5th Grade Report Card Rubric

As per District Policy Regulation 2624, performance levels are used to reflect the pupil’s progress towards meeting each Standard.
The levels are:

E- The student is meeting grade level expectations with distinction. Performance is characterized by
self-motivation and the ability to apply skills with consistent accuracy and independence, and a high level
of quality.

3- The student is meeting grade level expectations. Performance is characterized by thorough

understanding of concepts and skills.

2- The student is progressing toward grade level expectations. Performance is characterized by the ability to
apply skills with increasing success. Performance varies regarding accuracy, quality, and level of support
needed.

1- The students is not meeting grade level expectations. At this time performance does not demonstrate
understanding of basic concepts and skills. Performance is inconsistent even with guidance and support.

NA - Not assessed

M​ - The standards for the area indicated have been modified.

Performance in special subject areas (Physical Education and Health, World Language, Art, and Music) will be reported accordingly:

O - Outstanding S+ - Very Good S - Satisfactory N - Needs Improvement

5th Grade Report Card Rubric
Reading Literature and Informational Text
AREA OF ASSESSMENT​: Summarizes text including key elements and supporting details to draw inferences
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently​ a ​ nd independently Student can ​consistently​ a
​ nd independently ​summarize ​above​ ​benchmark texts​ read in an
summarize ​benchmark texts​ read in an organized organized and sequential manner including key elements and supporting details in order to
E
and sequential manner including key elements and draw inferences.
supporting details in order to draw inferences.
Student can ​consistently​ summarize b ​ enchmark Student can ​consistently s​ ummarize ​benchmark texts​ ​read​ in an organized and sequential
texts​ ​read​ in an organized and sequential manner manner including key elements and supporting details in order to draw inferences.
3
including key elements and supporting details in
order to draw inferences.
With prompting and support​, student can ​attempt With prompting and support​, student can summarize ​benchmark texts​ ​read​ in an organized
to summarize ​benchmark texts​ ​read​ in an organized and sequential manner including key elements and supporting details in order to draw
2
and sequential manner including key elements and inferences.
supporting details in order to draw inferences.
With consistent prompting and support​, student With consistent prompting and support​, student ​has difficulty​ summarizing ​at/or below
has difficulty​ summarizing ​at/below benchmark benchmark texts,​ r​ eading​ in an organized and sequential manner including key elements and
texts,​ ​read​ in an organized and sequential manner supporting details in order to draw inferences. ​Explanations may include minor errors
1
including key elements and supporting details in and/or misconceptions.
order to draw inferences. ​Explanations may
include minor errors and/or misconceptions.
AREA OF ASSESSMENT​: Applies various strategies to comprehend, compare, and contrast two or more nonfiction texts
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently​ and i​ ndependently ​apply various strategies to Student can ​consistently​ and ​independently ​apply various
E comprehend, compare, and contrast ​t​wo or more​ ​benchmark​ nonfiction texts strategies to comprehend, compare, and contrast ​multiple​ ​above
read. benchmark​ nonfiction texts read.
Student can ​consistently​ apply various strategies to comprehend, compare, Student can ​consistently​ apply various strategies to comprehend,
and contrast ​two or more​ ​benchmark ​nonfiction texts ​read. compare, and contrast ​two or more​ b​ enchmark​ nonfiction texts
3
read.

With prompting and support​, student can apply ​some​ strategies to With prompting and support​, student can apply various strategies
2 comprehend, compare, and contrast ​two​ ​at/below benchmark​ nonfiction texts to comprehend, compare, and contrast ​two or more​ ​benchmark
read/read aloud. nonfiction texts ​read​.

With consistent prompting and support, ​student ​has difficulty ​applying With consistent prompting and support, ​student ​has difficulty
some​ strategies to comprehend, compare, and contrast ​two ​at/below applying strategies to comprehend, compare, and contrast ​two or
1
benchmark​ nonfiction texts ​read.​ Explanations may include significant errors more​ ​at/below benchmark​ nonfiction texts ​read​. Explanations may
and/or misconceptions. include significant errors and/or misconceptions.
5th Grade Report Card Rubric
Reading Literature and Informational Text
AREA OF ASSESSMENT​: Analyzes characters, themes, settings, and events, citing specific evidence in text
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently​ a ​ nd independently​ analyze Student can ​consistently​ a ​ nd Student can ​consistently​ a​ nd
characters, themes, settings, and events of​ two b ​ enchmark independently​ analyze independently​ analyze characters, themes,
texts​ ​read​, citing specific evidence. characters, themes, settings, and settings, and events of​ several ​above
E
events of​ two or more ​benchmark benchmark texts​ ​read​, citing specific
texts​ r​ ead​, citing specific evidence.
evidence.
Student can ​consistently​ analyze characters, themes, Student can ​consistently​ analyze characters, themes, settings, and events of
3 settings, and events of​ two ​benchmark texts​ ​read​, citing ​some several ​benchmark texts​ ​read​, citing specific evidence.
specific evidence.
With prompting and support,​ student can analyze With prompting and support,​ student can analyze characters, themes, settings,
characters, themes, settings, and events of​ two a ​ t/ below and events of​ two or more ​benchmark texts​ ​read​, citing ​some​ specific evidence.
2
benchmark texts​ ​read​, citing ​some​ evidence.

