Title: Fifth Grade Math
Course: BPSS (MAT) Mathematics Standards > Section: Standards

MAT-05.OA.01

Under Development

MAT-05 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Write and interpret numerical expressions.

MAT-05.OA.01 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.OA.02

Under Development

MAT-05 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Write and interpret numerical expressions.

MAT-05.OA.02 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.OA.03

Under Development

MAT-05 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Analyze patterns and relationships.

MAT-05.OA.03 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.01

Under Development

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.01 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.02

Under Development

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.02 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.03

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.03 Read, write, and compare decimals to thousandths.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can understand which digit of a multi-digit number shows the amount of hundred thousands, ten thousands, thousands, hundreds, tens, and ones, tenths, hundredths, and thousandths.

Skills (Performance) Targets

- I can read whole numbers and decimals to the thousandths.
- I can write whole numbers and decimals to the thousandths in expanded form. 523.364 =  (5 x 100) + (2 x 10) + (3x 1) + 3x (1/10) + 6x (1/100) + 4 (1/1000)
- I can write whole numbers and decimals to the thousandths in word form.(523.3 = five hundred twenty-three and three tenths)
- I can write whole numbers and decimals to the thousandths in standard form.(523.3)
- I can use symbols (>,<, and =) to compare whole numbers and decimals to the thousandths.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | There are no advanced criteria as this standard is the culmination of  understanding the place value system to read, write, and compare whole numbers to 1,000,000 and decimal numbers to the thousandths. |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success
3.0
Student is able to read, write, and compare decimal numbers to the thousandths. Read decimals using fractional language and write decimals in fractional form, as well as, in expanded notation.

I can read decimal numbers to the thousandths.

I can write decimal numbers to the thousandths in standard form.

I can write decimal numbers to the thousandths in word form.

I can write decimal numbers to the thousandths in expanded form.

I can compare decimal numbers to the thousandths using symbols ( >, <, and = ) .
23.145 = (2x10) + (3x1) + (1 x 1/10) + (4 x 1/100) + 5(1/1000)
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to read, write, and compare decimal numbers to tenths and hundredths but may exhibit minor errors.

I can read decimal numbers to the hundredths.

I can write decimal numbers to the hundredths in standard form.

I can write decimal numbers to the hundredths in word form.

I can write decimal numbers to the hundredths in expanded form.

I can compare decimal numbers to the hundredths using symbols ( >, <, and = ) .
Student is able to write decimal numbers in expanded form, but is unable to use fractional language. (20+3+.3+.05)

Students may misuse the word "and" to represent the decimal point in word form.
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
Student is able to read and write multi-digit whole numbers using base ten numerals, number names, expanded form and compare numbers using symbols but may have errors.

I can read whole numbers to 1,000,000.

I can write whole numbers to 1,000,000 in standard form.

I can write whole numbers to 1,000,000 in word form.

I can write whole numbers to 1,000,000 in expanded form.

I can compare whole numbers using symbols ( >, <, and = ) .
Student is able to write whole numbers in expanded form, but is unable to expand decimals.

Student may exhibit errors when reading numbers, identifying greater/less than.
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1  (Read and Write Decimals)
- Learnzillion 2  (Read and Write Decimals)
- Learnzillion 3  (Read and Write Decimals)
- Learnzillion 4  (Compare and Order Decimals)

Vocabulary

- place value
- decimal
- decimal point
- patterns
- multiply
- divide
- tenths
- thousandths
- greater than, less than, equal to, ‹, ›, =
- compare/comparison
- word form
- standard form
- expanded form

MAT-05.NBT.03.a

Under Development

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.03.a Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.03.b

Under Development

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.03.b Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.04

Under Development

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand the place value system.

MAT-05.NBT.04 Use place value understanding to round decimals to any place.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NBT.05

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Perform operations with multidigit whole numbers and with decimals to hundredths.

MAT-05.NBT.05 Fluently multiply multi-digit whole numbers using the standard algorithm.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can choose strategies flexibly to solve multiplication problems according to the numbers in the problem (such as the distributive property or breaking numbers in to place value parts).

