Grade 5 math_rubrics (2)

Grade 5 Mathematics
N5.1 Whole Numbers
Represent, describe and compare whole numbers to 1 000 000 in various ways.
Experiencing Difficulty
Approaching Grade Level
Representing

Describing

Cannot use manipulatives
or draw pictures to
represent a given 4-digit
number.
Cannot write 4 digit
numbers.

Can create 1 picture or
model to represent a given
6-digit number.

Can create picture or
models to represent a given
6-digit number.

Can write 5 or 6-digit
numbers that do not use
zeros as placeholders.

Cannot read 4 digit
numbers.

Can read 5 and 6 digit
numbers with some
assistance or can only read
numbers to 4 digits.
Can state somewhat clearly
how a model or picture
represents the standard
form of a 6-digit number.
Can only write a 6-digit
number in 1 of the
expanded forms or needs
assistance to write the
expanded forms of a given 6
digit number.

Can write 6-digit numbers
that use zeros as
placeholders, but may omit
the space or insert commas.
Can read 6 digit numbers
but may hesitate or use the
word “and”.

Strong Grade Level
Performance
Can use a variety of
different manipulatives or
pictures to model the value
of any 6-digit number.
Can write 6-digit numbers
with the correct spacing
and including zeros as
placeholders.
Can read 6 digit numbers
without hesitating or using
the word “and”.

Can explain how a model or
picture relates to a 6-digit
number.

Can explain how various
pictures or models relate to
any given 6-digit number.

Can write 6 digit numbers
in their expanded form.

Can write any 6 digit
number in both expanded
forms: 30 000 + 500 or
(3X10 000) + (5X100),
including numbers that
contain zeros as
placeholders.
Can write the standard form
of any given 6-digit number
given either of its expanded
forms, including the correct
use of zeros as
placeholders.
Can state the value of any
digit in a 6 digit number in 2
or more different ways; 2
000, 2 thousands or
2 X 1 000.

Cannot explain how a
picture or model relates the
standard form of a 4-digit
number.
Cannot accurately write a 4digit number in an
expanded form.

Cannot write the expanded
form of a 5-digit number
when given its expanded
form.
Cannot state the value
represented by the digits of
a 5-digit number.

May make errors when
writing the standard form
of a 6-digit number when
given its expanded form,
esp. if that number requires
zeros for placeholders.
Makes some errors when
stating the values
represented by individual
digits of a 6-digit number.

At Grade Level

Can write the standard form
of a 6-digit number when
given the expanded form.

Can state the value
represented by any digit in
a 6-digit number.

Comparing


At Grade Level

Cannot order 3, 5-digit
numbers correctly.

Can put 3, 5 digit numbers
in ascending or descending
order with few errors.

Can put 3, 6-digit numbers
in correct ascending or
descending order.

Cannot determine if a given
5-digit number is greater,
less than or equal to
another 5-digit number.

Can determine if a 5-digit
number is greater, less than
or equal to another 5-digit
number, but may need to
use manipulatives.
With some assistance or
with the use of
manipulatives and create a
number a specified amount
greater or less than a given
6-digit number.

Can determine if a 6-digit
number is greater, less than
or equal to another 6-digit
number.

Cannot create a number a
specified amount greater or
less than a given 5-digit
number.

Can create a number a
less than any given 6-digit
number.

Strong Grade Level
Performance
Can put more than, 6-digit
numbers in correct
ascending or descending
order.
Can easily determine if a 6digit number is greater, less
than or equal to another 6digit number.
Can create a number a
less than any given 6 digit
number, including times
when regrouping is
required. e.g. 2000 less than
601 472.

N5.2 Multiplication
Analyze models of, develop strategies for, and carry out the multiplication of whole numbers.
Analyze models

Cannot model multiplication
beyond basic facts

Cannot demonstrate an
understanding of
multiplication as repeated
addition concretely, pictorially
or orally
Cannot partially explain with
manipulatives, pictures or
orally why 0 X 0 = 0
Cannot illustrate concretely,
with pictures or symbolically
the distributive property using
expanded notation and partial
products

Can model 2-digit X 2-digit in
at least 1 of the following ways;
arrays, base 10 blocks, partial
products or area model and
record the process
symbolically or model 1-digit X
2-digit numbers in more than 1
way
Can demonstrate an
understanding of
addition concretely, pictorially
or orally
Can partially explain with
manipulatives, pictures or
orally why 0 X 0 = 0
With help can illustrate
concretely, with pictures or
symbolically the distributive
property using expanded
notation and partial products

