9-22-14
Name of Teacher:
School:
HCPSS Student Learning Objective
Grade 5 Mathematics – Multi-Digit Computation
Component
Student Learning
Objective (SLO)
Description
100% of the fifth grade students will demonstrate growth of grade 5
computation concepts.
Population
On/below-grade level - 5th graders
Learning Content
Common Core State Standards:
5.NBT.5, 5.NBT.6, 5.NBT.7
Instructional Interval
Insert current school year
Evidence of Growth
Pre/post teaching data from computation assessment tasks
(provided or created by teacher)
Baseline



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.
Rationale for Student
Learning Objective
Performing multi-digit computation with decimals is a Major Cluster
for instruction as identified by the PARCC Frameworks. Fluently
multiplying multi-digit numbers is a culminating standard for grade
5.
Target
The chart shows growth targets for all students.
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.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
9-22-14
Criteria for Effectiveness
Strategies
Insufficient
Attainment of
Target
More than 90% of
Between 75% and 90% of Less than 75%
students meet agreed students meet agreed
of students
upon learning targets. upon learning targets.
meet agreed
upon learning
targets.
 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.
Full Attainment of
Target
Partial Attainment of
Target
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 SLO Multi-digit Computation Assessment
1. Add, subtract, multiply, or divide.
34.56 + 90.94 =
14,509 – 7,540 =
50 x 3.5 =
30 ÷ 2.5 =
814 ÷ 20 =
360 x 51 =
2. You multiply two two-digit factors and the product is close to 1,400. What two numbers did
you multiply? Justify your choices.
3. A bakery bakes 319 trays of cookies in a day. How many trays of cookies can the bakery make
in 28 days? Show your work.
4. Jackson solved 635 ÷ 9. He didn’t use a standard algorithm. How might he have solved the
problem? Show your thinking below.
5. Kay mentally estimated the quotient of 822 ÷ 50 to be greater than 20. Tell/show how you
would estimate this quotient and then tell if you agree or disagree with Kay.
6. Describe and show how you can solve 704 ÷ 36.
7. Carol added 3 decimal numbers together to make 12. One of the numbers was 3.009. What
might the other two numbers be? Show your work to explain your answer.
8. Heather’s backpack weighed 9.13 pounds. Maurice’s backpack weighed 12.9 pounds. How
much heavier is Maurice’s backpack?
9. How can you use 15 ÷ 3 = 5 to help you with 1.5 ÷ .3?
10.
Find the product of 34.50 x 5.
Total points: 20
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
2
Full Value
6 points
2 points
3
2 points
4
5
2 points
1 point
6
7
1 point
2 points
8
9
10
2 points
1 point
1 point
Partial Value
1 point for each item
1 point for correct factors/product and flawed
justification (justification does not need to be in
words)
1 point for incorrect answer with viable
strategy/explanation
1 point for incorrect answer with viable strategy
1 point for describing estimation, no point for
agree/disagree.
1 point for correct answer with partial explanation
(explanation does not have to be in words)
1 point for incorrect answer with viable strategy