With consistent prompting and support, ​student ​has With consistent prompting and support, ​student ​has difficulty ​analyzing
difficulty ​analyzing characters, themes, settings, and events themes, settings, and events of​ two or more ​at/below​ ​benchmark texts​ ​read​, citing
1 of​ two ​at/below​ ​benchmark texts​ ​read,​, citing ​some​ evidence. some​ specific evidence. Explanations may include significant errors and/or
Explanations may include significant errors and/or misconceptions.
misconceptions.

AREA OF ASSESSMENT​: Describes how points of view influence how events are described, citing specific evidence in text
RUBRIC Trimester 1 Trimester 2 Trimester 3
​ nd independently ​describe how a
Student can​ consistently​ a Student can​ consistently​ a​ nd independently ​describe how a narrator’s or
narrator’s or speaker’s point of view influences the description of speaker’s point of view influences the description of events with ​above
E events with ​above benchmark texts​ read​,​ citing specific and ​effective benchmark texts​ read, citing specific and ​compelling ​evidence.
evidence.
Student can​ consistently ​describe how a narrator’s or speaker’s point Student can​ consistently ​describe how a narrator’s or speaker’s point of
3 of view influences the description of events with ​benchmark texts view influences the description of events with ​benchmark texts​ ​read,​ citing
read/read,​ citing ​some​ specific evidence. specific and ​effective ​evidence.
With prompting and support,​ student can describe how a narrator’s With prompting and support, ​student can​ ​describe how a narrator’s or
2 or speaker’s point of view influences the description of events with speaker’s point of view influences the description of events with ​benchmark
at/below benchmark texts​ ​read, c​ iting ​some​ evidence. texts​ r​ ead​, citing ​some specific ​evidence.
With consistent prompting and support, ​student ​has difficulty With consistent prompting and support, ​student ​has difficulty
describing how a narrator’s or speaker’s point of view influences the describing how a narrator’s or speaker’s point of view influences the
1 description of events with ​at/below benchmark texts​ ​read,​ citing ​some description of events with ​at/below benchmark texts​ ​read,​ citing ​some
evidence. Explanations may include significant errors and/or specific​ evidence. Explanations may include significant errors and/or
misconceptions. misconceptions.
5th Grade Report Card Rubric

Foundational Skills: Fluency

AREA OF ASSESSMENT​: Reads fluently to support comprehension of benchmark text

RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently ​read for purpose and understanding at an ​accelerated​ rate with accuracy, fluency, and
E expression to support comprehension ​above benchmark​. Student can use context and rereading to self-correct for word
recognition and understanding.
Student can ​consistently ​read for purpose and understanding at an ​appropriate​ rate with accuracy, fluency, and
3 expression to support comprehension while ​meeting trimester benchmarks​. Student can use context and rereading to
self-correct for word recognition and understanding.
Student can read ​benchmark texts ​at a rate that ​hinders ​their ability to demonstrate comprehension. ​With prompting and
2
support​, student can use context and rereading to correct for word recognition and understanding.
Student can read ​below benchmark texts ​at a rate that ​hinders​ their ability to demonstrate comprehension. ​With
1 consistent prompting and support​, student ​has difficulty ​using context and rereading to correct for word recognition and
understanding.
5th Grade Report Card Rubric

Language and Writing

AREA OF ASSESSMENT​: Writes grade levels pieces across the curriculum (narrative, opinion, and informational)
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and
Student can ​consistently and independently​ write Student can ​consistently and independently
independently​ write an engaging
an engaging lead/conclusion, provide key details in a write an engaging lead/conclusion, provide key
lead/conclusion, provide key details in a
logical sequence, accurately paragraph, use details in a logical sequence, accurately
logical sequence, accurately paragraph, use
transition words to manage sequence of events, and paragraph, use transition words to manage
E use student voice to convey the emotion or tone of sequence of events, and accurately support facts
transition words to manage sequence of
events, and accurately use precise language
the writing piece through description, phrases, and details by citing outside sources, when
and domain specific vocabulary to inform
dialogue, and thoughts to develop experiences. applicable, and/or quote directly from the text.
about a topic.
(narrative and informational) (narrative, informational, and opinion)
(narrative, informational, and opinion)
Student can ​consistently ​write an engaging Student can ​consistently w ​ rite an engaging Student can ​consistently w ​ rite an engaging
lead/conclusion, provide key details in a logical lead/conclusion, provide key details in a logical lead/conclusion, provide key details in a
sequence, accurately paragraph, use transition sequence, accurately paragraph, use transition logical sequence, accurately paragraph, use
words to manage sequence of events, and use words to manage sequence of events, and transition words to manage sequence of
3 student voice to convey the emotion or tone of the accurately support facts and details by citing events, and accurately use precise language
writing piece through description, phrases, dialogue, outside sources, when applicable, and/or quoting and domain specific vocabulary to inform
and thoughts to develop experiences. directly from the text. about a topic.
(narrative and informational) (narrative, informational, and opinion) (narrative, informational, and opinion)
With teacher support and prompting,
With prompting and support,​ student can write an With teacher support and prompting,​ student
student can write an engaging lead/
engaging lead/ conclusion, provide key details in a can write an engaging lead/conclusion, provide
conclusion, provide key details in a logical
logical sequence, accurately paragraph, use key details in a logical sequence, accurately
sequence, accurately paragraph, use
2 transition words to manage sequence of events, and paragraph, use transition words to manage
transition words to manage sequence of
use student voice convey the emotion or tone of the sequence of events, and accurately support facts
events, and use precise language and
writing piece through description, phrases, dialogue and details by citing outside sources, when
domain specific vocabulary to inform about
and thoughts to develop experiences. applicable, and/or quoting directly from the text.
a topic.
(narrative and informational) (narrative, informational, and opinion)
(narrative, informational, and opinion)
With consistent prompting and support​,
With consistent prompting and support​, student With consistent prompting and support​,
student ​has difficulty​ writing an engaging lead/
has difficulty​ writing an engaging lead/conclusion, student ​has difficulty​ writing an engaging
conclusion, providing key details in a logical
providing key details in a logical sequence, lead/ conclusion, providing key details in a
sequence, accurately paragraphing, using
accurately paragraphing, using transition words to logical sequence, accurately paragraphing,
transition words to manage sequence of events,
1 manage sequence of events, and using student
and accurately supporting facts and details by
using transition words to manage
voice to convey the emotion or tone of the writing sequence of events, and using precise
citing outside sources, when applicable, and/or
piece through description, phrases, dialogue and language and domain specific vocabulary
quoting directly from the text.
thoughts to develop experiences. (narrative and to inform about a topic.
(narrative, informational, and opinion)
informational) (narrative, informational, and opinion)
5th Grade Report Card Rubric

