Performance Level Descriptors
OA.A.A.1: Advanced students write products and quotients in mathematical and real-world contexts;
OA.A.B.2: Basic students use multiplication within 100 to solve and represent word problems provided a pictorial representation;
OA.A.P.2: Proficient students use multiplication and division within 100 to solve and represent word problems provided a pictorial representation;
OA.A.A.2: Advanced students use multiplication and division within 100 to solve and represent word problems;
OA.B.B.1: Basic students use the commutative property of multiplication to find the product of familiar numbers, e.g. 1, 2, 5, and 10;
OA.B.A.1: Advanced students use the distributive property to multiply two numbers;
OA.B.B.2: Basic students use multiplication to find a missing factor in a division equation.
OA.B.P.2: Proficient students use division to find a missing factor in a multiplication equation.
OA.B.A.2: Advanced students use division to find unknown factors given a verbal context.
OA.C.B.1: Basic students multiply with factors of 2, 5, and 10 and divide with divisors of 2 or 5 within 50;
OA.C.P.1: Proficient students fluently multiply two numbers with factors of 10 or less and divide two numbers with both the divisor and quotient being 10 or less;
OA.C.A.1: Advanced students fluently multiply two numbers within 100 with one factor greater than 10 and one factor less than 10 and divide two numbers within 100 with either a divisor or quotient greater than 10;
OA.C.B.2: Basic students identify the relationship between multiplication and division in a mathematical context.
OA.D.B.1: Basic students solve two-step word problems involving only addition and subtraction;
OA.D.B.2: Basic students predict the next term of a pattern described by an addition or a subtraction rule.
OA.D.P.2: Proficient students predict any term of a pattern and create a rule to describe the pattern
OA.D.A.2: Advanced students identify a characteristic of a pattern that is not explicitly given.
NBT.E.B.1: Basic students round to the nearest 10;
NBT.E.P.1: Proficient students round to the nearest 100;
NBT.E.A.1: Advanced students round to the nearest 1,000;
NBT.E.B.2: Basic students add/subtract within 100;
NBT.E.P.2: Proficient students add/subtract two or more whole numbers whose sum or difference is less than 1,000 using strategies and algorithms based on place value and properties of operations;
NBT.E.A.2: Advanced students add/subtract two or more whole numbers whose sum or difference is greater than 1,000 using the relationship between addition and subtraction, place value, or properties of operations;
NF.F.B.1: Basic students identify a fraction in the form of a/b given a and b;
NF.F.P.1: Proficient students understand a fraction 1/b as a quantity formed by one part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b;
NF.F.A.1: Advanced students represent either a fractional model or a fraction as the sum of unit fractions;
NF.F.B.2: Basic students identify and represent fractions with denominators of 2 or 4 on a number line;
NF.F.P.2: Proficient students identify and represent fractions with denominators of 3, 6, or 8 on a number line;
NF.F.B.3: Basic students identify two fractions as equivalent given the same numerators and same denominators;
NF.F.P.3: Proficient students identify equivalent fractions provided a model or point(s) on a number line
NF.F.A.3: Advanced students explain that two fractions are not equivalent because the fractions compare different wholes; determine if two fractions are equivalent;
NF.F.B.4: Basic students identify a fraction in the form a/a that is equivalent to 1;
NF.F.P.4: Proficient students represent a whole number and a fraction as equivalent; identify a fraction in the form a/1 that is equivalent to a;
NF.F.B.5: Basic students compare, using words, two fractions with a common numerator or denominator provided a model of each fraction.
NF.F.A.5: Advanced students justify the comparison of two fractions with common numerators or denominators.
MD.G.P.1: Proficient students solve real-world or mathematical problems with addition/subtraction involving elapsed time to the nearest minute;
MD.H.B.1: Basic students read data from a picture graph or bar graph;
MD.H.P.1: Proficient students interpret data from a picture graph or bar graph and solve problems;
MD.I.B.1: Basic students recognize that a square labeled with 1 square unit can be used to measure area;
MD.I.P.1: Proficient students determine the area of a rectangle by counting unit squares in a tiled rectangle;
MD.I.P.2: Proficient students determine the area of a rectangle by multiplying length times width in both mathematical and real-world contexts;
MD.I.A.1: Advanced students solve for the side of a rectangle by dividing the area by the other side; use area models to show that a(b + c)= (axb) + (axc);
MD.I.3: Proficient students solve for the area of a figure by decomposing the figure into two non-overlapping rectangles.
MD.I.A.2: Advanced students solve for the area of a figure by decomposing the figure into three or more non-overlapping rectangles.
MD.J.B.1: Basic students solve for the perimeter of a polygon given all of the side lengths.
MD.J.P.1: Proficient students solve for the perimeter of a rectangle given the length and width; find one unknown side length of a polygon when given the perimeter in mathematical or real-world contexts.
Correlation last revised: 9/24/2019