Somerset Lone Mountain
MATHEMATICS
KINDERGARTEN
Standard Standard Description
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.3 Write numbers from 0 to 20.
Represent a number of objects
with a written numeral 0-20 (with
0 representing a count of no
objects.
Priority Standard Proficiency Scales
Proficiency Scale Learning Targets
4  I can count beyond 100 by ones and tens.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can count to 100 by ones and by tens.
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can count to as high as I can (but not 100),
Approaches Standard starting at 1.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can write numbers in order beyond 20.
Exceeds Standard  I can write a given number beyond 20.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can write numbers in order up to 20.
Meets Standard  I can write any given number up to 20.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
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K.CC.B.4 Understand the relationship
between numbers and quantities
up to 20: connect counting to
cardinality.
a) When counting objects, say
the number names in the
standard order, pairing each
object with one and only one
number name and each
number name with one and
only one object.
b) Understand that the last
number name said tells the
number of objects counted,
regardless of their
arrangement or order in
which they were counted.
c) Understand that each
successive number name
refers to a quantity that is
one larger.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can count by 1’s up to 20
Approaches Standard  I can recognize or recall number words up to 20.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can use one to one correspondence when
Exceeds Standard counting objects beyond 20.
 I can show that the last number name said tells
Student demonstrates mastery of all learning targets in the number of objects beyond 20, regardless of
the Meets and Approaches levels and Exceeds grade their arrangement or order in which they were
level standard. counted.
3  I can use one to one correspondence when
Meets Standard counting objects up to 20.
 I can show that the last number name said tells
Student demonstrates mastery of learning targets in the the number of objects counted up to 20,
Meets and Approaches levels both in isolation and in regardless of their arrangement or order in which
conjunction with skills from other standards within the they were counted.
grade level.  I can show that each successive number name
refers to a quantity that is one more.
2  I can count by 1’s up to 20
Approaches Standard  I can recognize or recall number words up to 20.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
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K.CC.B.5 Count to answer “how many?”
questions about as many as 20
things arranged in a line, a
rectangular array, or a circle, or as
many as 10 things in a scattered
configuration; given a number
from 1-20, count out that many
objects.
K.CC.C.6 Identify whether the number of
objects in one group is greater
than, less than, or equal to the
number of objects in another
group, e.g., by using matching
and counting strategies. (Include
groups with up to ten objects).
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can tell how many objects beyond 20 in an
Exceeds Standard arranged pattern or beyond 10 in a scattered
configuration.
Student demonstrates mastery of all learning targets in  I can represent a number of objects beyond 20
the Meets and Approaches levels and Exceeds grade with a written numeral.
level standard.  Given a number beyond 20, I can count out that
many objects.
3  I can tell how many objects up to 20 are in an
Meets Standard arranged pattern (e.g., a line or an array) or up to
10 objects in a scattered configuration.
Student demonstrates mastery of learning targets in the  I can represent a number of objects up to 20 with
Meets and Approaches levels both in isolation and in a written numeral.
conjunction with skills from other standards within the  Given a number from 1-20, I can count out that
grade level. many objects.
2  I understand one-to-one correspondence.
Approaches Standard  I can recognize or recall number words up to 20.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can create a group of objects that is less than, or
Exceeds Standard equal to another given group of objects.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can identify greater than, less than, or equal to,
Meets Standard using groups of up to 10 objects.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: greater than,

