[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-538017-105":59,"doc-detail-538017-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","mathematics-grade-5-summary-plds","MATHEMATICS GRADE 5 - Summary PLDs","","Mathematics Grade 5 summary presents the theory of action behind academic standards and the role of state assessments in revealing performance patterns for school and district improvement. It explains how performance level descriptors (PLDs) connect state assessment results to classroom instruction and formative assessment systems. The document details proficiency levels and the factors influencing demonstration of proficiency, including text and stimulus complexity, task demands, and instructional context across key domains.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-grade-5-summary-plds/538017/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-grade-5-summary-plds/538017.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of academic standards and state assessments in this document?","Question",{"text":113,"@type":114},"Academic standards define what students should learn each year, and state assessments measure students’ knowledge, skills, and understanding using a common measure. The resulting data are used to identify performance patterns that guide improvement.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do PLDs influence classroom instruction and formative assessments?",{"text":118,"@type":114},"PLDs bridge state assessment results to classroom instruction and help align with formative assessment systems. They describe observable student performance characteristics across a range of proficiency pathways.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors affect a student’s ability to demonstrate proficiency?",{"text":122,"@type":114},"A student’s demonstrated proficiency depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the context in which they are engaged.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},538017,1791753762,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":24,"preview_page_count":4},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>MATHEMATICS GRADE 5 | Theory of Action: Academic standards represent a collective commitment around what students should learn each year. 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 PLDs 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.\u003Cbr>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 contextsin 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| --- | --- |\n\nClaim 1: Operations and Algebraic Thinking i Student performance indicates the ability to ...  \n\n| Above Proficient | Create and evaluate mathematical expressions with grouping symbols to solve problems, generate and analyze numerical patterns, and predict and describe the relationships between coordinates on a graph. |\n| --- | --- |\n| Proficient | Evaluate and write expressions with grouping symbols, generate number patterns based on given rules, and plot and analyze ordered pairs on a coordinate plane. |\n| Approaching Proficient | Write expressions with single grouping symbols, translate verbal descriptions into symbolic expressions (including those with parentheses), and graph numerical patterns on a number line. |\n| Below Proficient | Recognize the order of operations, write simple numerical expressions, extend numerical patterns, and identify graphed relationships between patterns. |\n\nClaim 2: Numbers and Operations in Base Tenii Student performance indicates the ability to ...  \n\n| Above Proficient | Analyze place value relationships; describe the impact of multiplying/dividing by powers of 10; represent, compare, and round decimals; and perform multi-digit multiplication/division with justification--all within the context of base 10 number systems |\n| --- | --- |\n| Proficient | Reason numerically with place value, powers of 10, and decimal representation and comparison. Round and perform operations with multi-digit whole numbers and decimals. |\n| Approaching Proficient | Recognize concepts related to place value, decimal patterns, powers of 10, multi-operations with whole numbers, and decimals to hundredths. |\n| Below Proficient | Recognize place value's role, identify patterns in powers of 10, identify decimal representationsand round decimals. Use standard algorithms for performing operations with whole numbers and decimals. |\n\nClaim 3: Number and Operations – Fractionsiii Student performance indicates the ability to ...  \n\n| Above Proficient | Analyze advanced operations with fractions, including understanding equivalent fractions; solve word problems involving fraction addition and subtraction; multiply whole numbers by fractions; and divide fractions. |\n| --- | --- |\n| Proficient | Perform operations with fractions, using a variety of representations to solve word problems; represent multiplication as scaling; and interpret and calculate areas of rectangles with fractional side lengths and divide fractions. |\n| Approaching Proficient | Identify and solve problems involving addition, subtraction, multiplication, and division of fractions and mixed numbers while utilizing various represent","cbCaij9jLxtpSTSv","https://ap.wps.com/l/cbCaij9jLxtpSTSv","pdf",208434,"English","# Theory of Action\n# Role of PLDs in Defining Proficiency\n# Proficiency and Difficulty\n# Claim 1: Operations and Algebraic Thinking\n# Claim 2: Numbers and Operations in Base Ten\n# Claim 3: Number and Operations – Fractions\n# Claim 4: Measurement and Data\n# Claim 5: Geometry","[{\"question\":\"What is the purpose of academic standards and state assessments in this document?\",\"answer\":\"Academic standards define what students should learn each year, and state assessments measure students’ knowledge, skills, and understanding using a common measure. The resulting data are used to identify performance patterns that guide improvement.\"},{\"question\":\"How do PLDs influence classroom instruction and formative assessments?\",\"answer\":\"PLDs bridge state assessment results to classroom instruction and help align with formative assessment systems. They describe observable student performance characteristics across a range of proficiency pathways.\"},{\"question\":\"Which factors 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 context in which they are engaged.\"}]","MATHEMATICS GRADE 5 - Summary PLDs | PDF",1791605994]