The student: The student: The student: The student: 5 Partially completes Correctly completes Correctly completes Correctly completes the tables in Part the tables in Part the tables in Part (a) the tables in Part (a). 5.G.1 (a). (a). Plots all points in Table A: 5.OA.2 Plots a few points in Plots some points in Part (b), connecting (0, 0); (1, ); (2, 1); (3, ) Part (b), but does Part (b), but does the points with a 5.OA.3 Table B: not connect the not connect the line. (0,0); (1,); (2, ); points with a line. points with a line. Describes the (3, ) Incorrectly relationship Makes no attempt describes the between to describe the Plots all points in Part relationship corresponding relationship (b), connecting the between terms, but the between the points with a line. corresponding explanation lacks corresponding Correctly describes terms. clarity. terms. the relationship between corresponding terms such that terms in Table A are twice the terms in Table B, or that B is half of A using words or notation (e.g., Multiply A by 2, A is twice as much as B, B is half of A, 2 A = B or B = A). The student: 6 The student is able to The student either The student correctly identify some of the correctly identifies the identifies the ordered Correctly identifies ordered pairs from the ordered pairs from the pairs from the graph, the ordered pairs 5.G.1 from the graph as graph, but is unable to graph or generates but generates collinear (1,4); (2,6); (3,8); generate other other collinear points. points that lie on the 5.OA.3 (4,10); (5,12). collinear points. portion of the grid that Generates three is pictured. collinear points whose -coordinates are greater than 14 and/or whose are greater than 30.
5 5.G.1 5.OA.2 5.OA.3 The student: Partially completes the tables in Part (a). Plots a few points in Part (b), but does not connect the points with a line. Makes no attempt to describe the relationship between the corresponding terms. The student: Correctly completes the tables in Part (a). Plots some points in Part (b), but does not connect the points with a line. Incorrectly describes the relationship between corresponding terms. The student: Correctly completes the tables in Part (a) Plots all points in Part (b), connecting the points with a line. Describes the relationship between corresponding terms, but the explanation lacks clarity. The student: Correctly completes the tables in Part (a). Table A: (0, 0); (1, ); (2, 1); (3, ) Table B: (0,0); (1,); (2, ); (3, ) Plots all points in Part (b), connecting the points with a line. Correctly describes the relationship between corresponding terms such that terms in Table A are twice the terms in Table B, or that B is half of A using words or notation (e.g., Multiply A by 2, A is twice as much as B, B is half of A, 2 A = B or B = A). 6 5.G.1 5.OA.3 The student is able to identify some of the ordered pairs from the graph, but is unable to generate other collinear points. The student either correctly identifies the ordered pairs from the graph or generates other collinear points. The student correctly identifies the ordered pairs from the graph, but generates collinear points that lie on the portion of the grid that is pictured. The student: Correctly identifies the ordered pairs from the graph as (1,4); (2,6); (3,8); (4,10); (5,12). Generates three collinear points whose -coordinates are greater than 14 and/or whose are greater than 30.