Approaches Standard less than, equal to, more, less, same, bigger,
smaller
Student demonstrates understanding of the learning  I can count using one to one correspondence.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.CC.C.7 Compare two numbers between 1 4  I can compare two numbers beyond 10 presented
and 10 presented as written Exceeds Standard as written numerals.
numerals.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can compare two numbers between 1 and 10
Meets Standard presented as written numerals.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: greater than,
Approaches Standard less than, equal to, more, less, same, bigger,
smaller
Student demonstrates understanding of the learning
targets at the Approaches level.  I can identify numbers up to 10.
 I can use manipulatives to show the value of two
numbers.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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K.OA.A.1 Represent addition and
subtraction with objects, fingers,
mental images, drawings, sounds
(e.g. claps), acting out situations,
verbal explanations, expressions,
or equations.
K.OA.A.2 Solve addition and subtraction
word problems, and add and
subtract within 10, e.g., by using
objects or drawings to represent
the problem.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can compare and contrast ways to represent
Exceeds Standard addition and subtraction.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can represent addition and subtraction in a
Meets Standard variety of ways.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: add, plus,
Approaches Standard join, put together, altogether, in all, total,
subtract, minus, separate, take away, take apart,
Student demonstrates understanding of the learning
take from, less, how many are left
targets at the Approaches level.
 I can count using one to one correspondence.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can demonstrates a variety of strategies to solve
Exceeds Standard word problems involving adding and subtracting.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use an appropriate strategy to solve word
Meets Standard problems that involve adding and subtracting
within 10.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
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K.OA.A.4 For any number from 1 to 9, find
the number that makes 10 when
added to the given number, e.g.,
by using objects or drawings, and
record the answer with a drawing
or equation.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I recognize or recall terms such as: add, plus,
Approaches Standard join, put together, altogether, in all, total,
subtract, minus, separate, take away, take apart,
Student demonstrates understanding of the learning
take from, less, how many are left
targets at the Approaches level.
 I can count to 10
 I can solve addition problems to 10
 I can solve subtraction problems within 10
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can create and record multiple combinations of
Exceeds Standard 10.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can find the number that makes 10 when added
Meets Standard to a given number from 1 to 9.
 I can record with a drawing or equation.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: how many
Approaches Standard more, +, -, =
 I can count to 10.
Student demonstrates understanding of the learning  I can use manipulatives to add up to 10.
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

K.OA.A.5 Fluently add and subtract within 4  I can fluently add and subtracts beyond 5.
5. Exceeds Standard

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can fluently add and subtract within 5.
Meets Standard

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: +, -, =
Approaches Standard  I can count forward from a given number
 I can count backward from a given number
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.G.A.2 Correctly name shapes regardless 4  I can analyze and compare the attributes of
of their orientations or overall Exceeds Standard shapes and solids (squares, circles, triangles,
size. rectangles, cubes, and spheres).
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can correctly names shapes and solids (squares,
Meets Standard circles, triangles, rectangles, cubes, and spheres)
regardless of their orientations or overall size.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: square, circle,

Approaches Standard triangle, rectangle, cube, sphere

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

GRADE 1
Standard Standard Description
1.OA.A.1 Use strategies to add and subtract
within 20 to solve word
problems involving situations of
adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using objects,
drawings, and equations with a
symbol for the unknown number
to represent the problem.
Proficiency Scale Learning Targets
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.  I can perform basic processes, such as: counting
1 
Developing Standard
I can use strategies to add and subtract beyond 20
to solve word problems.
I can use strategies to add and subtract within 20
to solve word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions.
I can recognize or recall specific terminology,
such as: add to, take from, put together, take
apart, compare, addend, missing addend,
unknown number
forward within 20, counting backward within 20
See Approaches targets

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.OA.C.5 Relate counting to addition and 4  I can compare addition and subtraction.
subtraction (e.g., by counting on Exceeds Standard
2 to add 2).
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can relate counting to addition and subtraction.
Meets Standard