At Grade Level

Strong Grade Level
Performance

at least 2 of the following ways;
arrays, base 10 blocks, partial
products or area model and
record the process
symbolically

more than 2 of the following
ways; arrays, base 10 blocks,
partial products or area model
and record the process
symbolically

Can demonstrate an
understanding of
addition or combining equal
groups concretely, pictorially
or orally

Can clearly demonstrate an
understanding of
addition and combining equal
groups concretely, pictorially
and orally

Explain with manipulatives,
pictures or orally why 0 X 0 = 0

Explain with manipulatives,
pictures and orally why 0 X 0 =
0

Illustrate concretely, with
pictures or symbolically the
distributive property using
products

Illustrate concretely, with
pictures and symbolically the
distributive property using
products


At Grade Level

Strong Grade Level
Performance

Cannot use at least 1 of the
following mental strategies to
calculate X facts: skip counting,
doubling, halving, repeated
doubling and halving, 9s
patterns, fact families and skip
counting from a known fact.

Can use at least 1 of the

Can use at least 3 of the

Can use more than 3 of the

Cannot apply halving and
doubling strategy to determine
a product involving at least one
2-digit factor

Develop strategies


With assistance can apply
halving and doubling strategy
to determine a product
involving at least one 2-digit
factor

Can apply halving and doubling
strategy to determine a
product involving at least one
2-digit factor

Can apply halving and doubling
strategy to determine a
product involving 2, 2-digit
factors

Cannot apply or explain the
distributive property to
determine factors that are
close to multiples of 10
Carry out multiplication

Requires assistance to apply or
cannot explain the distributive
property to determine factors
that are close to multiples of 10

Can apply and explain the
distributive property to

Can clearly explain and apply
the distributive property to

Can recall less than half of X
facts to 81

Makes frequent errors when
recalling X facts to 81

Makes few errors when

Rarely makes errors when

Make frequent errors in
recalling X facts when carrying
out 2-digit X 2-digit numbers
and in problem solving

Makes few errors recalling X
facts when carrying out 2-digit
X 2-digit numbers and in
problem solving

Makes few errors recalling X
problem solving

Rarely makes errors recalling X
problem solving

Makes frequent errors when
multiplying multiples of 10,
100 or 1 000

Makes some minor errors
when multiplying multiples of
10, 100 or 1 000

Cannot multiply 2-digit
numbers and makes frequent
errors when X multi-digit by 1digit numbers

Makes frequent minor errors
when multiplying 2-digit
numbers but makes few errors
when X multi-digit by 1-digit
numbers

Cannot explain or justify the
process used when multiplying

Can partially explain but not
justify the process used when
multiplying 2-digit numbers

Note: Estimation rubric can be used as it applies to multiplication

100 or 1 000
Can explain and justify the
process used when multiplying
2-digit numbers

100 or 1 000
Can clearly explain and justify
the process used when

N5.3 Division
Demonstrate, with and without concrete objects, an understanding of division (3 digit by 1 digit) and interpret remainders when solving problems.
At Grade Level
Strong Grade Level
Performance
Analyze models
Cannot model division
Can model division in at
Can model division in at
Can model division in more
beyond basic facts
least 1 of the following
least 2 of the following
than 2 of the following
ways, either with
ways, either with
ways, either with
manipulatives, pictures and manipulatives, pictures and manipulatives, pictures and
record the process
record the process
record the process
symbolically; repeated
subtraction, equal groups or subtraction, equal groups or subtraction, equal groups or
sharing, subtracting equal
groups
groups
groups
Cannot apply the following
mental strategies to
calculate basic division
facts; fact families, repeated
subtraction or annexing
zeros

Can apply at least 1 of the
following mental strategies
to calculate basic division
zeros

Can apply at least 2 of the
zeros

Can apply all of the
zeros

Cannot explain using
manipulative, pictures or
orally why division by 0 is
not possible