Skills (Performance) Targets

- I can efficiently and accurately multiply whole numbers (up to 3-digit by 2-digit) using the standard algorithm. (Efficiently meaning reasonable amount of steps and Accurately meaning correct answer)
- I can use my understanding of the base ten system to solve multiplication problems involving large numbers.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | There are no advanced criteria as this standard is foundational in the application and use of the standard algorithm to multiply multi-digit whole numbers. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to fluently multiply multi-digit numbers using the standard algorithm. I can efficiently and accurately multiply whole numbers (up to 3-digit by 2-digit) using the standard algorithm. (Efficiently meaning reasonable amount of steps and Accurately meaning correct answer) | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to multiply two, two-digit numbers using strategies based on place value and the properties of operations. I can choose strategies flexibly to solve multiplication problems according to the numbers in the problem (such as the distributive property or breaking numbers in to place value parts). I can use my understanding of the base ten system to solve multiplication problems involving large numbers. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to multiply a whole number (up to 4 digits) by a one digit number using strategies based on place value and the properties of operations; and illustrate and explain the calculation by using equations, arrays, or area models. I can choose strategies flexibly to solve multiplication problems according to the numbers in the problem (such as the distributive property or breaking numbers in to place value parts). | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion

Vocabulary

- multiplication / multiply
- product
- digits
- rectangular array
- area model
- properties (rules about how numbers work)
- US standard algorithm
- algorithm
- partial products

MAT-05.NBT.06

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Perform operations with multidigit whole numbers and with decimals to hundredths.

MAT-05.NBT.06 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.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can understand the relationship between multiplication and division.
- I can understand the connection between place value (base ten) and area models when dividing.

Skills (Performance) Targets

- I can divide four-digit dividends by two-digit divisors with and without remainders.
- I can illustrate and explain calculations using equations, rectangular arrays, and/or area models.
- I can divide three-digit dividends by two-digit divisors with and without remainders.
- I can divide four-digit dividends by one-digit divisors with and without remainders.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to find whole-number quotients of whole numbers with up to a 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. I can divide four-digit numbers by two-digit numbers with and without remainders. I can show and explain my work using equations, arrays, and area models. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to find whole-number quotients and remainders with three-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. I can divide three-digit numbers by two-digit numbers with and without remainders. I can show and explain my work using equations, arrays, and area models. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. I can divide four-digit numbers by one-digit numbers with and without remainders. I can show and explain my work using equations, arrays, and area models. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion

Vocabulary

- equation
- strategies
- properties - rules about how numbers work
- rectangular arrays
- area model
- divide
- quotient
- divisor
- dividend
- remainder

MAT-05.NBT.07

MAT-05 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Perform operations with multidigit whole numbers and with decimals to hundredths.

MAT-05.NBT.07 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.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can justify and explain how the answer was found.
- I understand decimals are used to represent money amounts.

Skills (Performance) Targets

- I can use concrete models/drawings and strategies based on place value to add decimals to the hundredths.
- I can use concrete models/drawings and strategies based on place value to subtract decimals to the hundredths.
- I can use concrete models/drawings and strategies based on place value to divide decimals to the hundredths.
- I can use concrete models/drawings and strategies based on place value to multiply decimals to the hundredths.
- I can add and subtract decimals in money problems.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to multiply and divide decimals to the hundredths using concrete models or drawings and strategies based on place value; and explain the reasoning used to solve the problem.

I can use concrete models/drawings and strategies based on place value to multiply decimals to the hundredths.

I can use concrete models/drawings and strategies based on place value to divide decimals to the hundredths.

