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Name / Date

Grade 5

Unit Rubric: Patterns in Number and Geometry

Level 1 / Level 2 / Level 3 / Level 4
Thinking
• makes and carries out a plan to solve and create problems in number and geometry, using a range of patterning strategies (e.g., using calculators and computers, making models, creating charts and tables) / makes and carries out a plan to solve and create problems in number and geometry, using a limited range of appropriate patterning strategies; rarely results in an accurate solution / makes and carries out a plan to solve and create problems in number and geometry, using some appropriate patterning strategies; frequently results in an accurate solution / makes and carries out a plan to solve and create problems in number and geometry, using appropriate patterning strategies; usually results in an accurate solution / makes and carries out a plan to solve and create problems in number and geometry accurately, using appropriate patterning strategies that may offer an innovative approach
Knowledge and Understanding
• shows understanding of patterning concepts by appropriately demonstrating and explaining:
– patterns in multiplication
– patterns in decimals
– patterns in tables and on graphs
– repeating geometric (e.g., tiling) patterns / may be unable to demonstrate or explain:
– patterns in multiplication
– patterns in decimals
– patterns in tables and on graphs
– repeating geometric (e.g., tiling) patterns / may only be partially able to demonstrate and explain:
– patterns in multiplication
– patterns in decimals
– patterns in tables and on graphs
– repeating geometric (e.g., tiling) patterns / demonstrates and explains:
– patterns in multiplication
– patterns in decimals
– patterns in tables and on graphs
– repeating geometric (e.g., tiling) patterns / in various contexts, demonstrates and explains:
– patterns in multiplication
– patterns in decimals
– patterns in tables and on graphs
– repeating geometric (e.g., tiling) patterns
Application
• with accuracy:
– identifies multiplication and decimal patterns using a calculator
– relates fractions to their equivalent decimal forms
– identifies a pattern rule and predicts the next term
– identifies and extends geometric patterns (e.g., tiling) / with limited effectiveness:
– identifies multiplication and decimal patterns
– relates fractions to their equivalent decimal forms
– identifies a pattern rule and predicts the next term
– identifies and extends geometric patterns (e.g., tiling) / with some effectiveness:
– identifies multiplication and decimal patterns
– relates fractions to their equivalent decimal forms
– identifies a pattern rule and predicts the next term
– identifies and extends geometric patterns (e.g., tiling) / with considerable effectiveness:
– identifies multiplication and decimal patterns
– relates fractions to their equivalent decimal forms
– identifies a pattern rule and predicts the next term
– identifies and extends geometric patterns (e.g., tiling) / with a high degree of effectiveness:
– identifies multiplication and decimal patterns
– relates fractions to their equivalent decimal forms
– identifies a pattern rule and predicts the next term
– identifies and extends geometric patterns (e.g., tiling)
Communication
• describes patterns and expresses mathematical thinking clearly and precisely / describes patterns and expresses mathematical thinking, often unclearly and imprecisely / describes patterns and expresses mathematical thinking with some clarity and precision / describes patterns and expresses mathematical thinking clearly and precisely / describes patterns and expresses mathematical thinking clearly, precisely, and confidently
• presents work clearly / presents work with little clarity / presents work with some clarity / presents most work clearly and precisely / presents all work clearly and precisely

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Name / Date

Grade 5

Ongoing Observations: Patterns in Number and
Geometry

The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning.

STUDENT ACHIEVEMENT: Patterns in Number and Geometry

Student / Thinking / Knowledge and Understanding / Application / Communication
§ Makes and carries out a plan to solve and create problems involving patterns, using appropriate strategies / § Demonstrates and explains:
– multiplication and decimal patterns
– patterns in tables and on graphs
– geometric patterns (e.g., tiling) / § Identifies and extends patterns / § Describes patterns and expresses mathematical thinking clearly
§ Presents work clearly

Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness

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Name / Date

Grade 5

Performance Assessment Rubric: Squares
Everywhere!

Level 1 / Level 2 / Level 3 / Level 4
Thinking
• uses critical/creative processes (e.g., making and carrying out a plan) to solve problems and create a tiling pattern / uses critical/creative processes to solve problems, with incomplete or seriously flawed results / uses critical/creative processes to solve problems, with partially successful results / uses critical/creative processes to solve problems, with generally successful results / uses critical/creative processes to solve problems, with consistently successful results
Knowledge and Understanding
• shows understanding of patterning concepts by explaining patterns and predictions involving side lengths and area of squares / shows very limited understanding by giving inappropriate explanations / shows limited understanding by giving appropriate but incomplete explanations / shows understanding by giving appropriate explanations / shows thorough understanding by giving appropriate and complete explanations
Application
• with accuracy:
– records data in tables
– constructs a graph using data in a table
– identifies patterns
– uses patterns to predict area from given side length / with limited effectiveness:
– records data in tables
– constructs a graph using data in a table
– identifies patterns
– uses patterns to predict area from given side length / with some effectiveness:
– records data in tables
– constructs a graph using data in a table
– identifies patterns
– uses patterns to predict area from given side length / with considerable effectiveness:
– records data in tables
– constructs a graph using data in a table
– identifies patterns
– uses patterns to predict area from given side length / with a high degree of effectiveness:
– records data in tables
– constructs a graph using data in a table
– identifies patterns
– uses patterns to predict area from given side length
Communication
• describes patterns and expresses mathematical thinking clearly and precisely / describes patterns and expresses mathematical thinking, often unclearly and imprecisely / describes patterns and expresses mathematical thinking with some clarity and precision / describes patterns and expresses mathematical thinking clearly and precisely / describes patterns and expresses mathematical thinking clearly, precisely, and confidently
• presents work clearly, including labels / presents work with little clarity / presents work with some clarity / presents most work clearly and precisely / presents all work clearly and precisely

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Name / Date

Grade 5

Unit Summary: Patterns in Number and Geometry

Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category.

Most Consistent Level of Achievement*

Strand:
Patterning and Algebra / Thinking / Knowledge and Understanding / Application /

Communication

Overall

Ongoing Observations
Strategies Toolkit
(Lesson 5)
Work samples or portfolios; conferences
Show What You Know
Unit Test
Unit Problem
Squares Everywhere!

Achievement Level for reporting

*Use Ontario Achievement Levels 1, 2, 3, 4.

Self-Assessment:
Comments: (Strengths, Needs, Next Steps)

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