Name Date Grade 5 Master 8.1
Unit Rubric: Fractions and Decimals Level 1 Level 2 Level 3 Level 4 makes and carries out a plan to pose and solve problems with decimals and fractions, using a limited range of appropriate strategies; rarely results in an accurate solution makes and carries out a plan to pose and solve problems with decimals and fractions, using some appropriate strategies; usually results in a partially accurate solution makes and carries out a plan to pose and solve problems with decimals and fractions, using appropriate strategies; usually results in an accurate solution makes and carries out a plan to pose and solve problems with decimals and fractions accurately, using appropriate strategies that may offer an innovative approach may be unable to demonstrate and explain: – equivalent fractions and decimals – patterns involving fractions – fractions, improper fractions, mixed numbers, and their relationships – relationship of fractions to division and to decimals – estimation of decimal products and quotients – justification for chosen strategies may only be partially able to demonstrate and explain: – equivalent fractions and decimals – patterns involving fractions – fractions, improper fractions, mixed numbers, and their relationships – relationship of fractions to division and to decimals – estimation of decimal products and quotients – justification for chosen strategies demonstrates and explains: – equivalent fractions and decimals – patterns involving fractions – fractions, improper fractions, mixed numbers, and their relationships – relationship of fractions to division and to decimals – estimation of decimal products and quotients – justification for chosen strategies in various contexts, demonstrates and explains: – equivalent fractions and decimals – patterns involving fractions – fractions, improper fractions, mixed numbers, and their relationships – relationship of fractions to division and to decimals – estimation of decimal products and quotients – justification for chosen strategies wth limited effectiveness: – compares and orders fractions, improper fractions, and mixed numbers – multiplies and divides decimals by 10 and 100 with some effectiveness: – compares and orders fractions, improper fractions, and mixed numbers – multiplies and divides decimals by 10 and 100 with considerable effectiveness: – compares and orders fractions, improper fractions, and mixed numbers – multiplies and divides decimals by 10 and 100 with a high degree of effectiveness: – compares and orders fractions, improper fractions, and mixed numbers – multiplies and divides decimals by 10 and 100 needs assistance to present work, describe procedures, and express mathematical thinking; often unclear and imprecise with little mathematical language presents work, describes procedures, and expresses mathematical thinking with some clarity, precision, and mathematical language presents work, describes procedures, and expresses mathematical thinking with general clarity and precision, usually using appropriate mathematical language presents work, describes procedures, and expresses mathematical thinking clearly, precisely, and confidently, using a range of appropriate mathematical language Thinking
· makes and carries out a plan to pose and solve problems involving decimals and fractions, using a range of strategies (e.g., estimation, calculators, concrete materials, drawings, using a model, tables) Knowledge and Understanding
· demonstrates understanding of quantity and proportional relationships by explaining: – equivalent fractions and decimals – patterns involving fractions – fractions, improper fractions, mixed numbers, and their relationships – relationship of fractions to division and to decimals – estimation of decimal products and quotients – justification for chosen strategies Application
· with accuracy: – compares and orders fractions, improper fractions, and mixed numbers – multiplies and divides decimals by 10 and 100 Communication
· presents work, describes procedures, and expresses mathematical thinking clearly, using appropriate mathematical language This page may have been modified from its original. 53 Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 8.2
Ongoing Observations: Fractions and Decimals 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: Fractions and Decimals Student Thinking Knowledge and Understanding Application Communication § Makes and carries out a plan to pose and solve problems involving decimals and fractions, using a range of strategies § Demonstrates and explains: – equivalent fractions and decimals – quantity and proportional relationships (e.g., fractions and decimals; improper fractions and mixed numbers) § Compares and orders fractions, improper fractions, and mixed numbers § Multiplies and divides decimals by 10 and 100 § Expresses mathematical thinking clearly, using appropriate terminology § Presents work clearly Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness 54 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 8.3
Performance Assessment Rubric: In the Garden Level 1 Level 2 Level 3 Level 4 uses critical/creative processes to solve and create problems involving fractions and decimals with some success uses critical/creative processes to solve and create problems involving fractions and decimals successfully uses critical/creative processes to solve and create problems involving fractions and decimals successfully and effectively shows very limited understanding; uses few concepts related to fractions and decimals shows limited understanding by using some concepts related to fractions and decimals shows understanding by using relevant concepts related to fractions and decimals shows thorough understanding by using all relevant concepts related to fractions and decimals with limited effectiveness: – represents fractions as regions of a rectangle – describes regions of a rectangle as decimals – relates fractions and decimals – multiplies and divides decimals with some effectiveness: – represents fractions as regions of a rectangle – describes regions of a rectangle as decimals – relates fractions and decimals – multiplies and divides decimals with considerable effectiveness: – represents fractions as regions of a rectangle – describes regions of a rectangle as decimals – relates fractions and decimals – multiplies and divides decimals with a high degree of effectiveness: – represents fractions as regions of a rectangle – describes regions of a rectangle as decimals – relates fractions and decimals – multiplies and divides decimals presents work with little clarity; uses few appropriate mathematical terms and symbols presents work with some clarity; uses some appropriate mathematical terms and symbols presents most work clearly and precisely; uses appropriate mathematical terms and symbols presents all work clearly, precisely, and confidently; uses a range of appropriate mathematical terms and symbols with precision Thinking
· uses critical/creative uses critical/creative processes (e.g., making and carrying out a plan) to successfully: – satisfy guidelines for the creation of a garden – solve problems posed by classmates – pose story problems involving multiplication and division with decimals Knowledge and Understanding
· shows understanding of quantity and proportion (e.g., fractions and decimals) by using concepts related to fractions, decimals, and their relationships, and recognizing when results are reasonable processes to solve and create problems involving fractions and decimals with limited success Application
· with accuracy: – represents fractions as regions of a rectangle (using grid paper) – describes regions of a rectangle (on grid paper) as decimals – relates fractions and decimals – multiplies and divides decimals Communication
· presents work clearly, using appropriate mathematical terminology, numbers, and symbols (e.g., decimal point) This page may have been modified from its original. 55 Copyright © 2007 Pearson Education Canada Name Date Grade 5 Master 8.4
Unit Summary: Fractions and Decimals 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 10) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem In the Garden Achievement Level for reporting *Use Ontario Achievement Levels 1, 2, 3, 4. Self­Assessment: Comments: (Strengths, Needs, Next Steps) 56 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Communication Overall