Language and Writing

AREA OF ASSESSMENT​: Draws evidence from text to support analysis, reflection, and research
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently​ determine Student can ​consistently and independently​ identify evidence in texts that fits the
the task, purpose, and audience; what evidence is relevant; task, purpose, or audience; justify analysis, reflection, or research with evidence from
E how to compile evidence from texts; provide logically texts; determine what sources are appropriate to support analysis, reflection, and
ordered ordered evidence from appropriate texts to support research; evaluate and provide logically ordered evidence from appropriate texts to
analysis, reflection, and research. support analysis, reflection, and research.
Student can ​consistently ​determine the task, purpose, and Student can ​consistently​ determine the task, purpose, and audience; what evidence
audience; what evidence is relevant; how to compile is relevant; how to compile evidence from texts; provide logically ordered ordered
3
evidence from the text; provide logically ordered reasons evidence from appropriate texts to support analysis, reflection, and research.
that are supported by facts and details from text.
With prompting and support,​ student can ​attempt ​to With prompting and support,​ student can determine the task, purpose, and
determine the task, purpose, and audience; what evidence audience; what evidence is relevant; how to compile evidence from the text; provide
2 is relevant; how to compile evidence from the text; provide some​ logically ordered reasons that are supported by facts and details from text.
minimal​ logically ordered reasons that are supported by
facts and details from text.
With consistent prompting and support​, student ​has With consistent prompting and support​, student ​has difficulty​ determining the
difficulty ​determining the task, purpose, and audience; task, purpose, and audience; what evidence is relevant; and how to compile evidence
1 what evidence is relevant; and how to compile evidence from the text; providing ​minimal​ logically ordered reasons that are supported by facts
from the text; providing ​minimal​ logically ordered reasons and details from text. Explanations may include minor errors and/or misconceptions.
that are supported by facts and details from text.

AREA OF ASSESSMENT​: Produces research-based projects that use several sources across content areas
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently ​produce Student can ​consistently and independently ​produce research-based
research-based projects that use several ​high quality​ sources projects that use several ​high quality​ sources across content areas, providing
E
across content areas, building knowledge through investigation of evidence of summarizing, paraphrasing of notes, and a list of sources.
different perspectives of a topic.
Student can ​consistently​ produce research-based projects that Student can ​consistently​ produce research-based projects that use several
3 use several sources across content areas, building knowledge sources across content areas, providing evidence of summarizing,
through investigation of different perspectives of a topic. paraphrasing of notes, and a list of sources.
With prompting and support,​ student can ​attempt​ to produce With prompting and support, ​student can produce research-based projects
research-based projects that use several sources across content that use several sources across content areas, providing evidence of
2
areas, building knowledge through investigation of different summarizing, paraphrasing of notes, and a list of sources.
perspectives of a topic.
With consistent prompting and support​, student ​has difficulty With prompting and support,​ student​ has difficulty​ producing
producing research-based projects that use several sources across research-based projects that use several sources across content areas,
1
content areas, building knowledge through investigation of different building knowledge through investigation of different perspectives of a topic.
perspectives of a topic. Examples may include minor errors and/or misconceptions.
5th Grade Report Card Rubric