I can justify and explain how the answer was found.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to add and subtract decimals to the hundredths using concrete models or drawings and strategies based on place value. I can use concrete models/drawings and strategies based on place value to add decimals to the hundredths. I can use concrete models/drawings and strategies based on place value to subtract decimals to the hundredths. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to add and subtract to solve word problems in which decimals are represented within amounts of money. I understand decimals can represent money amounts. I can add and subtract decimals in money problems. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1  (Add and Subtract Decimals)
- Learnzillion 2  (Multiply and Divide Decimals)

Vocabulary

- multiply
- divide
- add
- subtract
- decimal
- decimal point
- tenths
- hundredths
- product
- quotient
- sum
- difference
- rectangular array
- area model
- properties - rules about how numbers work
- reasoning

MAT-05.NF.01

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Use equivalent fractions as a strategy to add and subtract fractions.

MAT-05.NF.01 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.02

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Use equivalent fractions as a strategy to add and subtract fractions.

MAT-05.NF.02 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can use what I know about benchmark fractions to decide if my answer is reasonable.
- I can use what I know about benchmark fractions to estimate mentally.

Skills (Performance) Targets

- I can solve word problems that involve fractions with like denominators.
- I can solve word problems that involve mixed numbers with like denominators.
- I can solve word problems that involve fractions and mixed numbers with unlike denominators.
- I can use visual models or equations to represent my reasoning.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators; use visual fraction models or equations to represent the problem; and use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonable- ness of answers. I can solve word problems that involve fractions and mixed numbers with unlike denominators. I can use visual models or equations to represent my reasoning. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to solve word problems involving addition and subtraction of mixed numbers with like denominators referring to the same whole. I can solve word problems that involve mixed numbers with like denominators. I can use visual models or equations to represent my reasoning. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to solve word problems involving addition and subtraction of fractions with like denominators. I can solve word problems that involve fractions with like denominators. I can use visual models or equations to represent my reasoning. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1 ( Add and Subtract Fractions)
- Learnzillion 2 (Word Problems / Fraction Models)
- Learnzillion 3 (Word Problems / Fraction Models)
- Learnzillion 4 (Using Benchmark Fractions)
- Learnzillion 5 (Assess Reasonableness of Answers)

Vocabulary

- fraction
- equivalent
- addition
- sum
- subtraction
- difference
- denominator
- unlike denominators
- numerator
- mixed number
- benchmark fraction
- estimate
- reasonableness

MAT-05.NF.03

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.03 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, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. 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?

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.04

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.04 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. t

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.04.a

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.04.a Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) t

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.04.b

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.04.b Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 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. t

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.05

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.05 Interpret multiplication as scaling (resizing), by:

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.05.a

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.05.a 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.05.b

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.05.b 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 (recognizing multiplication by whole numbers greater than 1 as a familiar case); 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 = (nxa)/(nxb) to the effect of multiplying a/b by 1.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.06

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.06 Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

- I can solve real world problems involving multiplication of fractions and whole numbers.
- I can solve real world problems involving multiplication of mixed numbers and whole numbers.
- I can solve real world problems involving multiplication of fractions and mixed numbers.
- I can use visual fraction models or equations to represent the problem.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to solve real-world problems involving multiplication of fractions and mixed numbers, using visual fraction models or equations to represent the problem. I can solve real world problems involving multiplication of fractions and mixed numbers. I can use visual fraction models or equations to represent the problem. | 2/3 x 1/2 3 1/2 x 2 3/4
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to solve real-world problems involving multiplication of whole numbers and mixed numbers. I can solve real world problems involving multiplication of mixed numbers and whole numbers. I can use visual fraction models or equations to represent the problem. | 2 x 4 3/5
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to solve real-world problems involving multiplication of whole numbers and fractions. I can solve real world problems involving multiplication of fractions and whole numbers. I can use visual fraction models or equations to represent the problem. | 3 x 5/6
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- fraction
- numerator
- denominator
- mixed number
- unit fraction
- operations
- multiply
- divide
- product
- factor
- quotient
- equal parts
- equivalent
- area
- side lengths
- fractional sides

MAT-05.NF.07

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.07 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. 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) x 4 = 1/3.

b) Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.

c) Interpret division of a unit fraction by a non-zero 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) x 4 = 1/3.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