Can partially explain using
not possible

Can explain using
not possible

Can clearly explain using
manipulative, pictures and
not possible



At Grade Level

Strong Grade Level
Performance

Makes frequent, major errors
when diving a 3-digit number
by a 1-digit number

when diving a 3-digit number
by a 1-digit number

Makes few minor errors when
diving a 3-digit number by a 1digit number

diving a 3-digit number by a 1digit number

when dividing 3-digit numbers
by 1-digit numbers (concretely,
pictorially or symbolically)

when dividing 3-digit numbers
by 1-digit numbers (concretely,

Makes few, minor errors when
dividing 3-digit numbers by 1digit numbers (concretely,

dividing 3-digit numbers by 1digit numbers (concretely,

Recalls less than half of the
basic division facts

Recalls less than half of the
basic division facts

recalling division facts with
dividends to 81

recalling division facts with
dividends to 81

recalling division facts when
dividing larger numbers or
solving problems involving
division

Carry out division

Makes frequent, minor errors
when solving problems
involving division

Makes few errors recalling
division facts when dividing
larger numbers or solving
problems involving division

Rarely makes errors in
recalling division facts when
dividing larger numbers or
division

Makes few, major errors when
division

Can use personal strategies to
solve division problems and
record the process
symbolically but strategy may
show flaws in reasoning or
may not reach an accurate
solution

Cannot use personal strategies
to solve division problems or
record the process
symbolically

Interpret remainders

Cannot decide what to do with
remainders (disregard, round
up, rename as a fraction, or
rename as a decimal) or
explain the reasoning behind
their choice

Can decide what to do with
rename as a decimal) but
cannot explain the reasoning
behind their choice or their
choice is inappropriate for the
situation

Note: Estimation rubric can be used as it applies to division

Makes few, minor errors when
division
Can use personal strategies to
solve division problems and
record the process
symbolically
rename as a decimal) and
explain the reasoning behind
their choice

division
Chooses and applies effective
personal strategies to
successfully solve division
problems and record the
process symbolically
rename as a decimal) and
clearly explain the reasoning
behind their choice

N5.4 Estimating
Develop and apply personal strategies for estimation and computation including; front-end rounding, compensation and compatible numbers.
At Grade Level
Strong Grade Level
Performance
Know whether best to
Does not understand
Can state whether a specific Can state whether a specific Can determine whether
choose an under or over
whether a chosen strategy
strategy will result in an
specific strategies will
estimate strategy.
will result in an under or
under or over estimate but
under or over estimate and
result in an over or under
over estimate
cannot explain why
can explain why
estimate and can clearly
explain why.
Identifies whether a specific
under or over estimate and
why.
Understands when it is
appropriate to use an
estimate.

Cannot describe situation in
which an estimate would be
appropriate

Cannot give a clear/logical
explanation for why a
specific strategy was chosen

Chooses random or
inappropriate estimation
strategies

Limited ability to explain
why an under or
overestimate is appropriate
for a given situation

Can explain why an over or
under estimate is
appropriate for a given
situation
Chooses a workable and
reasonable strategy

Chooses familiar estimation
strategies even thought
they might not be the most
appropriate.
Explain and apply
estimation strategies; front
end rounding, compatible
numbers and compensation

Cannot explain the process
or reasoning behind any of
the estimation strategies

Can explain the process for
applying 1 or 2 of the 3
estimation strategies

Can clearly explain the
process for using all 3
estimation strategies

Provides a vague and or
inaccurate explanation of
their thinking

Provides a partially clear
explanation of their
thinking

Provides a clear and logical
explanation of their
thinking

Can clearly explain they
chose to over or
underestimate in a given
situation and explains the
reasoning behind the
chosen method
Can explain why a strategy
was chosen and how it was
applied
Chooses the most effective
strategy for a given
situation
process for using all 3
estimation strategies as
applied to all 4 operations
Provides precise and
insightful explanation of
their thinking

Apply estimation strategies;
front end rounding,
compatible numbers and
compensation

Cannot apply estimation
strategies to arrive at a
reasonable estimate
Has difficulty
demonstrating
computational fluency
when estimating


At Grade Level

Can apply only 1 or 2 of the
estimation strategies to
arrive at a reasonable
estimate

Can apply all 3 of the
estimation strategies to
arrive at a reasonable
estimate

Makes some errors in
computation when
estimating

Makes few minor
computational errors when
estimating

Strong Grade Level
Performance
Can apply all 3 estimation
strategies to arrive at a
logical estimate in all
operations
Personalizes estimation
strategies to involve
numbers that are easy for
themselves to work with
Demonstrates
computational fluency with
all 3 estimation strategies
that is efficient and flexible

