5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can form ordered pairs and graph the coordinates.
CCSS: 5.OA.3 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.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Vocabulary:
numerical pattern
corresponding terms
ordered pair
coordinate plane
x-axis
y-axis
x coordinates
y coordinates
Example:
Plot the points on a
coordinate plane, make
a line graph, and then
interpret the graph.
The student can
generate one numerical
pattern from one rule,
with significant support.
The student confuses xaxis and y-axis.
The student confuses x
coordinates and y
coordinates.
Progressing toward
the standard
The student can graph
ordered pairs on a
plane.
The student can label xaxis and y-axis
The student can
generate one numerical
pattern from one rule.
Meets the standard
Exceeds the
(proficient)
standard
The student can
generate two numerical
patterns with the same
starting number for two
given rules.
The student can
generate two numerical
patterns with different
starting numbers for two
given rules.
The student can identify
relationships between
independent and
dependent variables.
The student can
compare given rules
and determine patterns
to justify the line
sequence.
The student can
use knowledge of number patterns and operations to identify
and extend a pattern.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can read, write, compare, and round decimals to the thousandths place.
CCSS: 5.NBT.3 Read, write, and compare decimals to the thousandths...using base-ten numerals, number
names, and expanded form...compare two decimals using >,=,< symbols to record results.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
* Students should use
concrete models and
number lines to extend
understanding of
decimals to the
thousandths place
value.
Vocabulary:
decimal
decimal place
tenths
hundredths
thousandths
Example:
Read and write decimals to
thousandths using base-ten
numerals, number names,
and expanded form, e.g.,
347.392 = 3 × 100 + 4 × 10
+ 7 × 1 + 3 × (1/10) + 9 ×
(1/100) + 2 × (1/1000).
The student can read
and write decimals to
the tenths in word form,
base-ten numerals, and
expanded form.
The student can read
and write decimals to
the hundredths place
value in word form,
base-ten numerals, and
expanded form, with
significant help and/or
only able to match the
different forms when
all are presented.
Progressing toward
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can read
and write decimals to
the hundredths place
value in word form,
base-ten numerals, and
expanded form.
The student can read
and write decimals to
the thousandths place
value in word form,
base-ten numerals, and
expanded form.
The student can read
and write decimals to
the thousandths place
value in word form,
base-ten numerals, and
expanded form, with
help and/or only able
to match the different
forms when all are
presented.
The student can
compare two decimals
to the thousandths using
place value and record
the comparison using
symbols <, >, or =.
The student
understands the size of
decimal numbers and
relates them to common
benchmarks such as 0.5
and 0.50 and 0.500,
using models.
The student can read,
write and compare
decimals to the tenthousandths and or
hundred thousandths
place value.
5th Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can multiply and divide numbers using an algorithm and models.
CCSS: 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.6 Find
whole number quotients of whole numbers with up to four digit dividends and two-digit divisors...Illustrate
and explain by using equations, rectangular arrays, and/or area models.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
* Size of numbers
should NOT exceed a
three-digit factor by a
two-digit factor for
proficient.
* Fluently refers to
accuracy (correct
answer), efficiency (a
reasonable amount of
steps), and flexibility
(using strategies such
as the distributive
property or breaking
numbers apart)
Vocabulary:
standard algorithm
models
The student can multiply
and divide within 100,
using strategies such as
the relationship between
multiplication and
division.
Progressing toward
the standard
The student can fluently
multiply a whole number
of up to four digits by a
one-digit whole number.
The student can fluently
multiply two two-digit
The student can multiply numbers, using
a whole number of up to strategies based on
four digits by a oneplace value and the
digit whole number with properties of operations.
support.
The student can fluently
divide whole numbers
with up to four-digit
dividends and one-digit
divisors.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
multiply a three digit by
a two digit whole
number using an
algorithm and a model.
Students can apply their
understanding of
multiple multi-digit
whole numbers to
multiplication and
division of decimals.
