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Standards
• Product Description
• StandardsNEW

This product includes Google Form self assessments for every fifth grade math learning target based on the common core standards:

• Operations & Algebraic Thinking
• Number & Operations in Base Ten
• Numbers & Operations- Fractions
• Measurement & Data
• Geometry

1. Pre and post-unit assessments are included in this product.

Students will rate themselves using the following criteria:

1 Novice

My level of understanding is limited.  I need additional practice and extra help.

2 Apprentice

My level of understanding is okay.  I understand some of what I’m learning but still need additional practice and help.

3 Practitioner

My level of understanding is good.  I understand most of what I’m learning and don’t need too much extra practice or help.

4 Expert
My level of understanding is strong. I understand everything I’m learning and would benefit from extension activities.

Included Learning Targets:

1.1 I can add and subtract fractions & mixed numbers with uncommon denominators
1.2 I can solve word problems involving addition & subtraction of fractions with unlike denominators
1.3 I can represent the context of a fraction word problem using a variety of models.
1.4 I can use benchmark fractions and number sense to check for reasonable answers.
1.5 I can make a line plot to display a data set involving fractions of a measurement unit
1.6 I can evaluate and use a line plot to solve problems.

2.1  I can multiply a whole number or a fraction by a fraction.
2.2a I can prove my product is correct by using an area model
2.2b I can prove my product is correct by using a fraction model.
2.3 I can find the area of a rectangle (with fractional side lengths).
2.4  I can compare the size of a product to the size of its factors (without performing multiplication)
2.5 I can explain the result of multiplying a given number by a fraction greater than and less than 1.
2.6 I can solve a word problem with fractional operations.

3.1 I can explain the relationship between fractions and division.

3.2 I can represent the context of a fraction word problem using a variety of models.

3.3 I understand and can explain how fractions (both greater than and less than 1) can be interpreted as division problems and vice versa.

3.4 I can explain the meaning of (in context) and calculate the division of a whole number by a unit fraction or a unit fraction by a whole number

4.1 I can fluently multiply multi-digit whole numbers.
4.2a I can prove my division (by up to a 2-digit divisor) calculations are correct using rectangular arrays.
4.2b I can prove my division (by up to a 2-digit divisor) calculations are correct using a fraction model.
4.2c I can prove my division (by up to a 2-digit divisor) calculations are correct using an array.
4.3 I can write and evaluate expressions and communicate using mathematical symbols (parentheses, brackets, braces).
4.4 I can explain the relationship between numbers in an expression (without any calculations)
4.5 I can express a whole number, 2-50 as a product of its prime factors.

5.1 I can explain the concept of volume using unit cubes.

5.2 I can measure the volume of objects using a variety of methods and the appropriate units.

5.3 I can explain the relationship between the concepts of volume, multiplication, and addition.

5.4 I can solve real-word problems involving volume.

6.1 I can explain the relationship between digits in different decimal places.

6.2 I can use exponents to show powers of 10.

6.3a  I can read, write, and compare decimals to the thousandths place using the symbols >, =, and <

6.3b  I can write decimals in expanded form. (When you write a number in expanded form, you are expressing the number separated into its composite individual place values in the form of an expression)

6.4a I can explain decimals using base-ten numerals.

6.4b I can explain decimals using number names.

6.4c I can explain decimals using expanded form. (When you write a number in expanded form, you are expressing the number separated into its composite individual place values in the form of an expression)

6.5 I can round decimals to any given place.

7.1 I can add and subtract decimals using the standard algorithm.

7.2 I can explain the relationship between addition and subtraction with decimals.

7.3 I can prove decimal calculations are correct using a 10x10 grid model.

8.1a I can multiply decimals using the standard algorithm.

8.1b I can divide decimals using the standard algorithm.

8.2a  I can prove decimal multiplication with a 10x10 grid model.

8.2b  I can prove decimal division with a 10x10 grid model.

8.3 I can solve decimal operations problems explain their reasoning and solutions in writing.

8.4 I can convert among units within one measurement system.

9.1 I can compare two numerical patterns represented as points on a coordinate plane.
9.2 I understand the coordinate plane is made from two axes meeting at the origin to form perpendicular lines and graph points accurately in the first quadrant of the coordinate plane.
9.3 I can use the context to explain the meaning of points on a coordinate plane.
10. 1 can reason using the attributes and categories of geometric figures.
10.2 I  can classify shapes based on properties.

Classify two-dimensional figures in a hierarchy based on properties.
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
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