N5.5 Fractions
Demonstrate an understanding of fractions by using concrete/pictorial representations to: compare sets of equivalent fractions and compare fractions
with like and unlike denominators
At Grade Level
Strong Grade Level
Performance
Model and demonstrate an
Can model equivalent
understanding of equivalent or pictures to model
fractions with
fractions with
fractions with a variety of
decimals
equivalent fractions
manipulatives or pictures
manipulatives
but may not be able to
Cannot explain why 2
clearly state why they are
Can state why fractions are
Can clearly explain why
fractions are equivalent
equivalent
equivalent with reference to they are equivalent (with
quantity
references to meaning of
Cannot verify whether or
With limited assistance can
numerators, denominators
not 2 fractions are
use manipulatives or
Can use manipulatives,
and quantity)
equivalent
pictures to determine if 2
pictures or symbolic
given fractions are
manipulation to determine
Can determine if 2 given
equivalent
whether or not 2 give
using symbolic
manipulation and can
clearly explain the process
used
Create equivalent decimals
Cannot create sets of
Uses concrete or pictorial
Uses a symbolic strategy to
Uses symbolic strategies to
representations to create
create sets of equivalent
create sets of equivalent
sets of equivalent fractions
fractions
fractions and clearly
explains why the strategy
works (2/3 x 3/3 = 2/3 x 1
…multiplying by 1 doesn’t
change the value

Compare and order
fractions


At Grade Level

Can compare fractions only
if they have like
denominators or like
numerators

Can compare and order
fractions with like
denominators or like
numerators but requires
some assistance to compare
and order fractions with
unlike denominators

Can compare fractions with
like and unlike
denominators with or
without manipulatives or
pictures (by comparing to
½ or using equivalent
fractions)

With some assistance can
plot fractions on a number
line

Can use equivalent fractions
to plot fractions on a
number line by

Can only partially explain
how to use equivalent
fractions to compare
fractions with unlike
denominators

Can explain how to use
equivalent fractions to
compare fractions with
unlike denominators

Cannot plot fractions on a
number line
Cannot explain how to use
equivalent fractions to
compare fractions with
unlike denominators

Strong Grade Level
Performance
Can compare fractions with
like and unlike numerators
or denominators
symbolically by comparing
to benchmarks and using
process used to compare
fractions
Can plot fractions and
mixed numbers on a
number line

N5.6 Decimal Fractions
Describe, represent, compare decimals and relate decimals to fractions
Relating fractions and
decimals

Sometimes makes errors
when identifying equivalent
fractions and decimals

identifying equivalent

Strong Grade Level
Performance
identifying equivalent

Requires assistance to
create fraction and decimals
that are equivalent

creating fractions and
decimals that are equivalent

creating fractions and

Can write fractions with
denominators of 10, 100 or
1000 as decimals
Require some assistance to
represent decimals with

writing fractions as
decimals and vice-versa
Can use manipulatives or
create a picture to
represent decimals

writing fractions as
decimals and vice-versa
Can represent decimals
with a variety of
manipulatives and pictures

describe the value of each
digit in a decimal

describing the value of each
digit in a decimal

describing the value of each
digit in a decimal

create equivalent decimals
Requires some assistance to
use benchmarks to order
decimals accurately

Can create equivalent
decimals
Can use benchmarks to
order decimals with few
errors

Can create sets of
equivalent decimals
using benchmarks to order
decimals

Cannot plot decimals on a
number line

Requires assistance to plot
decimals on a number line
accurately

Can plot decimals on a
number line with few errors

plotting decimals on a
number line

Cannot compare decimals

comparing decimals

Cannot identify equivalent
Cannot create fractions and
Cannot write fractions as
decimals or vice-versa

Representing and
describing decimals

Cannot represent decimals
with manipulatives or
pictures
Cannot describe the value of
each digit in a decimal
Cannot create equivalent
decimals

Comparing and Ordering

Cannot use benchmarks to
order decimals

At Grade Level

Can compare decimals with
few errors

comparing decimals

N5.7 Adding and Subtracting Decimals
Adds and subtracts decimals to thousandths
Addition

Often makes major errors
when adding decimals
Cannot use estimation to
determine where to place
the decimal point when
adding decimals
Cannot model or draw a
picture to represent the
determination of a decimal
sum, and cannot record the