Conventions of Standard English

AREA OF ASSESSMENT​: Demonstrates command of capitalization, punctuation, grammar, and spelling
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently Student can ​consistently and independently Student can ​consistently and independently
use punctuation to separate items in a series use ​all appropriate​ forms of punctuation, use all appropriate forms of punctuation,
and commas to separate an introductory underlining, quotation marks, and italics; underlining, quotation marks, and italics;
element from the rest of the sentence; use demonstrate an understanding of the function of demonstrate an understanding of the function of
E underlining, quotation marks, or italics to conjunctions, prepositions, interjections, and the conjunctions, prepositions, interjections, and the
indicate titles of works; ​exceeds​ ​grade perfect verb tense; exceeds grade appropriate perfect verb tenses; exceeds grade appropriate
appropriate​ spelling skills, consulting spelling skills, consulting references as needed. spelling skills, consulting references as needed;
references as needed. recognize and correct inappropriate shifts in verb
tense and use correlative conjunctions.
Student can ​consistently ​use punctuation to Student can ​consistently u ​ se ​all appropriate Student can ​consistently u ​ se all appropriate
separate items in a series and commas to forms of punctuation, underlining, quotation forms of punctuation, underlining, quotation
separate an introductory element from the rest marks, and italics; demonstrate an understanding marks, and italics; demonstrate an understanding
of the sentence; use underlining, quotation of the function of conjunctions, prepositions, of the function of conjunctions, prepositions,
3 marks, or italics to indicate titles of works; interjections, and the perfect verb tense; apply interjections, and the perfect verb tense; apply
apply grade appropriate spelling skills. grade appropriate spelling skills. grade appropriate spelling skills, consulting
references as needed; ​recognize and correct
inappropriate shifts in verb tense and use
correlative conjunctions.
With prompting and support,​ student can With prompting and support,​ student can With prompting and support,​ student can
attempt​ to use punctuation to separate items attempt​ to​ ​use appropriate forms of punctuation, attempt​ to use appropriate forms of punctuation,
in a series and commas to separate an underlining, quotation marks, and italics; underlining, quotation marks, and italics;
introductory element from the rest of the demonstrate a ​basic​ understanding of the demonstrate a ​basic​ understanding of the
sentence; use underlining, quotation marks, or function of conjunctions, prepositions, function of conjunctions, prepositions, and
2 italics to indicate titles of works; apply grade interjections, and the perfect verb tense; apply
interjections, and the perfect verb tense; apply
appropriate spelling skills. Examples may grade appropriate spelling skills. Examples may grade appropriate spelling skills; ​recognize and
include minor errors and/or misconceptions. include minor errors and/or misconceptions. correct inappropriate shifts in verb tense, and use
correlative conjunctions. ​Examples may include
minor errors and/or misconceptions.
With consistent prompting and support​, With consistent prompting and support​, With consistent prompting and support​,
student ​has difficulty ​using punctuation to student ​has difficulty ​using appropriate forms of student ​has difficulty ​using appropriate forms of
separate items in a series and commas to punctuation, underlining, quotation marks, and punctuation, underlining, quotation marks, and
separate an introductory element from the rest italics; demonstrating a ​basic​ understanding of italics; demonstrating a ​basic​ understanding of
1 of the sentence; using underlining, quotation the function of conjunctions, prepositions, and the function of conjunctions, prepositions, and
marks, or italics to indicate titles of works; or in interjections, and the perfect verb tense; and in interjections, and the perfect verb tense; applying
applying grade appropriate spelling skills. applying grade appropriate spelling skills. grade appropriate spelling skills; ​recognizing and
correcting inappropriate shifts in verb tense, and
using correlative conjunctions.
5th Grade Report Card Rubric

Speaking and Listening

AREA OF ASSESSMENT​: Engages in collaborative conversations, expresses ideas, and builds on the ideas of others

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently ​engage Student can ​consistently and independently​ engage and extend
and extend group discussions with diverse partners; group discussions with diverse partners; stays on topic by linking
stays on topic by linking his/her own additions to the his/her own additions to the conversation with the previous remarks
conversation with the previous remarks of others; ask of others; ask for clarification and further explanation, as needed;
E for clarification and further explanation, as needed; extends his/her ideas and understanding in light of the discussion;
extends his/her ideas and understanding in light of the acknowledge new information provided by others and incorporates
discussion; acknowledge new information provided by it into his/her own thinking, as appropriate; ​evaluate and integrate
others and incorporates it into his/her own thinking, as information presented in diverse media.
appropriate.
Student can ​consistently ​engage in group Student can ​consistently ​engage in group discussions with
discussions with diverse partners; stay on topic by diverse partners; stay on topic by linking his/her own additions to
3 linking his/her own additions to the conversation with the conversation with the previous remarks of others; ask for
the previous remarks of others; ask for clarification clarification and further explanation, as needed; extends his/her
and further explanation, as needed; extends his/her ideas and understanding in light of the discussion;​ ​evaluate and
ideas and understanding in light of the discussion. integrate information presented in diverse media.
Student can ​occasionally​ engage in group Student can ​occasionally​ engage in group discussions with
discussions with diverse partners; stay on topic by diverse partners; stay on topic by linking his/her own additions to
linking his/her own additions to the conversation with the conversation with the previous remarks of others; ask for
2
the previous remarks of others; ask for clarification clarification and further explanation, as needed; extend his/her
and further explanation, as needed; extend his/her ideas and understanding in light of the discussion; ​evaluate and
ideas and understanding in light of the discussion. integrate information presented in diverse media.
With prompting and support, student ​can rarely With prompting and support, student ​can rarely engage ​in group
engage ​in group discussions with diverse partners; discussions with diverse partners; stay on topic by linking his/her
stay on topic by linking his/her own additions to the own additions to the conversation with the previous remarks of
1 conversation with the previous remarks of others; ask others; ask for clarification and further explanation, as needed;
for clarification and further explanation, as needed; extend his/her ideas and understanding in light of the discussion;
extend his/her ideas and understanding in light of the evaluate and integrate information presented in diverse media.
discussion.
5th Grade Report Card Rubric

Operations and Algebraic Thinking

AREA OF ASSESSMENT​: Writes and interprets* numerical expressions (​* Example: 3 x (6 + 23) is 3 times as large as 6 + 23)
RUBRIC Trimester Trimester 2 Trimester 3
1
Student can ​consistently and independently​ use grouping symbols and the four operations to ​write ​numerical
E expressions accurately and ​interprets ​given​ n
​ umerical expressions without evaluating them.
Student can ​consistently u ​ se grouping symbols and the four operations to ​write ​numerical expressions accurately
3 and ​interprets g
​ iven​ n
​ umerical expressions without evaluating.
With prompting and support​, student can use grouping symbols and the four operations to ​write ​numerical
2 expressions accurately and ​interprets ​given​ n
​ umerical expressions without evaluating them.
With consistent prompting and support​, student ​has difficulty ​using grouping symbols and the four operations
1 to ​write ​numerical expressions accurately, and in ​interpreting ​given​ n
​ umerical expressions without evaluating
them.