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in

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1.OA.C.6 Add and subtract within 20,
demonstrating fluency for
addition and subtraction within
10. Use strategies such as
counting on; making ten (e.g., 8
+ 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading
to a ten (e.g., 13 – 4 = 13 – 3 – 1
= 10 – 1 = 9); using the
relationship between addition
and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 –
8 = 4); and creating equivalent
but easier or known sums (e.g.,
adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12
+ 1 = 13).
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
conjunction with skills from other standards within the
grade level.
2  I can recognize or recall specific terminology,
Approaches Standard such as: add, subtract, addition, subtraction.
 I can perform basic processes, such as: counting
Student demonstrates understanding of the learning forward from a given number counting backward
targets at the Approaches level. from a given number.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can use strategies to add and subtract beyond
Exceeds Standard 10.
 I can fluently add and subtract beyond 10.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use strategies to add and subtract within 10.
Meets Standard  I can fluently add and subtract within 10.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can recognize or recall specific terminology,
Approaches Standard such as: add, subtract, plus, minus, sum,
difference, equals
Student demonstrates understanding of the learning  I can perform basic processes, such as: counting
targets at the Approaches level. forward from a given number, counting
backward from a given number
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

1.NBT.A.1 Count to 120, starting at any
number less than 120. In this
range, read and write numerals
and represent a number of
objects with a written numeral.
4  I can count forward and backward beyond 120,
Exceeds Standard starting at any given number.
 I can read and write numerals beyond 120.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can count forward and backward within 120,
Meets Standard starting at any given number.
 I can read and write numerals within 120.
Student demonstrates mastery of learning targets in the  I can represent a number of objects up to 120
Meets and Approaches levels both in isolation and in with a written numeral.
conjunction with skills from other standards within the
grade level.
2  I can recognize or recall specific terminology,
Approaches Standard such as: number words (0-120)
 I can perform basic processes, such as:
Student demonstrates understanding of the learning understanding one-to-one correspondence,
targets at the Approaches level. verbally counting 0-120 in sequence
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

1.NBT.B.2 Understand that the two digits of
a two-digit number represent
amounts of tens and ones.
a) 10 can be thought of as
a bundle of ten ones — called a
“ten.”
b) The numbers from 11 to
19 are composed of a ten and
one, two, three, four, five, six,
seven, eight, or nine ones.
c) The numbers 10, 20, 30,
40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six,
seven, eight, or nine tens (and 0
ones).
learning targets in the Approaches level.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
I can demonstrate an understanding that the
numbers from 20 to 99 represent a number of
tens and additional ones.
I can demonstrate an understanding that the two
digits of a two-digit number represent amounts of
tens and ones, including: 10 can be thought of as
a bundle of ten ones — called a “ten”, the
numbers from 11 to 19 are composed of a ten and
additional ones, multiples of 10 up to 90
represent a number of tens and 0 ones.

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1.NBT.B.3 Compare two two-digit numbers
based on meanings of the tens
and ones digits, recording the
results of comparisons with the
symbols >, =, and <.
1.NBT.C.4 Add within 100, including
adding a two-digit number and a
one-digit number, and adding a
two-digit number and a multiple
of 10, using concrete models or
drawings and strategies based on
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can recognize or recalls specific terminology,
Approaches Standard such as: Tens, ones, bundle, digit, tens digit, ones
digit, tens place, ones place, multiple
Student demonstrates understanding of the learning  I can perform basic processes, such as: counting
targets at the Approaches level. by ones to 10, counting by tens to 90
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can generate and explain a comparison problem
Exceeds Standard for two-digit numbers.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can compare two two-digit numbers based on
Meets Standard meanings of the tens and ones digits, recording
the results of comparisons with the symbols >, =,
Student demonstrates mastery of learning targets in the and <.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can recognize or recall specific terminology,
Approaches Standard such as: Tens, ones, >, =, <, greater than, less
than, equal to, compare, more than, less than
Student demonstrates understanding of the learning  I can perform basic processes, such as:
targets at the Approaches level. understanding a given two-digit number
represents a number of tens and additional ones
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can add two two-digit numbers without
Exceeds Standard regrouping.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

place value, properties of 3  I can demonstrate an understanding of place

operations, and/or the
relationship between addition
and subtraction; relate the
strategy to a written method and
explain the reasoning used.
Understand that in adding two-
digit numbers, one adds tens and
tens, ones and ones; and
sometimes it is necessary to
compose a ten.
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
value when adding two-digit numbers within
100.
 I can add a two-digit number and a one-digit
 number.
 I can add a two-digit number and a multiple of
10.
 I can use concrete models or drawing strategies
based on place value, properties of operations,
and/or the relationship between addition and
subtraction to add and subtract within 100.
 I can relate the strategy to a written method and
explains the reasoning used.
I can recognize or recall specific terminology,
such as: tens, ones, place value, digit, multiple,
fact family
 I can perform basic processes, such as:
understanding a given two-digit number
represents a number of tens and additional ones,
understanding properties of addition
See Approaches targets