Subtraction

when subtracting decimals
Cannot use estimation to
subtracting decimals
Cannot model or draw a
picture to represent the
difference, and cannot
record the process
symbolically

Problem Solving

Makes frequent major
errors when solving
problems involving
decimals

Makes frequent minor
errors when adding
decimals
errors when using
estimation to determine
where to place the decimal
point when adding decimals
model or draw a picture to
represent the
sum and record the process
symbolically
errors when subtracting
decimals
errors when using
estimation to determine
where to place the decimal
point when subtracting
decimals
model or draw a picture to
represent the
difference and record the
Requires assistance to solve
problems involving
decimals

At Grade Level
Makes few minor errors
when adding decimals

Strong Grade Level
Performance
adding decimals

when using estimation to
adding decimals

using estimation to
adding decimals

Can use manipulates or
draw a picture to represent
the determination of a
decimal sum and record the

manipulatives and draw
pictures to represent the
symbolically

when subtracting decimals


when using estimation to

using estimation to
adding decimals

Can use manipulates or
draw a picture to represent
the determination of a
decimal difference and
record the process
symbolically

manipulatives and draw
pictures to represent the
symbolically

when solving problems
involving decimals

decimals

P5.1 /5.2 Patterns
P5.1 Represent, analyze and apply patterns using mathematical words and notation
P5.2 Write, solve and confirm solutions of sing-variable, one-step equations (with whole numbers)
At Grade Level
Describing patterns

Representing patterns

Writing expressions for
patterns

Cannot use mathematical
language/notation to
describe patterns

Cannot create models and
pictures for patterns
Cannot determine the
pattern in a picture or
model
Cannot use variables to
write expressions for
patterns

Analyzing patterns

Cannot determine whether
or not a number belongs to
a given pattern

Writing equations with
variable

Cannot write an equation
using a variable to describe
a pattern

With assistance uses
mathematical language and
notation to describe
patterns
Makes frequent errors
when working
independently
Can create models and
pictures for patterns
Able to create charts and
pattern rules for patterns
with some assistance
With assistance can use
variable to write
expressions for patterns but
make frequent errors when
doing so independently
With assistance can
determine whether or not a
number belongs to a given
pattern but makes frequent
errors when working
independently (extending
patterns, creating chars or
solving expressions)
Makes frequent errors or
omissions when using
variable to write equations
for patterns…partially
accurate

Make some errors when
using mathematical
language and notation to
describe patterns

Strong Grade Level
Performance
Uses mathematical
language and notation
clearly and concisely to
describe patterns, seldom
make errors

Can create models, pictures,
charts, and pattern rules for
given patterns

Can create models, pictures,
charts and pattern rules for
given patterns and can
translate a pattern from on
form to another

Generally accurate when
using variables to write
expressions for patterns

Accurately uses variable to
write expressions for
patterns

Can determine whether or
not a number belongs to a
given pattern using at least
1 of the following
strategies; extending the
pattern, making a chart, or
solving the expression by
replacing the variable
Generally uses variable to
write equations for patterns
accurately…makes few
errors or omissions

Can determine whether or
not a given number belongs
to a pattern by extending
the pattern, making a chart
and solving the expression
by replacing the variable
Rarely make errors or
omissions when writing
equations with variable for
patterns

Solving equations with
variables


Cannot solve one-step
equations with single
variables

solve one-step equations
with single variables

Cannot explain what part of
a problem the variable
represents

determine what part of a
problem a variable
represents

At Grade Level
Can solve one-step
variables though may make
some calculation or
procedural errors
Can clearly explain what
part of a problem a variable
represents

Strong Grade Level
Performance
Can solve one-step
variables including any
operation accurately and
consistently
Can clearly explain what
part of a problem a variable
represents and its
relationship to the equation

Statistics and Probability
SP5.1 state the difference between first and second hand data
SP5.2 construct and interpret double bar graphs
SP5.3 describe, compare, predict and test the likelihood of outcomes in probability situations
First and second hand data

Unable to explain or
demonstrate the difference
between first and second
hand data
Unable to identify data as
first or second hand

At Grade Level

Partially able to explain or
had data
Not always able to identify
whether data is first or
second hand
Able answer or create
logical questions based on
first or second hand data