AREA OF ASSESSMENT​: Evaluates numerical expressions

RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently​ use grouping symbols and the four operations to ​evaluate
E numerical expressions accurately and ​interprets ​given​ ​numerical expressions.
Student can ​consistently u​ se grouping symbols and the four operations to interpret and ​evaluate ​numerical
3
expressions accurately.
With prompting and support​, student can use grouping symbols and the four operations to ​evaluate ​numerical
2
expressions accurately.
With consistent prompting and support​, student ​has difficulty ​using grouping symbols and the four operations
1 to ​evaluate ​numerical expressions accurately.

AREA OF ASSESSMENT​: Analyzes patterns and relationships

E​x: Given the rules “Add 3” starting at 0 and “Add 6” starting at 0, generate the terms in
the two sequences and observe that the terms in the second sequence are twice the
corresponding terms in the first sequence, and explain why.
RUBRIC Trimester 1 Trimester 2 Trimester 3
E Student can ​consistently and independently​ analyze patterns and relationships.
3 Student can ​consistently ​analyze patterns and relationships.
2 With prompting and support​, student can analyze patterns and relationships.
1 With consistent prompting and support,​ student​ has difficulty ​analyzing patterns and relationships.
5th Grade Report Card Rubric

Numbers and Operations in Base Ten

AREA OF ASSESSMENT​: Understands place value system involving whole numbers and decimals
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently ​recognize a digit in one place represents ten times what it represents in the place to the right and 1/10 of
E what it represents in the place to the left; explain patterns in the number of zeros in multiplying by ​powers of 10​; read, write, and compare decimals t​o
thousandths​; and ​round decimals​ to any place.
Student can ​consistently ​recognize a digit in one place represents ten times what it represents in the place to the right and 1/10 of what it represents
3 in the place to the left; explain patterns in the number of zeros in multiplying by ​powers of 10​; read, write, and compare decimals t​o thousandths​; and
round decimals​ to any place.
With prompting and support​, student can recognize a digit in one place represents ten times what it represents in the place to the right and 1/10 of
2 what it represents in the place to the left; explain patterns in the number of zeros in multiplying by ​powers of 10​; read, write, and compare decimals t​o
thousandths​; and ​round decimals​ to any place.
With consistent prompting and support​, student ​has difficulty ​demonstrating understanding of the place value system of whole numbers and
1 decimals.

AREA OF ASSESSMENT​: Performs operations with multi​-digit whole numbers and with decimals to hundredths
RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently​ ​and independently ​multiply multi-digit whole Student can ​consistently and independently​ multiply multi-digit whole numbers using the ​standard algorithm
numbers using the ​standard algorithm with fluency;​ find with fluency;​ find whole # quotients of whole numbers with up to ​four-digit dividends and two-digit divisors​,
whole-number quotients of whole numbers with up to ​four-digit using strategies based on place value, the properties of operations, and/or the relationship between multiplication
E dividends and two-digit divisors​, using strategies based on place and division; illustrate and explain the calculation by using equations, rectangular arrays, and/or area models; and
value, the properties of operations, and/or the relationship between add, subtract, multiply, and ​divide decimals to hundredths​, using concrete models or drawings and strategies
multiplication and division; and illustrate and explain the calculation by based on place value, properties of operations, and/or the relationship between addition and subtraction, relating
using equations, rectangular arrays, and/or area models. the strategy to a written method and explain the reasoning used.
Student can ​consistently​ multiply multi-digit whole #’s using the ​standard algorithm with fluency;​ find whole #
quotients of whole #’s with up to ​four-digit dividends and two-digit divisors​, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and division; illustrate and explain
Student can ​consistently​ multiply multi-digit whole numbers using the
3 standard algorithm with fluency
the calculation by using equations, rectangular arrays, and/or area models; and add, subtract, multiply, ​and ​divide
decimals to hundredths​,​ using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction, relating the strategy to a written method and
explain the reasoning used.
With prompting and support​, student can multiply multi-digit whole With prompting and support​, student can multiply multi-digit whole numbers using the ​standard algorithm with
numbers using the ​standard algorithm with fluency;​ find whole-number fluency;​ find whole-number quotients of whole numbers with up to ​4-digit dividends and two-digit divisors​, using
quotients of whole numbers with up to ​four-digit dividends and two-digit strategies based on place value, the properties of operations, and/or the relationship between multiplication and
2 divisors​, using strategies based on place value, the properties of division; illustrate and explain the calculation by using equations, rectangular arrays, and/or area models; and add,
operations, and/or the relationship between multiplication and division; and subtract, multiply, ​and d
​ ivide decimals to hundredths​,​ using concrete models or drawings and strategies based
illustrate and explain the calculation by using equations, rectangular on place value, properties of operations, and/or the relationship between addition and subtraction, relating the
arrays, and/or area models; and add, subtract, multiply. strategy to a written method and explain the reasoning used.
With consistent prompting & support​, student ​has difficulty ​multiplying multi-digit whole #’s using the ​standard algorithm with fluency;​ using strategies to find whole-number quotients of
1 whole #’s with up to ​4-digit dividends and 2-digit divisors​; and illustrating and explaining the calculation.