The student can fluently
divide a whole number
with four-digit dividends
and two digit divisors
using the algorithm and
models.
The student can explain,
orally or in writing, the
standard algorithm for
multiplication and
division of multi-digit
numbers.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can add and subtract decimals to the hundredths place using models.
CCSS: 5.NBT.7 Add, subtract, multiply, and divide decimals to the hundredths place, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
*This work should focus
on concrete models and
pictorial representation,
rather than relying
solely on the algorithm.
The student can add
and subtract decimals to
the tenths place, using
manipulative or models
with significant support.
Vocabulary:
decimal
tenths
hundredths
model
standard algorithm
Even with significant
support the student is
unable to add and
subtract decimals to the
hundredths place.
Progressing toward
the standard
The student can add
and subtract decimals to
the hundredths place,
using models with
support.
Meets the standard
Exceeds the
(proficient)
standard
The student can add
and subtract decimals
to hundredths place,
using models.
The student can add,
subtract, multiply, and
divide decimals to
hundredths, using
models, algorithms,
and can justify their
thinking orally and/or
by writing.
*multiplying and
dividing will be added
to the standard for the
14-15 school year.
**students will multiply
tenths with tenths and
tenths with
hundredths, but they
do not need to multiply
hundredths with
hundredths.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can use equivalent fractions as a strategy to add and subtract fractions and
unlike denominators.
CCSS: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
*It is not necessary to
find a least common
denominator to
calculate sums of
fractions, and in fact the
effort of finding a least
common denominator is
a distraction from
understanding adding
equivalent fractions.
(Progression for the
CCSSM, Number and
Operation-Fractions,
CCSS Writing Team
August 2011, page 10)
Vocabulary:
mixed numbers
equivalent fractions
Even with significant
support the student
cannot find common
denominators.
The student can add
and subtract fractions
with common
denominators.
The student can find
equivalent fractions with
common denominators,
with support.
Progressing toward
the standard
The student can find
equivalent fractions with
common denominators.
The student can add
and subtract fractions
with like denominators.
Meets the standard
Exceeds the
(proficient)
standard
The student can
determine common
multiples of unlike
denominators.
The student can create
equivalent fractions
using common multiples.
The student can add
and subtract fractions
with unlike denominators
(including mixed
numbers) using
equivalent fractions.
The student can
rename, reduce, and or
simplify the answer
when adding and
subtracting fractions.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can use models to multiply and divide fractions.
CCSS: 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions
by whole numbers and whole numbers by unit fractions.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
* Division of a fraction
by a fraction is not a
requirement at this
grade.
Vocabulary:
unit fraction
*A unit fraction is a
fraction that has a one
in the numerator.
The student is at the
beginning stages of
drawing a model but
needs significant
support to understand
how to multiply and
divide fractions.
The student is unable to
multiply and divide
fractions using a model
or an algorithm.
Progressing toward
Meets the standard
Exceeds the
(proficient)
standard
The student
understands that
multiplication of a
fraction by a whole
number could be
represented as repeated
addition of a unit
fraction, with support
and guidance.
The student
understands that
multiplication of a
fraction by a whole
number could be
represented as repeated
addition of a unit
fraction.
e.g., 2 x (1/4) =1/4 + 1/4
The student is able to
use multiple models and
algorithms to multiply
and divide fractions by
fractions.
The students can divide
unit fractions by whole
numbers only using the
algorithm.
The student can divide
unit fractions by whole
numbers using models.
the standard
The student can divide
whole numbers by unit
fractions only using the
algorithm.
The student can divide
whole numbers by unit
fractions using models.
The student can multiply
fractions.
5th Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can use a line plot to display data and solve problems.
CCSS: 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
Use operations on fractions for the grade to solve problems involving information presented in line plots.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Vocabulary:
line plot
unit fraction
Resource with video
tutorials:
https://
grade5commoncoremat
h.wikispaces.hcpss.org/
5.MD.2
Example Line Plot
Progressing toward Meets the standard
the standard
Exceeds the
(proficient)
standard
The student is able to
interpret, organize, and
construct line plots with
1/2, 1/4, 1/8 and more
to create line graphs
The student is able to
label some of the
fractional units (1/2, 1/4)
with significant support.