Able to explain and
hand data
Able to identify examples of
first and second hand data

Draws faulty conclusions
when interpreting double
bar graphs

errors/omissions when
creating double bar graphs;
including labels, legends
and scales
Draws basic conclusions
when interpreting double
bar graphs

Unable to create or answer
basic, questions relating the
construction or
interpretation of double bar
graphs
Often inaccurate when
categorizing outcomes in
probability situations as
impossible, possible or
certain

Able to create and answer
basic questions relating to
the construction and
graphs
Sometimes inaccurate when
categorizing outcome in
certain

Generally accurate, making
few errors or omissions in
creating double bar graphs
(including labels, legends
and scales)
Draws appropriate
conclusions when
interpreting double bar
graphs
logical questions related to
the construction and
graphs
Generally accurate, makes
few errors when
categorizing outcomes in
certain

Unable to create or answer
questions based on first and
second hand data
Double bar graphs

Probability outcomes

when creating double bar
graphs (including labels,
legends and scales)

questions based on first and
second hand data

Strong Grade Level
Performance
Able to clearly demonstrate
and explain the difference
had data
Able to give examples of
first and second had data
insightful questions based
on first and second hand
data
Rarely makes errors or
omissions when
constructing double bar
graphs (including labels,
legends and scales)
Draws insightful
conclusions when
interpreting double bar
graphs
insightful questions related
to the construction and
graphs
Mostly accurate; rarely
makes errors or omissions
when categorizing
outcomes in probability
situations as impossible,
possible or certain



At Grade Level

Has difficulty designing and
carrying out probability
experiments successfully

With limited help uses
strategies with partial
success to design and carry
out probability experiments

Uses appropriate strategies
to design and carry out
probability experiments
successfully

Strong Grade Level
Performance
Uses appropriate, often
innovative strategies with a
high degree of success to
design and conduct
Designs and successfully
carries out effective

Is unable to analyze data to
make predictions about
future outcomes (as
certain)
Cannot list all the outcomes
of a probability experiment
or cannot explain why the
are equally, more or less
like to occur

Analyzes data but
superficially and makes
simple predictions but may
not be able to explain
reasons why outcomes are
possible, impossible or
certain
Can list all the possible
outcomes of a probability
experiment but
explanations of whether
they are more, less or
equally likely is only
partially clear

Analyzes data and makes
logical predictions
(impossible, possible or
certain) and states
reasoning behind prediction

Analyzes data and makes
insightful predictions about
future outcomes as
certain, and clearly states
reasons for predictions

Can list all possible
outcomes of a probability
experiment and clearly
explains why they are less,
equally or more likely to
occur

Can list all the outcomes of
a probability experiment
and precisely explain why
they are equally, more or
less likely to occur

SS5.1 Shape and Space (area and perimeter)
Design and construct different rectangles given perimeter, area or both (whole numbers)
Creating rectangles

Analyzing rectangles

Unable to create 2 different
rectangles with the same
perimeter even with the use
of manipulatives or grids
Cannot create 2 different
area
Cannot accurately explain
why rectangles with the
same perimeters can have
different shapes and area
Cannot accurately explain
why rectangles with greater
areas do not always have
greater perimeters (and
vice-versa)
Cannot explain which
rectangles would be
situation

At Grade Level

Requires some assistance to
create 2 different rectangle
with the same perimeter

Able to create 2 different
perimeter

Strong Grade Level
Performance
Able to create more tan 2
different rectangles with
the same perimeter

Can create 2 different
area
Can give a partially accurate
explanation about why
perimeters can have
different shapes and areas
Can give a partially accurate
explanation of why
rectangles with greater
vice-versa

Can create more than 2
the same area
Can explain why rectangles
with the same perimeter
can have different shapes
and areas

Can create more than 3
the same area
perimeters can have
different shapes and areas

Can explain why rectangles
with greater area do not
always have greater
perimeters (and vice-versa)

Explanation of which
rectangles would be
situation is unclear or show
some flaws in the reasoning
behind the choice

Can explain which
rectangles would be
situation

rectangles with greater
vice-versa) and how
knowing this could impact
choices in real life situations
Can explain which
rectangles would be
situation and clearly
describe the reasoning
behind their choice

Shape and Space (Length)
5.2 select and justify referents for mm and model/describe the relationship between mm, cm and m
Referents for mm