- I can solve real world problems involving division of unit fractions by whole numbers and whole numbers by unit fractions.
- I can solve real world problems by dividing whole numbers that result in quotients that are mixed numbers.
- I can solve real world problems by dividing whole numbers that result in quotients that are fractions.
- I can use visual fraction models or equations to represent the problem

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to divide unit fractions by whole numbers and whole numbers by unit fractions in order to solve word problems. I can solve real world problems by dividing unit fraction by whole numbers and whole numbers by unit fractions. I can use visual fraction models or equations to represent the problem. | 1/3 of a pie shared by 3 friends. How much of the whole pie did each eat? 6 feet of carpet cut into pieces, each 1/3 of a foot long. How many pieces will we have?
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to divide whole numbers to solve word problems that result in quotients that are mixed numbers. I can solve real world problems by dividing whole numbers that result in quotients that are mixed numbers. I can use visual fraction models or equations to represent the problem. | 5 pizzas shared by 3 people. How much pizza does each get?
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to divide whole numbers to solve word problems that result in quotients that are fractions but may exhibit errors. I can solve real world problems by dividing whole numbers that result in quotients that are fractions. I can use visual fraction models or equations to represent the problem. | 4 sandwiches shared by 8 people? How much of a sandwich will each person get?
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3

Vocabulary

- fraction
- numerator
- denominator
- mixed number
- unit fraction
- operations
- multiply
- divide
- product
- factor
- quotient
- equal parts
- equivalent
- area
- side lengths
- fractional sides

MAT-05.NF.07.a

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.07.a Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions Interpret division of a unit fraction by a non-zero 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) x 4 = 1/3.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.07.b

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.07.b Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions Interpret division of a unit fraction by a non-zero 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) x 4 = 1/3.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.NF.07.c

Under Development

MAT-05 Targeted Standards
(NF) Domain: Number and Operations - Fractions
Cluster: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

MAT-05.NF.07.c Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions Interpret division of a unit fraction by a non-zero 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) x 4 = 1/3.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.01

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Convert like measurement units within a given measurement system.

MAT-05.MD.01 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.MAT-05.m), and use these conversions in solving multi-step, real world problems.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.02

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Represent and interpret data.

MAT-05.MD.02 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. 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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.03

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.03 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.03.a

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.03.a Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.03.b

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.03.b Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.04

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.04 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.05

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.05 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

a.) Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

b.) Apply the formulas V=l x h x w and V=b x h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.

c.) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the parts, applying this technique to solve real world problems.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

- I can recognize volume as additive when finding the volume of solid figures made of two rectangular prisms.

Skills (Performance) Targets

- I can find the volume of a right rectangular prism using unit cubes.
- I can show volume by multiplying the edge lengths of a rectangular prism.
- I can show volume by multiplying the height by the area of the base of a rectangular prism.
- I can use the formulas ( V= l x w x h) and ( V=b x h ) to find the volume of right rectangular prisms in real world problems.
- I can find the volume of solid figures made of two rectangular prisms.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to find the volume of rectangular prisms by applying the formulas V=l x w x h and V=b x h to multiply the edge lengths and  find volumes of solid figures made of two rectangular prisms.

I can use the formulas ( V= l x w x h) and ( V=b x h ) to find the volume of right rectangular prisms in real world problems.

I can find the volume of solid figures made of two rectangular prisms.

I can recognize volume as additive when finding the volume of solid figures made of two rectangular prisms.
-
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to find the volume of a rectangular prism using multiplication or unit cube drwings and has partial understanding of finding the volume of solid figures made of two rectangular prisms.

I can find the volume of rectangular prisms using formulas and multiplication, but I may have errors.

I can show volume by multiplying the edge lengths of a rectangular prism.