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.MD.B.3 Tell and write time to the hours 4  I can show a given time to the hour and half-hour
and half-hours using analog and Exceeds Standard on an analog clock..
digital clocks.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can tell and write time to the hour and half-hour
Meets Standard (including o’clock and half past) using analog
and digital clocks.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

2  I can recognize or recall specific terminology,

Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
such as: hour, half-hour, o’clock, half past, ___
thirty, analog, digital, minutes, hour hand, minute
hand
See Approaches targets

Student demonstrates limited understanding of the

1.MD.C.4 Organize, represent, and interpret
data with up to three categories;
ask and answer questions about
the total number of data points,
how many in each category, and
how many more or less are in
one category than in another.
learning targets in the Approaches level.
4  I can collect, represent, and interpret data with
Exceeds Standard three or more categories.
 I can create questions to compare the data.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can organize, represent, and interpret data with
Meets Standard up to three categories.
 I can ask and answer questions about the total
Student demonstrates mastery of learning targets in the number of data points, how many in each
Meets and Approaches levels both in isolation and in category, and how many more or less are in one
conjunction with skills from other standards within the category than in another.
grade level.
2  I can recognize or recall specific terminology,
Approaches Standard such as: more, most, less, least, same, total,
category, title
Student demonstrates understanding of the learning  I can perform basic processes, such as:
targets at the Approaches level. comparing numbers, adding up to three numbers,
subtracting two numbers
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

1.G.3 Partition circles and rectangles
into two and four equal shares,
describe the shares using the
words halves, fourths, and
quarters, and use the phrases half
of, fourth of, and quarter of.
learning targets in the Approaches level.
4  I can count beyond 100 by ones and tens.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.

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Describe the whole as two of, or
four of the shares. Understand
for these examples that
decomposing into more equal
shares creates smaller shares.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
3  I can count to 100 by ones and by tens.
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can count to as high as I can (but not 100),
Approaches Standard starting at 1.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
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GRADE 2
Standard Standard Description
2.OA.A.1 Use addition and subtraction
within 100 to solve one- and
two-step word problems
involving situations of adding to,
taking from, putting together,
taking apart, and comparing,
with unknowns in all positions,
e.g., by using drawings and
equations with a symbol for the
unknown number to represent
the problem.
Proficiency Scale
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
Learning Targets
I can add and subtract greater than 100 to solve
multi-step word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions using concrete materials.
 I can add and subtract greater than 100 to solve
multi-step word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions using pictorial representations and
visual models.
I can add and subtract within 100 to solve 1- or
2-step word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions using concrete materials.
 I can add and subtract within 100 to solve 1- or
2-step word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions using pictorial representations and
visual models.
 I can generate addition and subtraction equations
for situations of adding to, taking from, putting
together, taking apart, and comparing, with the
unknowns in all positions.
I can add and subtract number problems up to
100.
 I can add and subtract word problems with
support.
See Approaches targets
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2.OA.B.2 Fluently add and subtract within
20 using mental strategies. By
end of Grade 2, know from
memory all sums of two one-
digit numbers.
2.OA.C.4 Use addition to find the total
number of objects arranged in
rectangular arrays with up to 5
rows and up to 5 columns; write
an equation to express the total
as a sum of equal addends.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in  I can recall from memory all sums of two one-
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
 I can determine the total number of objects by
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the  I can write an addition equation with repeat equal
grade level.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
I can fluently add and subtract 2 digit numbers.
I can add and subtract fluently within 20, by the
end of 2nd grade, using various mental strategies,
such as decomposing and composing numbers
using the benchmark of ten.
digit numbers, by the end of 2nd grade.
I can add and subtract fluently within 20 using
various strategies.
See Approaches targets
I can write a multiplication equation with repeat
equal addends from a rectangular array with up
to 5 rows and 5 columns and solve to find the
total number.
I can arrange objects in a rectangular array with
up to 5 rows and 5 columns.
describing the array and explaining how the total
number of objects was determined.
addends from a rectangular array with up to 5
rows and 5 columns and solve to find the total
number.
Draft 2 Fall 2020