Cannot give an appropriate
referent for mm
Cannot use referents for
mm to determine a
reasonable estimate of a
linear measurement

Relationship between mm,
cm and m

Cannot calculate
conversions between mm,
cm and m

Cannot identify the
standard unit (mm, cm or
m) that would be
appropriate for a linear
measurement in a given
situation

Can give a referent for mm
but it may not be the most
appropriate
Uses referents for mm to
determine approximate
linear measurements but
resulting estimate is not
always reasonable
calculate conversions
between mm, cm and m
when calculating
conversions independently
Can identify a standard unit
for a given linear
measurement situation but
that unit may not be the
most appropriate choice

At Grade Level
Can give at least 1
appropriate referent for
mm
determine acceptable
estimates of linear
measurements

Strong Grade Level
Performance
Can give 2 or more
appropriate referents for
mm
determine appropriate
estimates of linear
measurements

when calculating
conversions between mm,
cm and m

Calculates conversions
between mm, cm and m
accurately

Can identify the standard
unit (mm, cm or m) that
would be appropriate for a
linear measurement in a
given situation

Identifies the most
appropriate standard unit
for a linear measurement in
a given situation

Shape and Space (Volume)
SS5.3 Measure and record volume in ㎤ or ㎥
Select and justify referents for ㎤ or ㎥
Estimate volume by using referents for ㎤ or ㎥
Construct rectangular prisms for a given volume
Referents

Cannot give a referent for
㎤ or ㎥
Often makes errors when
identifying which standard
unit is represented by a
specific referent

Cannot use referents to
estimates of the volumes of
3-D objects
Measuring

Constructing rectangular
prisms

Cannot measure and record
the volumes of 3-D objects
with an acceptable degree
of accuracy
Cannot construct a
rectangular prism for a
given volume


At Grade Level

Can give at least 1
appropriate referent for ㎤

Can give at least 1

Strong Grade Level
Performance
Can give more than 1

or ㎥ but cannot clearly
explain the reasoning
behind their choice

or ㎥ and explain the
reasoning behind their
choice

or ㎥ and clearly explain
the reasoning behind their
choice

specific referent
Can use referents to
determine estimates of the
volumes of 3-D objects but
the resulting estimate may
not always be reasonable
errors when measuring and
recording the volumes of
3-D objects
With assistance can
construct a rectangular
prism for a given volume

specific referent
3-D objects

specific referent
3-D objects

Makes few minor error
when measuring and
recording the volumes of 3D objects
Can construct a rectangular
prism for a given volume

Can accurately measure and
record the volumes of 3-D
objects
Can construct more than 1
rectangular prisms for a
given volume

Shape and Space (Capacity)
5.4 Measure and record capacity in ml or L
Describe the relationship between ml and L,
Select and justify referents for and estimate capacity in ml and L
Referents

Cannot give any
appropriate referents for ml
and L
Cannot identify which
standard unit is
represented by a specific
referent
Cannot use referents to
estimates of the capacity of
containers

Measuring and recording

Cannot measure and record
the capacity of containers

Relationship between ml
and L

to show the relationship
between ml and L

At Grade Level

Strong Grade Level
Performance
Can give more than 1
appropriate referent for ml
and L and explain the
choice

Can give at least 1
and L but cannot clearly
explain the reasoning
behind their choice

Can give at least 1
and L and explain the
choice

specific referent
determine estimates of the
capacities of containers but
the resulting estimates may
not be reasonable
measuring and recording

specific referent
estimates of the capacities
of containers

specific referent
estimates of containers

Makes few minor error
when measuring and
recording the capacity of
containers
Can use manipulatives to
show the relationship
between ml and L