I can show volume by multiplying the height by the area of the base of a rectangular prism.
-
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to demonstrate understanding of volume using unit cubes and counting. I can find the volume of rectangular prisms using cubes and counting to find the total. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- volume
- length
- width
- height
- edge
- right rectangular prisms
- formula
- equation
- unit cubes
- multiply
- solid figure
- 3 dimensional

MAT-05.MD.05.a

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.05.a Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.05.b

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.05.b Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.MD.05.c

Under Development

MAT-05 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

MAT-05.MD.05.c Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.G.01

Under Development

MAT-05 Targeted Standards
(G) Domain: Geometry
Cluster: Graph points on the coordinate place to solve realworld and mathematical problems.

MAT-05.G.01 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.G.02

Under Development

MAT-05 Targeted Standards
(G) Domain: Geometry
Cluster: Graph points on the coordinate place to solve realworld and mathematical problems.

MAT-05.G.02 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.G.03

Under Development

MAT-05 Targeted Standards
(G) Domain: Geometry
Cluster: Classify twodimensional figures into categories based on their properties.

MAT-05.G.03 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-05.G.04

MAT-05 Targeted Standards
(G) Domain: Geometry
Cluster: Classify two dimensional figures into categories based on their properties.

MAT-05.G.04 Classify two-dimensional figures in a hierarchy based on properties.

Student Learning Targets:

Knowledge Targets

- I can identify attributes of two-dimensional shapes (square, rectangle, rhombus).

Reasoning Targets

- I can classify shapes in a hierarchy based on their properties and attributes.

Skills (Performance) Targets

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | Student is able to classify a square, rectangle, and rhombus based on their common properties; and accurately classify shapes in a hierarchy. I can accurately classify shapes in a hierarchy based on their properties and attributes. I can identify the properties shared by squares, rectangles, and rhombuses and can accurately explain why they belong in the same category. | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to identify attributes and properties of a square, rectangle, and rhombus and partially explain why they belong in the same category; and demonstrates partial understanding of how they are related; and is able to classify shapes in a hierarchy with partial success. I can classify some shapes in a hierarchy. I can identify the properties shared by squares, rectangles, and rhombuses and can partially explain why they belong in the same category. | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to identify attributes and properties of a square, rectangle, and rhombus but is unable to explain how the shapes relate to one another. I can identify attributes of two dimensional shapes (square, rectangle, rhombus). | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- classify
- category
- attribute - features
- subcategory
- hierarchy
- two dimensional
- properties
- polygon
- quadrilateral
- rectangle
- square
- rhombus
- parallelogram
- parallel sides
- right angles
- congruent

MAT-05.NBT

Domain (NBT)

Number and Operation in Base Ten

Narrative for the (NBT) Number and Operation in Base Ten

In Grade 5, students extend their understanding of the base-ten system to the relationship between adjacent places, how numbers compare, and how numbers round for decimals to thousandths. New at Grade 5 is the use of whole number exponents to denote powers of 10. Students understand why multiplying by a power of 10 shifts the digits of a whole number or decimal that many places to the left. For example, multiplying by 104 is multiplying by 10 four times.

Students students fluently compute products of whole numbers using the standard algorithm for multiplication. In division, they reason about dividing whole numbers with two-digit divisors, and reason about adding, subtracting, multiplying, and dividing decimals to hundredths. Division strategies in Grade 5 involve breaking the dividend apart into like base-ten units and applying the distributive property to find the quotient place by place, starting from the highest place.

Place value understandings and general methods for computing are used to add, subtract, multiply, and divide decimals to hundredths. Students use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to solve decimal problems. They also relate the strategy to a written method and explain the reasoning used.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-05.OA

Domain (OA)

Operations and Algebraic Thinking

 Narrative for the (OA) Operations and Algebraic Thinking

Algebraic thinking is about generalizing arithmetic operations and operating on unknown quantities.  It involves recognizing and analyzing patterns and developing generalizations about these patterns.  In algebra, symbols can be used to represent generalizations. Operations and Algebraic Thinking deals with the basic operations - addition, subtraction, multiplication, and division - the relationships they model, the kinds of problems they can be used to solve, as well as, their mathematical properties and relationships.

