, and division, using a variety of strategies, including mental math Communication • presents work, describes procedures, and expresses mathematical thinking clearly This page may have been modified from its original. 55 Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 2.2
Ongoing Observations: Whole Numbers The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning. STUDENT ACHIEVEMENT: Whole Numbers Student Thinking § Makes and carries out a plan to pose and solve problems, and check problem solutions Knowledge and Understanding Application Communication § Explains place § Reads, represents, § Expresses value, estimates, processes, and solutions § Justifies choice of operation and method compares, orders § Solves problems involving addition, subtraction, multiplication, and division, using a range of strategies mathematical thinking clearly § Presents work, procedures, and reasoning clearly Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness 56 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 2.3
Thinking • uses critical/creative processes (e.g., making and carrying out a plan) to solve and create problems involving whole numbers, and check reasonableness of results, using appropriate strategies Knowledge and Understanding • shows understanding of quantity and operational sense by offering reasonable explanations of strategies, procedures, and results Application • with accuracy: – performs operations (e.g., addition, subtraction, multiplication, division) – reads, represents, compares, and orders whole numbers Communication • expresses mathematical thinking clearly, using appropriate mathematical terminology and symbols Performance Assessment Rubric: On the Dairy Farm Level 1 Level 2 Level 3 Level 4 uses critical/creative processes to solve and create problems and check results with limited success; uses few simple strategies uses critical/creative processes to solve and create problems and check results with some success; uses some appropriate strategies successfully uses critical/creative processes to solve and create problems and check results; uses appropriate strategies successfully and effectively uses critical/creative processes to solve and create problems and check results; uses innovative and appropriate strategies shows very limited understanding of quantity and operational sense by giving inappropriate explanations of strategies, procedures, and results that use few concepts related to whole numbers shows limited understanding of quantity and operational sense by giving appropriate but incomplete explanations of strategies, procedures, and results using some concepts related to whole numbers shows understanding of quantity and operational sense by giving appropriate explanations of strategies, procedures, and results using relevant concepts related to whole numbers shows thorough understanding of quantity and operational sense by giving appropriate and complete explanations of strategies, procedures, and results using relevant concepts related to whole numbers with limited effectiveness: – performs operations (e.g., addition, subtraction, multiplication, division) – reads, represents, compares, and orders whole numbers with some effectiveness: – performs operations (e.g., addition, subtraction, multiplication, division) – reads, represents, compares, and orders whole numbers with considerable effectiveness: – performs operations (e.g., addition, subtraction, multiplication, division) – reads, represents, compares, and orders whole numbers with a high degree of effectiveness: – performs operations (e.g., addition, subtraction, multiplication, division) – reads, represents, compares, and orders whole numbers expresses mathematical thinking unclearly and imprecisely expresses mathematical thinking with some clarity expresses mathematical thinking clearly and precisely expresses mathematical thinking clearly, precisely, and confidently This page may have been modified from its original. 57 Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 2.4
Unit Summary: Whole Numbers Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category. Most Consistent Level of Achievement* Strand: Number Sense and Numeration Thinking Knowledge Application and Understanding Ongoing Observations Strategies Toolkit (Lesson 14) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem On the Dairy Farm Achievement Level for reporting *Use Ontario Achievement Levels 1, 2, 3, 4. Self­Assessment: Comments: (Strengths, Needs, Next Steps) 58 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Communication Overall