Numbers and Operations - Fractions

5th Grade Report Card Rubric
AREA OF ASSESSMENT​: Uses equivalent fractions as a strategy to ​add and subtract​ fractions
Examples: * 2/3 + 5/4 = 8/12 + 15/12 = 23/12
** Recognize 2/5 + 1/2 = 3/7 is incorrect by observing that 3/7 < 1/2

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ add and subtract fractions with ​unlike denominators
(including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce
an equivalent sum or difference of fractions with like denominators*​; ​and solve ​word problems​ involving
E
addition and subtraction of fractions, including cases of ​unlike denominators​, by using visual fraction models
or equations to represent the problem; and use benchmark fractions and number sense of fractions to
estimate​ mentally and ​assess the reasonableness of answers​**.
Student can ​consistently​ add and subtract fractions with ​unlike denominators ​(including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference
of fractions with like denominators*;​ ​and solve ​word problems​ involving addition and subtraction of fractions,
3
including cases of ​unlike denominators​, by using visual fraction models or equations to represent the
problem; and use benchmark fractions and number sense of fractions to ​estimate​ mentally and ​assess the
reasonableness of answers​**.
With prompting and support​, student can add and subtract fractions with ​unlike denominators ​(including
mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators*​; ​and solve ​word problems​ involving addition
2
and subtraction of fractions, including cases of ​unlike denominators​, by using visual fraction models or
equations to represent the problem; and use benchmark fractions and number sense of fractions to ​estimate
mentally and ​assess the reasonableness of answers​**.
With consistent prompting and support​, student ​has difficulty ​using equivalent fractions as a strategy to
1
add and subtract fractions.
5th Grade Report Card Rubric
Numbers and Operations - Fractions

AREA OF ASSESSMENT​: Applies and extends previous understandings of multiplication and division to ​multiply and divide​ fractions
Examples​: 3/4 is 3 ÷ 4 , 3/4 x 4 = 3, 3 wholes shared equally among 4 means each person has 3/4, and
If 9 people share a 50 pounds equally, how many pounds should each person get? Between what two whole numbers does the answer lie?
Use a model to show (2/3) × 4 = 8/3 ​or​ (2/3) × (4/5) = 8/15. Create a story context for the equations.
Create a story context for (1/3) ÷ 4, use a visual fraction model to show the quotient, and explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Create a story context for 4 ÷ (1/5), use a visual fraction model to show the quotient, and explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
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?
NOTE: Division of a fraction by a fraction is ​not ​required at this grade level.

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently ​solve Student can ​consistently and independently ​interpret a
word problems ​involving division of whole numbers fraction as division​ of the numerator by the denominator​,
with ​fraction and mixed number answers​ by using solve ​word problems ​involving division of whole numbers with
visual fraction models or equations, multiply a fraction or fraction and mixed number answers​ by using visual fraction
whole number by a fraction, multiply fractional side models or equations, multiply a fraction or whole number by a
lengths to find ​areas of rectangles​, explain why fraction, multiply fractional side lengths to find ​areas of
E multiplying by a fraction greater than 1 results in a rectangles​, explain why multiplying by a fraction greater than
greater number and why multiplying by a fraction less 1 results in a greater number and why multiplying by a fraction
than 1 results in a smaller number, solve ​world less than 1 results in a smaller number, solve ​world problems
problems​ involving multiplication of fractions and mixed involving multiplication of fractions and mixed numbers by
numbers by using visual models or equations, and divide using visual models or equations, and divide fractions with a
fractions with a numerator of one by whole numbers and numerator of one by whole numbers and whole numbers by
whole numbers by fractions with a numerator of one. fractions with a numerator of one.
Student can ​consistently ​solve ​word problems Student can ​consistently ​interpret a ​fraction as division​ of
involving division of whole numbers with ​fraction and the numerator by the denominator​, solve ​word problems
mixed number answers​ by using visual fraction models involving division of whole numbers with ​fraction and mixed
or equations, multiply a fraction or whole number by a number answers​ by using visual fraction models or
fraction, multiply fractional side lengths to find ​areas of equations, multiply a fraction or whole number by a fraction,
rectangles​, explain why multiplying by a fraction greater multiply fractional side lengths to find ​areas of rectangles​,
3 than 1 results in a greater number and why multiplying explain why multiplying by a fraction greater than 1 results in a
by a fraction less than 1 results in a smaller number, greater number and why multiplying by a fraction less than 1
solve ​world problems​ involving multiplication of results in a smaller number, solve ​world problems​ involving
fractions and mixed numbers by using visual models or multiplication of fractions and mixed numbers by using visual
equations, and divide fractions with a numerator of one models or equations, and divide fractions with a numerator of
by whole numbers and whole numbers by fractions with one by whole numbers and whole numbers by fractions with a
a numerator of one. numerator of one.
5th Grade Report Card Rubric
With prompting and support​, student can solve ​word With prompting and support,​ student can​ ​interpret a
problems ​involving division of whole numbers with fraction as division​ of the numerator by the denominator​,
fraction and mixed number answers​ by using visual solve ​word problems ​involving division of whole numbers with
fraction models or equations, multiply a fraction or whole fraction and mixed number answers​ by using visual fraction
number by a fraction, multiply fractional side lengths to models or equations, multiply a fraction or whole number by a
find ​areas of rectangles​, explain why multiplying by a fraction, multiply fractional side lengths to find ​areas of
2 fraction greater than 1 results in a greater number and rectangles​, explain why multiplying by a fraction greater than
why multiplying by a fraction less than 1 results in a 1 results in a greater number and why multiplying by a fraction
smaller number, solve ​world problems​ involving less than 1 results in a smaller number, solve ​world problems
multiplication of fractions and mixed numbers by using involving multiplication of fractions and mixed numbers by
visual models or equations, and divide fractions with a using visual models or equations, and divide fractions with a
numerator of one by whole numbers and whole numbers numerator of one by whole numbers and whole numbers by
by fractions with a numerator of one. fractions with a numerator of one.
With consistent prompting and support​, student can With consistent prompting and support,​ student can
solve ​word problems ​involving division of whole interpret a ​fraction as division​ of the numerator by the
numbers with ​fraction and mixed number answers​ by denominator​, solve ​word problems ​involving division of whole
using visual fraction models or equations, multiply a numbers with ​fraction and mixed number answers​ by using
fraction or whole number by a fraction, multiply fractional visual fraction models or equations, multiply a fraction or whole
side lengths to find ​areas of rectangles​, explain why number by a fraction, multiply fractional side lengths to find
1 multiplying by a fraction greater than 1 results in a areas of rectangles​, explain why multiplying by a fraction
greater number and why multiplying by a fraction less greater than 1 results in a greater number and why multiplying
than 1 results in a smaller number, solve ​world by a fraction less than 1 results in a smaller number, solve
problems​ involving multiplication of fractions and mixed world problems​ involving multiplication of fractions and mixed
numbers by using visual models or equations, and divide numbers by using visual models or equations, and divide
fractions with a numerator of one by whole numbers and fractions with a numerator of one by whole numbers and whole
whole numbers by fractions with a numerator of one. numbers by fractions with a numerator of one.
5th Grade Report Card Rubric
Measurement and Data
AREA OF ASSESSMENT​: Converts like measurement units within a given measurement system
​ r​ 7 meters to 700 centimeters.
Example: Convert 5 centimeters to 0.05 meters o

