Download LAUSD Interim Assessment 1 – Grade 5 Lesson Mid

LAUSD Interim Assessment 1 – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson 5 2 Mid-­‐Module Assessment Task Standards Addressed Topics A–C Generalize place value understanding for multi-­‐digit whole numbers 5.NBT.1 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. 5.NBT.2. 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. 5.NBT.3 Read, write, and compare decimals to thousandths. a. 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). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 5.NBT.4 Use place value understanding to round decimals to any place. 5.NBT.6 Find whole-­‐number quotients of whole numbers with up to four-­‐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. (added to LAUSD Interim Assessment 1 from NC Public Schools) Math Practices: MP1, MP2, MP3, MP6, MP7, MP8 DOK 2 and 3 Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now, and what they need to work on next. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.1 LAUSD Interim Assessment – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson New York State Common Core A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 5.NBT.3a 5.NBT.3b The student answers none or 1 part correctly. The student answers 2 or 3 parts correctly. The student answers 4 or 5 parts correctly. The student correctly answers all 6 parts: 2 5.NBT.1 5.NBT.2 The student answers none or 1 part correctly. a. > d. < b. > e. = c. < f. < The student answers 2 parts correctly. The student is able to answers all parts correctly but is unable to explain his strategy in (a), (b), or (c), or answers 3 of the 4 parts correctly. The student accurately models 8.88 on the place value chart, and correctly: § Uses words, numbers, and model to explain why each digit has a different value. § Finds product 88,800 and explains. § Finds quotient of 888 and explains. 3 5.NBT.4 The student is unable to identify any answers for (a). The student identifies 1 or 2 answers correctly for (a). The student identifies 2 answers correctly for (a). The student identifies all 3 answers for (a) correctly: a. 2.251 cm, 2.349 cm, 2.3955 cm. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.2 LAUSD Interim Assessment – Grade 5 (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson NYS COMMON CORE MATHEMATICS CURRICULUM New York State Common Core A Progression Toward Mastery 4 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 The student answers none or 1 part correctly. The student answers 2 problems correctly. The student is able to answer all parts correctly but is unable to explain strategy in (d), or answers 3 of the 4 problems correctly. The student correctly responds: a. 0.947 m, 0.97 m, 1.268 m, 1.5 m. § 947 thousandths meters. § 0.9 + 0.04 + 0.007 = 0.947 m. b. Rochester ≈ 1.0 m, Ithaca ≈ 0.9 m, Saratoga Springs ≈ 1.5 m, NYC ≈ 1.3 m. c. 126.8 m. 2 d. 1.268 x 10 = 126.8. Question 5 is from Public Schools of North Carolina, 5.NBT.6, Task 1, rubric below: Rubric Level I Limited Performance •
Level III Level II Student is unable to explain why George’s strategy doesn’t work and is unable to give an alternate solution strategy without assistance. Not Yet Proficient •
Student is able to explain that George’s answer is incorrect and possibly elaborates on why (i.e., the 4 in 484 isn’t really a 4, it’s 400). •
Student is unable to modify George’s strategy so that it does work, but does give an alternate strategy for dividing. Proficient in Performance •
Student explains that George’s strategy is a good one – he’s just not using place value correctly! George’s work should look like this: 400 ÷ 4 = 100 80 ÷ 4 = 20 5 ÷ 4 = 1 remainder 1 100 + 20 + 1 = 121 485 ÷ 4 = 121 r 1 •
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Student explains why this strategy works, using place value and/or properties of operations in their explanation. Student gives examples of when this would and wouldn’t be a good strategy to use (i.e. this wouldn’t work as well when you need an exact answer, with a decimal. It works well in contexts where a remainder is okay, it works well when the divisor is a factor of each digit in the dividend). Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.3 LAUSD Interim Assessment – Grade 5 (modified from EngageNY and Public Schools of North Carolina) NYS COMMON CORE MATHEMATICS CURRICULUM Mid-­‐Module Assessment Task Lesson New York State Common Core Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.4 LAUSD Interim Assessment – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson New York State Common Core Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.5 LAUSD Interim Assessment – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson New York State Common Core Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.6 LAUSD Interim Assessment – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson New York State Common Core Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
1.S.7 LAUSD Interim Assessment – Grade 5 NYS COMMON CORE MATHEMATICS CURRICULUM (modified from EngageNY and Public Schools of North Carolina) Mid-­‐Module Assessment Task Lesson New York State Common Core Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Place Value and Decimal Fractions 8/28/14 This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 Unported License.
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