2(a) The student is able to The solution is The student shows The student calculates apply part–whole incorrect and shows evidence of beginning correctly and sets up thinking to correctly little evidence of to understand addition the part–whole 5.NF.1 answer and explains understanding of the fractions with unlike situation correctly, but the answer using 5.NF.2 need for like units. denominators, but fails to write a words, pictures, or cannot apply that complete statement. numbers. knowledge to this Or, the student fully part–whole answers the question comparison. but makes one small calculation error that is clearly careless, such as copying a number wrong. 2(b) The student calculates The student gives a The solution is The student shows correctly, but may be correct equation and incorrect and shows no evidence of recognizing less than perfectly clear correct answer of kg or evidence of being able how to convert 5.NF.1 in stating his or her kg and explains the to work with decimal fractions to decimals or solution. For example, answer using words, 5.NF.2 fractions and fifths decimals to fractions, “The answer is ,” is not pictures, or numbers. simultaneously. but fails to do so a clearly stated correctly. solution. 2(c) The solution is The student may have The student may have The student correctly: incorrect and shows compared correctly but compared correctly, Responds that the little evidence of calculated incorrectly but calculated garden produced 5.NF.1 understanding of and/or does not explain incorrectly and/or does more strawberries. 5.NF.2 fraction comparison. the meaning of his or not explain the Responds that there her numerical solution meaning of his or her were kg or 2.1 kg in the context of the numerical solution in more strawberries. story. the context of the Gives equation such story. as .
2(a) 5.NF.1 5.NF.2 The solution is incorrect and shows little evidence of understanding of the need for like units. The student shows evidence of beginning to understand addition fractions with unlike denominators, but cannot apply that knowledge to this part–whole comparison. The student calculates correctly and sets up the part–whole situation correctly, but fails to write a complete statement. Or, the student fully answers the question but makes one small calculation error that is clearly careless, such as copying a number wrong. The student is able to apply part–whole thinking to correctly answer and explains the answer using words, pictures, or numbers. 2(b) 5.NF.1 5.NF.2 The solution is incorrect and shows no evidence of being able to work with decimal fractions and fifths simultaneously. The student shows evidence of recognizing how to convert fractions to decimals or decimals to fractions, but fails to do so correctly. The student calculates correctly, but may be less than perfectly clear in stating his or her solution. For example, “The answer is ,” is not a clearly stated solution. The student gives a correct equation and correct answer of kg or kg and explains the answer using words, pictures, or numbers. 2(c) 5.NF.1 5.NF.2 The solution is incorrect and shows little evidence of understanding of fraction comparison. The student may have compared correctly but calculated incorrectly and/or does not explain the meaning of his or her numerical solution in the context of the story. The student may have compared correctly, but calculated incorrectly and/or does not explain the meaning of his or her numerical solution in the context of the story. The student correctly: Responds that the garden produced more strawberries. Responds that there were kg or 2.1 kg more strawberries. Gives equation such as .