measuring and recording

With assistance can use
manipulatives to show the
relationship between ml
and L

Can show the relationship
between ml and L using a
variety of manipulatives

Shape and Space (Geometry)
SS5.5 determine if edges and faces of 3-D objects and 2-D shapes are parallel, intersecting, perpendicular, vertical or horizontal
At Grade Level
Strong Grade Level
Performance
Identifies edges, faces and
Often makes major
Makes frequent but minor
Makes few
Rarely makes
lines of 2-D shapes and 3-D
errors/omissions in
errors/omission when
objects
identifying edges, faces and
sides of 2-D shapes and 3-D
objects
objects
objects
objects
Determines if edges, faces
Often makes major
Makes few
Rarely makes when
and lines of 2-D shapes and
determining whether or not
3-D objects are parallel,
determining whether or not determining whether or not determining whether or not edges, faces and lines of 2-D
intersecting, perpendicular, edges, faces and lines of 2-D edges, faces and lines of 2-D edges, faces and lines of 2-D shapes and 3-D objects are
vertical or horizontal
shapes and 3-D objects are
parallel, intersecting,
perpendicular, vertical or
horizontal
horizontal
horizontal
horizontal
Explains what it means for
Gives a vague or inaccurate
Gives a partially accurate
Can describe what it means
Can clearly and concisely
lines, edges or face of 2-D
description of what it
description of what it
for a line, edge, or face of a
describe what it means for a
shapes and 3-D objects
means for a line, edge, or
means for a line, edge, or
2-D shape or 3-D object to
line, edge, or face of a 2-D
face of a 2-D shape or 3-D
face of a 2-D shape or 3-D
be parallel, intersecting,
shape or 3-D object to be
object to be parallel,
object to be parallel,
intersecting, perpendicular, intersecting, perpendicular, horizontal through physical perpendicular, vertical or
movement, orally or in
horizontal through physical
through physical
through physical
writing
writing
writing
writing

SS5.6 Shape and Space (Quadrilaterals)
Identify and sort quadrilaterals (including rectangles, squares, trapezoids, parallelograms and rhombuses) according to their attributes
At Grade Level
Strong Grade Level
Performance
Naming
when naming different
errors when naming
naming different types of
naming different types of
types of quadrilaterals
different types of
quadrilaterals (squares,
(squares, rectangles,
rectangles, trapezoids,
trapezoids, parallelograms
parallelograms and
parallelograms and
and rhombuses)
parallelograms and
rhombuses)
rhombuses)
rhombuses)
Describing common
Cannot describe the
Can describe some of the
Can describe most of the
Can describe all of the
attributes
common attributes of
parallelograms and
parallelograms and
parallelograms and
parallelograms and
rhombuses)
rhombuses)
rhombuses)
rhombuses)
Sorting
Cannot sort quadrilaterals
Can accurately sort
according to their attributes sorting quadrilaterals
sorting quadrilaterals
quadrilaterals according to
according to their attributes according to their attributes the attributes
Common and differing
Cannot identify common
Can identify some common
Makes few
Rarely makes
attributes
and differing attributes of
and differing attributes of
various quadrilaterals
identifying attributes of
identifying attributes of

Shape and Space (Transformations)
5.7 identify, create and analyze single transformations of 2-D shapes
Demonstrating rotations,
reflections and translations

Strong Grade Level
Performance
performing translations,
rotations, and reflections of
2-D shapes concretely,
pictorially and physically

Analyzing/describing
reflections

Identifying translations,
reflection, and rotations

Makes few, minor errors
when performing
translations, rotations, and
reflections of 2-D shapes
concretely, pictorially or
physically
Can draw 2-D shapes, show
their translations

errors when recording the
direction and magnitude of
the movements

when recording the
directions and magnitudes
of the movements

recording the directions
and magnitudes of
movements

Can draw 2-D shapes and
show their rotations

show their rotations

their rotations

when describing the
rotations (including the
direction and fraction of the
turn and the point of
rotation)

when describing the
rotations (including the
direction and fraction of the
turn and the point of
rotation

describing the rotations
(including the direction and
fraction of the turn and the
point of rotation)

Cannot draw 2-D shapes
and show their reflections

show their reflections



Cannot identify lines of
reflection

rotations

errors when performing
physically
show their translations

Cannot accurately describe
the rotations (direction and
fraction of the turn or the
point or rotation)

translations

errors when performing
physically
errors when drawing 2-D
shapes and showing their
translations,

At Grade Level

Often makes errors when
identifying lines of
reflection
Frequently makes errors
when determining whether
a given image shows a
reflection, rotation, or
translation of a given 2-D
shape

reflection
determining whether a
given image shows a
shape

reflection
Accurately determines
whether a given image
shows a reflection, rotation,
or translation of a given 2-D
shape

Cannot record the direction
and magnitude of the
movements
errors when drawing 2-D
shapes and showing their
rotations

Cannot determine whether
a given image shows a
shape

Can draw 2-D shapes,
showing their translations

Grade 5 math_rubrics (2)

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