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ convert among different-sized standard measurement
E units within a given measurement system and use these conversions in solving multi-step, real world
problems.
Student can ​consistently​ convert among different-sized standard measurement units within a given
3
measurement system and use these conversions in solving multi-step, real world problems.
With prompting and support as well as visual aids,​ student can convert among different-sized
2 standard measurement units within a given measurement system and use these conversions in solving
one-step real world problems.
With consistent prompting and support as well as visual aids​, student ​has difficulty ​converting
1
among different-sized standard measurement units within a given measurement system.

AREA OF ASSESSMENT​: Represents and interprets data

Example: Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would
contain if the total amount in all the beakers were redistributed equally.

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ make a line plot to display a data set of measurements in
E fractions of a unit (1/2,1/4,1/8) and use fraction operations to solve problems involving information
presented in line plots.
3 Student can ​consistently​ make a line plot to display a data set of measurements in fractions of a unit
(1/2,1/4,1/8) and use fraction operations to solve problems involving information presented in line plots.
2 With prompting and support,​ student can make a line plot to display a data set of measurements in
fractions of a unit (1/2,1/4,1/8) and use fraction operations to solve problems involving information
presented in line plots.
1 With consistent prompting and support​, student ​has difficulty ​making a line plot to display a data set
of measurements in fractions of a unit (1/2,1/4,1/8) and in using fraction operations to solve problems
involving information presented in line plots.
5th Grade Report Card Rubric

Measurement and Data

AREA OF ASSESSMENT​: Geometric Measurement: Understands concept of volume and relates volume to multiplication and addition

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ recognize the concept of volume applies to ​solid figures​ and
understand the concept of “​one cubic unit​” used to measure volume --i.e., a solid figure packed without gaps or
overlaps using ​24 u ​ nit cubes has a volume of ​24 ​cubic units; measure volumes by counting unit cubes, using cubic cm,
cubic in, cubic ft, and non-standard units; relate volume to the operations of multiplication and addition and ​solve real
E
world and mathematical problems​ involving volume; apply the formulas for volume of ​rectangular prisms​ with whole
number edge lengths in solving real world and mathematical problems; and ​find the volumes of solid figures
composed of two non-overlapping right rectangular prisms​ by adding the volumes of the non-overlapping parts
and apply this technique to solve real world problems.
Student can ​consistently​ recognize the concept of volume applies to solid figures and understand the concept of “one
cubic unit” used to measure volume --i.e., a solid figure packed without gaps or overlaps using ​24 ​unit cubes has a
volume of ​24 ​cubic units; measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard
3 units; relate volume to the operations of multiplication and addition and solve problems involving volume; apply the
formulas for volume of rectangular prisms with whole number edge lengths in solving real world and mathematical
problems; and find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the
volumes of the non-overlapping parts and apply this technique to solve real world problems.
With prompting and support,​ student can recognize the concept of volume applies to solid figures and understand the
concept of “one cubic unit” used to measure volume --i.e., a solid figure packed without gaps or overlaps using ​24 u ​ nit
cubes has a volume of ​24 c​ ubic units; measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
2 non-standard units; relate volume to the operations of multiplication and addition and solve problems involving volume;
apply the formulas for volume of rectangular prisms with whole number edge lengths in solving real world and
mathematical problems; and find volumes of solid figures composed of two non-overlapping right rectangular prisms by
adding the volumes of the non-overlapping parts and apply this technique to solve real world problems.
With consistent prompting and support​, student ​has difficulty ​demonstrating understanding of the concept of
1 volume and in relating volume to multiplication and addition.
5th Grade Report Card Rubric
Geometry

AREA OF ASSESSMENT​: Graphs points on the coordinate plane to solve real ​world and mathematical problems
* Ex: Paul walks from point B to Bryant Park. Rob walks from point B to Madison Square Garden.
If they only walk along the gridlines, who walks farther? Explain.

