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Name of Teacher:
School:
HCPSS Student Learning Objective
Grade 5 Above Grade Level Mathematics - Computation
Component
Student Learning
Objective (SLO)
Description
100% of the above grade level fifth grade students will demonstrate growth of
grade 6 computation concepts.
Population
Learning Content
Above-grade level - 5th graders
Common Core State Standards:
6.NS.2, 6.NS.3
Insert current school year
Pre/post teaching data from computation assessment tasks (provided or
created by teacher)
Instructional Interval
Evidence of Growth
Baseline
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Rationale for Student
Learning Objective
Performing multi-digit computation with decimals is a Major Cluster for
instruction as identified by the PARCC Frameworks. Fluently computing multidigit numbers is a culminating standard for grade 6.
Target
The chart shows growth targets for all students.
Review computation data from grade 4, if available.
Analyze pretest of computation assessment tasks.
Attach class roster to share students’ scores of pre-teaching data.
Students scoring this value on the
pre-assessment:
0-30%
31-45%
46-55%
56-69%
70-79%
80-89%
Will increase to this score on the
post-assessment.
50%
65%
70%
75%
80%
90%
*Please note: Students identified by IEP teams as having significant cognitive
disabilities will have individual targets.
Criteria for Effectiveness
Full Attainment of
Target
More than 90% of
students meet agreed
upon learning targets.
Partial Attainment of Insufficient Attainment
Target
of Target
Between 75% and 90% Less than 75% of
of students meet agreed students meet agreed
upon learning targets.
upon learning targets.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
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Strategies
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Be purposeful when planning lessons to include challenging
mathematical tasks that elicit the Mathematics Practices in their
students.
Focus on efficient strategies for computation including alternative
algorithms, standard algorithm, and mental math.
Focus on reasoning strategies for computation including estimation and
reasonableness of answers.
Confirm conceptual understanding of and strategies for computation
with multi-digit numbers before working with standard algorithm.
Monitor computation instructional progress.
Differentiate computation instruction and utilize small group
instruction.
Develop routines for revisiting computation concepts throughout the
year.
Use multiple means of assessment including observation and
paper/pencil assessment.
Note: The included assessment can be used to support this SLO. It is optional. Another
assessment can be created using assessment tasks aligned to the standards identified in the
Learning Content row on the previous page.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
Name: __________________________________________ Date: _______________
Grade 5 AGL Computation SLO Assessment
1. Tell if each statement is true or false:
A.
24 × 7
= 1280 ÷ 10
B.
3612 ÷ 21 =
C.
1356 ÷ 12 =
D.
16 × 24 =
True
False
True
False
11 × 13
True
False
6912 ÷ 18
True
False
4 × 43
Choose 1 statement above. Explain how you decided if it was true or false.
2. A pint of paint covers 27 square feet. A room is 292 square feet.
How many pints of paint are needed to paint the whole room?
______________________________________
Use pictures, numbers, or words to justify your solution.
3. Tasha is planting a vegetable garden. She has 96 seeds to plant. She plans to plant 4 rows
with 24 seeds in each row. Identify 2 other ways she can organize her seeds and rows. Use
words or pictures to justify your solution.
4. Mitch knew that it was 264.8 miles to the beach. After traveling 147.65 miles, how much
farther does he have to go? Justify your solution with pictures numbers and/or words.
5. At a school carnival there is an egg toss. There are 314 students in the school. Twelve eggs are in
one carton.
How many cartons are needed so that each student gets an egg?
_______________cartons
Explain why your answer is correct.
The principal realizes that each student should have two eggs. How will this decision affect the
number of cartons he needs to buy?
6. Use the fact that 14 × 16 = 224 to find the following without completing each individual
calculation.
14 × 1.6 = _________________
140 × 16 = _________________
14 × 1600 = ________________
1.4 × 1.6 = _________________
2240 ÷ 14 = ________________
22400 ÷ 16 = ________________
224 ÷ 1.4 = _________________
1.4 x 16 = __________________
Explain how you used 14 × 16 = 224 to solve one of the problems above.
7. Place a decimal on the right side of the equal sign to make the equation true. Explain your
reasoning.
3.58 × 1.25 = 044750
8. Place the decimal on the right side of the equal sign to make the equation true. Explain
your reasoning.
26.97 ÷ 6.2 = 04350
9. Sophia’s dad paid $43.25 for 12.5 gallons of gas. What is the cost of one gallon of gas?
_______________
Justify your solution.
10. Four families are going to the beach. Each family rents one umbrella, three chairs and two
boogie boards for the day. The prices are listed below. How much will the four families spend
in all?
Umbrella
$24.49
Chairs
$12.75
Boogie Board $8.29
Total points: 25
Scoring Guide:
This scoring is recommended to balance the rigor of each item respective to the content on the
assessment. It also considers the likelihood of random answers receiving credit.
Item
1
1 (part 2)
2
3
4
5
Full Value
2 points
1 point
2 points
2 points
2 points
4 points
6
6 (part 2)
7
8
9
10
4 points
1 point
2 points
2 points
2 points
1 point
Partial Value
½ point each
1 point for each prompt
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
1 point for answer, 1 point for explanation, 2
points for extension
½ point each