2.NBT.A.1 Understand that the three digits
of a three-digit number represent
amounts of hundreds, tens, and
ones: e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
a) 100 can be thought of as a
bundle of ten tens called a
“hundred”.
b) Multiples of 100 represent a
number of hundreds, 0 tens, and
0 ones.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can make an array and count to find the total
Approaches Standard amount.
 I can arrange objects in rows and columns.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can explain why different groups of numbers
Exceeds Standard can have the same value.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I know ten bundles of tens make 100.
Meets Standard  I know how the value of a digit in a number.
 I know how much a digit stands for in a number.
Student demonstrates mastery of learning targets in the  I know that there are no tens or ones in 100, 200,
Meets and Approaches levels both in isolation and in etc.
conjunction with skills from other standards within the  I know that a zero in the ones means there are no
grade level. ones in the number.
 I know that a zero in the tens means there are no
tens in the number.
2  I know which place value position is the ones.
Approaches Standard  I know which place value position is the tens.
 I know which place value position is the
Student demonstrates understanding of the learning hundreds.
targets at the Approaches level.  I know which place value position is the ones.
 I know which place value position is the tens.
 I know which place value position is the
hundreds.
 I know 100, 200, 300, etc. is a specific number of
hundreds and no tens or ones.
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.NBT.A.2 Count within 1000; skip-count 4  I can count beyond 1000 by ones, 5s, 10s, and
by 5s, 10s, and 100s. Exceeds Standard 100s

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can count within 1000 by ones, 5s, 10s, and
Meets Standard 100s beginning at any multiple of 1, 5, 10 or 100,
respectively (e.g., begin at 505 and skip count by
Student demonstrates mastery of learning targets in the 5 up to 605, or begin at 600 and skip count by
Meets and Approaches levels both in isolation and in 100 up to 1000).
conjunction with skills from other standards within the
grade level.
2  I can skip count, in some ways, with support.
Approaches Standard

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.NBT.A.3 Read and write numbers to 1000 4  I can read and write numbers beyond 1000 in
using base-ten numerals, number Exceeds Standard many ways.
names, and expanded form.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read and write numbers to 1000 using
Meets Standard based-ten numerals, number names, and
expanded form.
Student demonstrates mastery of learning targets in the  I can re-write a given number in base-ten
Meets and Approaches levels both in isolation and in numerals, number names, and expanded form.

Draft 2 Fall 2020


2.NBT.B.5 Fluently add and subtract within
100 using strategies based on
place value, properties of
operations, and/or the
relationship between addition
and subtraction.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
conjunction with skills from other standards within the
grade level.
2  I can read and write most numbers to 1000 in
Approaches Standard some ways.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can add and subtract beyond 100.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can fluently add and subtract within 100, by the
Meets Standard end of 2nd grade using strategies based on place
value, properties of operations, and/or the
Student demonstrates mastery of learning targets in the relationship between addition and subtraction.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can fluently add and subtract within 100 with
Approaches Standard support.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Draft 2 Fall 2020