As preparation for the Expressions and Equations domain in the middle grades, students in Grade 5 begin working more formally with expressions. They write expressions to express a calculation, e.g., writing 2 x (8+7) to express the calculation “add 8 and 7, then multiply by 2.” They also evaluate and interpret expressions, e.g., using their conceptual understanding of multiplication to interpret 3 x (18932+921) as being three times as large as 18932+921, without having to calculate the indicated sum or product. Students in Grade 5 begin to think about numerical expressions in ways that prepare their later work with variable expressions (e.g., three times an unknown length is 3 x L).

Students extend their Grade 4 pattern work by working briefly with two numerical patterns that can be related and examining these relationships within sequences of ordered pairs and in graphs. This work prepares students for studying proportional relationships and functions in middle school.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-05.NF

Domain (NF)

Number and Operations - Fraction

Narrative for (NF) Number and Operations - Fractions

In Grade 4, students have some experience calculating sums of fractions with different denominators.  They understand the process as expressing both quantities in terms of the same unit fraction so that they can be added. Grade 5 students extend this reasoning to situations where it is necessary to re-express both fractions in terms of a new denominator. Students make sense of fractional quantities when solving word problems, estimating answers mentally to see if they make sense.

Grade 4 students connected fractions with addition and multiplication. In Grade 5, students connect fractions with division, understanding a fraction as division of the numerator by the denominator.  Using the relationship between division and multiplication, students start working with simple fraction division problems. They solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Grade 5 work with multiplying by unit fractions, and interpreting fractions in terms of division, enables students to see that multiplying a quantity by a number smaller than 1 produces a smaller quantity. This work - interpreting multiplication as scaling (resizing), prepares students for Grade 6 work in ratios and proportional reasoning.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-05.MD

Domain (MD)

Measurement and Data

Narrative for the (MD) Measurement and Data

In Grade 5, students extend their measurement abilities from Grade 4 to express measurements in larger or smaller units within a measurement system.  The major emphasis for measurement in Grade 5 is volume. Volume not only introduces a third dimension and thus a significant challenge to students’ spatial structuring, but also complexity in the nature of the materials measured.

As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. Kindergarten work with data uses counting and order relations.  In Grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations.

By the end of Grade 5, students should be comfortable making line plots for measurement data and analyzing data shown in the form of a line plot. As in earlier grades, students should work with data in science and other subjects. Grade 5 students working in these contexts should be able to give deeper interpretations of data than in earlier grades.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-05.G

Domain (G)

Geometry

Narrative for the (G) Geometry

By the end of Grade 5, competencies in shape composition and decomposition, and especially the special case of spatial structuring of rectangular arrays should be highly developed. Students need to develop these competencies because they form a foundation for understanding multiplication, area, volume, and the coordinate plane.

Students extend their spatial structuring in two ways. They learn to spatially structure in three dimensions; for example, they can decompose a right rectangular prism built from cubes into layers, seeing each layer as an array of cubes. They use this understanding to find the volumes of right rectangular prisms with edges whose lengths are whole numbers as the number of unit cubes that pack the prisms.  Second, students extend their knowledge of the coordinate plane, understanding the continuous nature of two-dimensional space and the role of fractions in specifying locations in that space.

Students in Grade 5 learn to analyze and relate categories of two-dimensional and three-dimensional shapes explicitly based on their properties. Based on analysis of properties, they classify two-dimensional figures in hierarchies.

Students also solve mathematical and real-world problems using coordinates. They graph connect ordered pairs of (whole number) coordinates to points on a grid, so that these coordinate pairs constitute numerical objects.  Students then interpret the results within the context of situation.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-05.OA.04

Under Development

MAT-05 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Analyze patterns and relationships.

MAT-05.OA.04 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite..

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency (Rubric) Scale

Score |  | Description | Sample Activity
4.0 | Student is able to | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” Student is able to | -
 | 2.5 | No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 | Student is able to | -
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student is able to | -
 | 0.5 | Limited or no understanding of the skill id demonstrated.

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List