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ graph points on the coordinate plane and represent real
E 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*.
Student can ​consistently​ graph points on the coordinate plane and represent real world and
3 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*.
With prompting and support,​ student can graph points on the coordinate plane and represent real
2 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*.
1 With consistent prompting and support​, student ​has difficulty​ graphing points on the coordinate
plane to solve real ​world and mathematical problems.

AREA OF ASSESSMENT​: Classifies two​-dimensional figures into categories based on their properties
Ex: All rectangles have four right angles and squares are rectangles, so all squares have four right angles.

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently​ classify two​-dimensional figures into categories based
E
on their properties.
3 Student can ​consistently​ classify two​-dimensional figures into categories based on their properties.
With prompting and support,​ student can classify two​-dimensional figures into categories based on
2
their properties.
With consistent prompting and support​, student ​has difficulty ​classifying two​-dimensional figures
1
into categories based on their properties.
5th Grade Report Card Rubric
Science

With 2017-2018 being the first year of implementation of the NJ Student Learning Standards for Science/Next Generation Science Standards at
the elementary level, the report card indicators for science have been written with more detail already provided in them and with the majority of
content indicators being taught during one or two trimesters. Based on teacher experience implementing and assessing student progress toward
accomplishing these standards this year, rubrics to further outline expectations in science may be established for 2018-2019 as appropriate.

Social Studies

AREA OF ASSESSMENT​: ​Demonstrates understanding of Native Americans and the colonization of America

RUBRIC Trimester 1 Trimester 2 Trimester 3

Student can ​consistently and independently Student can c​onsistently and independently​ demonstrate
demonstrate an understanding and provide analysis of an understanding and provide analysis of ​both​ Native
Native Americans ​and/or​ the colonization of America, Americans and the colonization of America by ​referring to
E based on observations, texts, and prior knowledge and past and current events, and routinely pose higher-level
provides justification to support his/her reasoning. questions.​ Student can identify and analyze how ​these
Student can identify and analyze how ​one or both​ of factors​ have an impact on modern day America.
these factors have an impact on modern day America.
Student can ​consistently ​demonstrate an Student can ​consistently​ demonstrate an understanding of
understanding of Native Americans ​and/or​ the both​ Native Americans and the colonization of America as
3 colonization of America as well as identify and analyze well as identify and analyze how ​these factors​ have an
how ​one or both​ factors have an impact on modern day impact on modern day America.
America.
With prompting and support,​ student can With prompting and support,​ student can demonstrate an
demonstrate an understanding of Native Americans understanding of ​both​ Native Americans and the colonization
2 and/or​ the colonization of America as well as identify of America as well as identify and analyze how ​these factors
and analyze how ​one or both​ of these factors have an have an impact on modern day America.
impact on modern day America.
With consistent prompting and support,​ student ​has With consistent prompting and support,​ student ​has
difficulty​ demonstrating an understanding of Native difficulty ​demonstrating understanding of b
​ oth​ Native
Americans ​and/or​ the colonization of America as well Americans and the colonization of America as well as
1 as identifying and analyzing how ​one or both​ of these identifying and analyzing how ​these factors​ have an impact
factors have an impact on modern day America. on modern day America. Examples or explanations may
Examples or explanations may include minor errors include minor errors and/or misconceptions.
and/or misconceptions.
5th Grade Report Card Rubric

Social Studies

AREA OF ASSESSMENT​: ​Demonstrates understanding of Westward Expansion and understands its impact on the United States

RUBRIC Trimester 1 Trimester Trimester 3

2
Student can ​consistently and independently​ demonstrate evidence of in depth and
sophisticated understanding of the Westward Expansion, lead discussions, and analyze the
E
impact of the Westward Expansion on the United States. Student can revise prior
misconceptions and/or critique the misconceptions of others, when appropriate.
Student can ​consistently​ demonstrate evidence of understanding of the causes and effects of
3
the Westward Expansion and the impact of the Westward Expansion on the United States.
With prompting and support,​ student can demonstrate ​some​ understanding of the Westward
2
Expansion and its impact on the United States.
With consistent prompting and support,​ student ​has difficulty ​demonstrating evidence of
1 some​ understanding of the Westward Expansion and its impact on the United States. Examples
or explanations may include minor errors and/or misconceptions.

AREA OF ASSESSMENT​: Understands causes and effects of the Industrial Revolution/Immigration

RUBRIC Trimester 1 Trimester 2 Trimester 3
Student can ​consistently and independently​ demonstrate an in-depth and sophisticated
understanding of the causes and effects of the Industrial Revolution and immigration, lead
E
discussions, and analyze causes and effects. Student can revise prior misconceptions and/or
critique the misconceptions of others, when appropriate.
Student can ​consistently​ demonstrate an understanding of the causes and effects of the
3
Industrial Revolution and immigration as well as discuss and analyze these causes and effects.
With prompting and support,​ student can demonstrate ​some​ understanding of the causes
2
and effects of the Industrial Revolution and immigration.
With consistent prompting and support,​ student ​has difficulty​ demonstrating evidence of
1 understanding of the causes and effects of the Industrial Revolution and immigration.
Examples or explanations may include minor errors and/or misconceptions.