Formative Instructional and Assessment Tasks
Leigh’s Strategy
5.OA.1 - Task 3
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebra
Write and interpret numerical expressions
5.OA.1 use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
Paper and pencil
Leigh is trying to use the distributive property to solve this multiplication problem:
561 x 284
She has renamed each factor so that her problem now looks like this.
(500 + 60 + 1) x (200 + 80 + 4)
Leigh says, “Now I just need to multiply the hundreds by the hundreds, the tens by the
tens, and the ones by the ones, then add them all up.” This is what she does:
500 x 200 = 100,000
60 x 80 = 4,800
1x4=4
100,000 + 4,800 + 4 = 104,804
561 x 284 = 104,804.
Use a calculator to check Leigh’s answer. Did her strategy work? Why or why not?
Level I
Limited Performance
 Student is unable to solve the
task without assistance.
Rubric
Level II
Not Yet Proficient
 Student identifies that Leigh’s
strategy is not correct but her
explanation of why not is
unclear or contains inaccuracy.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
 Student identifies that Leigh’s
strategy was not correct.
 Student is able to correctly
explain WHY Leigh’s strategy
didn’t work. (Answer: Leigh
didn’t distribute each of the
terms in the sets of
parentheses.)
FIFTH GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE
Formative Instructional and Assessment Tasks
Leigh’s Strategy
Leigh is trying to use the distributive property to solve this multiplication problem:
561 x 284
She has renamed each factor so that her problem now looks like this.
(500 + 60 + 1) x (200 + 80 + 4)
Leigh says, “Now I just need to multiply the hundreds by the hundreds, the tens by
the tens, and the ones by the ones, then add them all up.” This is what she does:
500 x 200 = 100,000
60 x 80 = 4,800
1x4=4
100,000 + 4,800 + 4 = 104,804
561 x 284 = 104,804.
Use a calculator to check Leigh’s answer. Did her strategy work? Why or why
not?
NC DEPARTMENT OF PUBLIC INSTRUCTION
FIFTH GRADE