G5 U10 Constructed Response Rubric
Grade 5 Unit 10 Constructed Response Graphing Description Task
1. Plot Ordered Pairs to Form Shapes
2. Find Start and End Points on a Coordinate Grid
Common Core State Standard for Mathematical Content (MC) 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Copyright © Swun Math Grade 5 Unit 10 Constructed Response Rubric, Page 1
Standards for Mathematical Practice (MP)
MP.1 MP.4 MP.5 MP.6 MP.7 MP.8
MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8
3. Graph and Analyze Numerical Patterns
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
MP.1 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8
Note to Teacher: The following scoring rubric should be used as a guide to determine points given to students for each question answered. Students are required to show the process through which they arrived at their answers for every question involving problem solving. For questions involving a written answer, full points should be given to answers that are written in complete sentences which address each component of the questions being asked.
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Scoring Rubric Question 1. a. Student correctly identifies the coordinates for the given points. A (13, 2); C (23, 23); D (23, 2); F (8, 14)
Points 2 B
b. Student accurately plots the points on the coordinate grid. (See model.)
2
c. Student accurately connects the points in alphabetical order and correctly names the two polygons. (See model.) trapezoid and rectangle (or parallelogram)
2
2. Responses will vary by student. All responses must match the illustration the student draws in part a. See sample coordinate grid. a. Student accurately plots and names three points on the coordinate grid and lists the names and coordinates. Sample response: J (4, 24); K (21, 5); L (4, 5) b. Student connects the points and correctly names the type of triangle formed. Sample response: right scalene triangle
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2
1
Total
3. a. Student marks the correct location on the map and lists the correct coordinates. See sample map; (7, 4)
1
b. Student marks the correct location on the map and lists the correct coordinates. See sample map; (8, 14)
1
c. Student gives an accurate explanation. Wording may vary. Sample response: Go right 2 units, then down 5 units.
2
4. a. Student marks the correct location on the map and lists the correct coordinates. See sample map; (6, 0)
1
1
b. Student marks the correct location on the map and lists the correct coordinates. See sample map; (3, 10)
1
c. Student marks the correct location on the map and lists the correct coordinates. See sample map; (11, 12)
2
d. Student gives the correct answer and an accurate explanation. Wording may vary. Sample response: No, Vi is not correct. The shape of the path of her bike is a rectangle. The opposite sides are parallel and each corner is a right angle formed by perpendicular lines, which could mean that the shape is the special case of a rhombus called a square. But, like a square, all four sides of a rhombus are the same length. That is not the case with the shape formed by the path of Vi’s bike, so it cannot be a rhombus.
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5. a. Student accurately completes both number patterns. X Rule: +4 0
Y Rule: +6 0
4
6
8
12
12
18
16
24
20
30
24
36
b. Student gives an accurate description of the relationship between the corresponding terms. Wording may vary. Sample response: Starting with the second term, the difference between the values of X and Y grows by a 2 factor of 2 in each term. Starting with the second term, the value of X is 3 of 3
2
2
1
the value of Y, and Y is 2 (or 1 2) times the value of X. c. Student correctly lists the ordered pairs and accurately graphs them on the coordinate grid: (0, 0); (4, 6); (8, 12); (12, 18); (16, 24); (20, 30); (24, 36)
d. Student gives the correct next coordinate: (28, 42)
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2
1
6. a. Student correctly defines the rules and completes the table. Jennifer’s Age Rule:
+1
Number of Golden Dollars Rule:
+3
2
8
9
10
11
12
13
14
15
6
9
12
15
18
21
24
27
b. Student accurately graphs the corresponding terms on the coordinate grid:
2
c. Student gives the correct answer: Jennifer will be 18 when she has 36 golden dollars.
1
Total
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30
1. Plot Ordered Pairs to Form Shapes
2. Find Start and End Points on a Coordinate Grid
Common Core State Standard for Mathematical Content (MC) 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Copyright © Swun Math Grade 5 Unit 10 Constructed Response Rubric, Page 1
Standards for Mathematical Practice (MP)
MP.1 MP.4 MP.5 MP.6 MP.7 MP.8
MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8
3. Graph and Analyze Numerical Patterns
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
MP.1 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8
Note to Teacher: The following scoring rubric should be used as a guide to determine points given to students for each question answered. Students are required to show the process through which they arrived at their answers for every question involving problem solving. For questions involving a written answer, full points should be given to answers that are written in complete sentences which address each component of the questions being asked.
Copyright © Swun Math Grade 5 Unit 10 Constructed Response Rubric, Page 2
Scoring Rubric Question 1. a. Student correctly identifies the coordinates for the given points. A (13, 2); C (23, 23); D (23, 2); F (8, 14)
Points 2 B
b. Student accurately plots the points on the coordinate grid. (See model.)
2
c. Student accurately connects the points in alphabetical order and correctly names the two polygons. (See model.) trapezoid and rectangle (or parallelogram)
2
2. Responses will vary by student. All responses must match the illustration the student draws in part a. See sample coordinate grid. a. Student accurately plots and names three points on the coordinate grid and lists the names and coordinates. Sample response: J (4, 24); K (21, 5); L (4, 5) b. Student connects the points and correctly names the type of triangle formed. Sample response: right scalene triangle
Copyright © Swun Math Grade 5 Unit 10 Constructed Response Rubric, Page 3
2
1
Total
3. a. Student marks the correct location on the map and lists the correct coordinates. See sample map; (7, 4)
1
b. Student marks the correct location on the map and lists the correct coordinates. See sample map; (8, 14)
1
c. Student gives an accurate explanation. Wording may vary. Sample response: Go right 2 units, then down 5 units.
2
4. a. Student marks the correct location on the map and lists the correct coordinates. See sample map; (6, 0)
1
1
b. Student marks the correct location on the map and lists the correct coordinates. See sample map; (3, 10)
1
c. Student marks the correct location on the map and lists the correct coordinates. See sample map; (11, 12)
2
d. Student gives the correct answer and an accurate explanation. Wording may vary. Sample response: No, Vi is not correct. The shape of the path of her bike is a rectangle. The opposite sides are parallel and each corner is a right angle formed by perpendicular lines, which could mean that the shape is the special case of a rhombus called a square. But, like a square, all four sides of a rhombus are the same length. That is not the case with the shape formed by the path of Vi’s bike, so it cannot be a rhombus.
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5. a. Student accurately completes both number patterns. X Rule: +4 0
Y Rule: +6 0
4
6
8
12
12
18
16
24
20
30
24
36
b. Student gives an accurate description of the relationship between the corresponding terms. Wording may vary. Sample response: Starting with the second term, the difference between the values of X and Y grows by a 2 factor of 2 in each term. Starting with the second term, the value of X is 3 of 3
2
2
1
the value of Y, and Y is 2 (or 1 2) times the value of X. c. Student correctly lists the ordered pairs and accurately graphs them on the coordinate grid: (0, 0); (4, 6); (8, 12); (12, 18); (16, 24); (20, 30); (24, 36)
d. Student gives the correct next coordinate: (28, 42)
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2
1
6. a. Student correctly defines the rules and completes the table. Jennifer’s Age Rule:
+1
Number of Golden Dollars Rule:
+3
2
8
9
10
11
12
13
14
15
6
9
12
15
18
21
24
27
b. Student accurately graphs the corresponding terms on the coordinate grid:
2
c. Student gives the correct answer: Jennifer will be 18 when she has 36 golden dollars.
1
Total
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30
