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The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>MATHEMATICS GRADE 5 |  | Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contexts in which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently. |  |  |  |\n| Operations and Algebraic Thinking Student performance indicates the ability to… |  |  |  |  |  |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| 5.0A.1 | Recognize operations inside grouping symbols must be calculated first. |  | Evaluate numerical expressions involving a single set of grouping symbols. | Evaluate numerical expressions with multiple grouping symbols. | Write an expression using grouping symbols that reflects a given situation and then use the expression to solve a problem. |\n| 5.0A.2 | Write a simple numerical expression composed of operations that record calculations with numbers. |  | Translate verbal descriptions of up to three numerical operations to symbolic expressions, including expressions involving parentheses. | Write and interpret expressions involving parentheses. | Write and evaluate expressions involving multiple sets of parentheses, including from a real-world problem. |\n| 5.0A.3 | Use a partially completed numerical pattern based on a given rule and determine the next term of the pattern. |  | Generate one numerical pattern using a given rule. | Generate two numerical patterns using two given rules. | Generate two numerical patterns using two given rules and predict apparent patterns prior to graphing the given rules on the coordinate plane. |\n\n| Numbers and Operations in Base 10 Student performance indicates the ability to… |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Claim 2 | Below Proficient\u003Cbr>| Approaching Proficient\u003Cbr>| Proficient\u003Cbr>| Above Proficient\u003Cbr>|\n| 5.NBT.1 | Recognize that the value of a digit ina multi-digit number depends on its position within the number. | Recognize that in a multi-digit number, a digit in one place is more than what it represents in the place to its right and less than what it represents in the place to its left. | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 110 of what it represents in the place to its left. | Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 110 of what it represents in the place to its left. |\n| 5.NBT.2 | Identify an increase in the number of zeros of the product when multiplying a number by powers of 10.\u003Cbr>Recognize that the placement of the decimal point changes when a decimal is multiplied or divided by a power of 10.\u003Cbr>Identify the base and exponent of a whole-number exponent. | Identify patterns in ","cbCaisO8G9O5udiV","https://ap.wps.com/l/cbCaisO8G9O5udiV","pdf",336810,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Operations and Algebraic Thinking\n## Claim 1\n# Numbers and Operations in Base 10\n## Claim 2","[{\"question\":\"What is the role of performance level descriptors in this standards framework?\",\"answer\":\"Performance level descriptors connect state assessments to classroom instruction and local formative assessment systems. They define academic proficiency as observable student performance characteristics across a range.\"},{\"question\":\"How does task complexity affect a student’s ability to demonstrate proficiency?\",\"answer\":\"A student’s demonstrated proficiency depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which they work. As performance improves, students typically manage more challenging materials and demonstrate skills more accurately.\"},{\"question\":\"What does Claim 1 cover in Mathematics Grade 5?\",\"answer\":\"Claim 1 focuses on Operations and Algebraic Thinking. It includes recognizing operations within grouping symbols, translating verbal descriptions into expressions, and generating numerical patterns based on given rules.\"}]","MATHEMATICS GRADE 5 - Proficiency Level Descriptors | PDF",1791605991]