The student is able to
label 1/2 and 1/4 of the
fractional units.
The student can make a
line plot with 1/2, 1/4
and 1/8 to display given
data.
The student can use
information in a line plot
to solve single-step
problems, with
significant support.
The student can use
information in a line plot
to solve single-step
problems.
The student can use
information in a line plot
to solve multi-step
problems.
The student can use
fractions to solve
problems involving
information in line plots.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can find the volume of three-dimensional figures.
CCSS: 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
* Students should have
ample experiences with
concrete models before
moving to pictorial
representations.
Vocabulary:
volume
unit cube
cubic unit
The student can find the
volume of a 3-D figure,
with significant support.
The student can find the
area of 2-D with
significant support.
Progressing toward
the standard
The student can find the
volume of a 3-D figure,
inconsistently or
sometimes with
assistance.
The student can find the
area of a 2-D shape but
struggles to relate them
to 3-D shapes.
Meets the standard
Exceeds the
(proficient)
standard
The student can find the
volume of a 3-D figure,
using algorithms and/or
models.
The student can explain
what volume is, when to
use it, and the use of
cubic units.
Students can apply
concepts to find the
volume of other 3D
shapes. (Hexagonal
base, etc.)
Student can apply the
concepts of volume to
more complex (i.e.
irregular shapes)
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can graph points on a coordinate plane.
CCSS: 5.G.1, 5.G.2 See flip-book under cluster: Graph points on the coordinate plane to solve real-world
and mathematical problems.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Vocabulary:
coordinate graph
coordinates
location
ordered pair
point
x-axis
x-coordinate
y-axis
y-coordinate
quadrant
The student confuses
the x-axis and the yaxis.
The student confuses x
coordinates and y
coordinates.
The student can use a
coordinate grid to plot
pairs, but tends to
confuse the xcoordinates and ycoordinates, even with
significant help.
The student can identify
the origin, with or
without help.
Progressing toward
the standard
The student can use a
coordinate grid to plot
pairs, but tends to
confuse the xcoordinates and ycoordinates.
The student can locate
ordered pairs in the first
quadrant of a coordinate
plane but is not able to
plot coordinates yet.
The student can
determine when a
mathematical problem
has a set of ordered
pairs.
Meets the standard
Exceeds the
(proficient)
standard
The student can
represent real-world and
mathematical problems
by locating and plotting
ordered pairs in the first
quadrant of a coordinate
plane.
The student can
explain the relationship
between the ordered
pair and the location on
the coordinate plane.
* Example: Using the
coordinate grid, which
ordered pair represents
the location of the
school? Explain a
possible path from the
school to the library.
The student can relate
the coordinate value of
any graphed point to the
context of the problem.
5th Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can classify two-dimensional figures into categories based on their
characteristics.
CCSS: 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Vocabulary:
sphere
cube
square
pyramid
cylinder
three-dimensional
edge
triangular prism
face
radius
vertex (vertices)
rectangular
prism
Additional Resources:
www.sharemylesson.co
m/article.aspx?
storyCode=50005611
* This website states
standards and aligned
resources.
The student can group
shapes based on their
properties when
provided significant
support.
Progressing toward
the standard
The student can identify
geometric attributes
(length of sides, parallel
sides, angles).
The student can
sometimes sort shapes
by only 1-2 properties.
Meets the standard
Exceeds the
(proficient)
standard
The student can classify
two-dimensional
figures in a hierarchy
based on properties.
The student
understands that
attributes belonging to a
category of two* Possible student solution:
dimensional figures also
belong to all
subcategories of that
category.
Example, all rectangles
have four right angles
and squares are
rectangles, so all
squares have four right
*** The term
angles.
“property” in these
standards is
reserved for those
attributes that
indicate a
relationship between
components of
shapes.