2.NBT.B.7 Add and subtract within 1000,
using concrete models or
drawings and strategies based on
place value, properties of
operations, and/or the
relationship between addition
and subtraction; relate the
strategy to a written method.
Understand that in adding or
subtracting three-digit numbers,
one adds or subtracts hundreds
and hundreds, tens and tens, ones
and ones; and sometimes it is
necessary to compose or
decompose tens or hundreds.
2.MD.C.7 Tell and write time from analog
and digital clocks to the nearest
five minutes, using a.m. and p.m.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.  I can understand that in adding or subtracting
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
I can extend the previous work of addition and
subtraction to sums beyond 1000.
I can extend the previous work of addition and
subtraction to sums within 1000, using concrete
models or drawings and strategies based on place
value, properties of operations, and/or the
relationship between addition and subtraction;
explain the strategy in written form.
three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose
or decompose tens or hundreds.
I can extend the previous work of addition and
subtraction to sums within 1000 with support.
See Approaches targets
I can Tell and write time to the nearest minute.
I can Tell and write time to the nearest five
minutes (including quarter after and quarter to)
with a.m. and p.m. using analog and digital
clocks.
Draft 2 Fall 2020

2.MD.C.8 Solve word problems involving
dollar bills, quarters, dimes,
nickels, and pennies, using $ and
¢ symbols appropriately.
Example: If you have 2 dimes
and 3 pennies, how many cents
do you have?
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can perform basic processes, such as: count by
Approaches Standard fives to 60, tell time to the hour and half hour on
digital and analog clocks.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can find the most efficient way to make an
Exceeds Standard amount using the least amount of coins and bills.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can practice counting money by using the same
Meets Standard denomination.
 I can practice counting coins using a combination
Student demonstrates mastery of learning targets in the of denominations.
Meets and Approaches levels both in isolation and in  I can generate the same money amount using a
conjunction with skills from other standards within the variety of coins and dollar bill combinations.
grade level.  I can solve addition and subtraction word
problems with pennies, nickels, dimes, quarters,
and dollar bills, using the symbols ($, and ¢)
appropriately.
2  I can recognize coins and state their values.
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Draft 2 Fall 2020

2.G.A.3 Partition circles and rectangles
into two, three, or four equal
shares, describe the shares using
the words halves, thirds, half of,
a third of, etc., and describe the
whole as two halves, three thirds,
four fourths. Recognize that
equal shares of identical wholes
need not have the same shape.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can compare and contrast circles and rectangles
Exceeds Standard partitioned into two equal shares.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can partition circles and rectangles into two,
Meets Standard three, or four equal shares.
 I can describe the shares using the words halves,
Student demonstrates mastery of learning targets in the thirds, half of, a third of, etc., and describes the
Meets and Approaches levels both in isolation and in whole as two halves, three thirds, four fourths.
conjunction with skills from other standards within the  I can recognize that identical wholes can be
grade level. equally divided in different ways.
 I can demonstrate understanding that partitioning
shapes into more equal shares creates smaller
shares.
2  I can recognize or recall specific terminology,
Approaches Standard such as: equal shares, halves, thirds, fourths,
whole, divide, smaller shares, part
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Draft 2 Fall 2020

GRADE 3
Standard Standard Description
3.OA.A.3 Use multiplication and division
within 100 to solve word
problems in situations involving
equal groups, arrays, and
measurement quantities, e.g., by
using drawings and equations
with a symbol for the unknown
number to represent the problem.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
Proficiency Scale Learning Targets
4  I can multiply numbers beyond 100.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can understand the relationship between
Meets Standard multiplication and division.
 I can identify the unknown in multiplication and
Student demonstrates mastery of learning targets in the division situations (equal groups, arrays, area and
Meets and Approaches levels both in isolation and in measurement situations).
conjunction with skills from other standards within the  I can model multiplication and division situations
grade level. using concrete materials.
 I can model multiplication and division situations
(equal groups, arrays, area and measurement
situations) using pictorial representations.
 I can write numeric expressions that model
multiplication and division situations (equal
groups, arrays, area and measurement situations)
represented by concrete models and pictures,
including missing factor notation (ex. ___ x 3 =
15).
 I can write equations that model multiplication
and division situations (equal groups, arrays, area
and measurement situations) represented by
concrete models and pictures, including missing
factor notation (ex. 5 x ____ = 15).
2  I can multiply within 100, using support.
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

3.OA.B.5 Apply properties of operations as 4  I can multiply beyond 100.

strategies to multiply and divide.
Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is also
known. (Commutative property
of multiplication.) 3 × 5 × 2 can
be found by 3 × 5 = 15, then 15
× 2 = 30, or by 5 × 2 = 10, then 3
× 10 = 30. (Associative property
of multiplication.) Knowing that
8 × 5 = 40 and 8 × 2 = 16, one
can find 8 × 7 as 8 × (5 + 2) = (8
× 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property) (Students
need not use formal terms for
these properties)
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
I can describe properties of multiplication when
multiplying a number by 1.
 I can describe properties of multiplication when
multiplying a number by 0.
 I can understand that in multiplication, the order
of the factors does not change the product
(commutative property) [ex. 4 x 6 = 24 and 6 x 4
= 24].
 I can decompose one factor into 2 addends,
multiply each addend by the other factor, and add
the products (distributive property) [ex. 7 x 9 =
(5 x 9) + (2 x 9)] in a multiplication expression.
 I can understand that when multiplying 3 or more
factors the order of the factors does not change
the product (associative property) [ex. 3 x 5 x 2 =
30 and (3 x 5) x 2 = 30 and 3 x (5 x 2) = 30.
 I can use the commutative, associative, and
distributive properties of multiplication to write
expressions that are modeled by concrete objects
or pictures.
I can multiply within 100, using support.

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

Draft 2 Fall 2020


3.OA.C.7 Fluently multiply and divide
within 100, using strategies such
as the relationship between
multiplication and division (e.g.,
knowing that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or properties
of operations. By the end of
Grade 3, know from memory all
products of two one-digit
numbers.
3.OA.D.8 Solve two-step word problems
using the four operations.
Represent these problems using
equations with a letter standing
for the unknown quantity. Assess
the reasonableness of answers
using mental computation and
estimation strategies including
rounding. (This standard is
limited to problems posed with
whole numbers and having
whole-number answers; students
should know how to perform
operations in the conven-tional
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can multiply and divide 3 digit numbers.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use the properties of multiplication as
Meets Standard strategies to multiply and divide within 100.
 I can use the relationship between multiplication
Student demonstrates mastery of learning targets in the and division to multiply and divide within 100.
Meets and Approaches levels both in isolation and in  I can fluently multiply and divide within 100, by
conjunction with skills from other standards within the the end of grade 3.
grade level.  I can recall from memory all products of two
one-digit numbers, by the end of grade 3.
2  I can multiply within 100 using various
Approaches Standard strategies.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can solve three-step word problems.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
Draft 2 Fall 2020

order when there are no
parentheses to specify a
particular order [Order of
Operations.])
3.NBT.A.1 Use place value understanding to
round whole numbers to the
nearest 10 or 100.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
3  I can model two-step word problems using
Meets Standard concrete materials, pictorial representations, and
equations.
Student demonstrates mastery of learning targets in the  I can understand that a letter (variable) represents
Meets and Approaches levels both in isolation and in an unknown quantity in an equation.
conjunction with skills from other standards within the  I can generate and analyze expressions to
grade level. determine which operations are needed to
perform first, then second in a two-step word
problem.
 I can solve two-step word problems using the
four operations.
 I can evaluate and explain the reasonableness of
answers using mental computation and
estimation strategies.
2  I can count to as high as I can (but not 100),
Approaches Standard starting at 1.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can round whole numbers to the nearest 1000.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

3  I can identify the tens a two-digit number falls

Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
between (ex. 34 falls between 30 and 40).
 I can identify the hundreds a three-digit number
falls between (ex. 534 falls between 500 and
600).
 I can round whole numbers to the nearest 10.
 I can round whole numbers to the nearest 100.
 I know the rule for rounding numbers to the
nearest 10 when the ones digit is 5.
 I know the rule for rounding numbers to the
nearest 100 when the tens digit is 5.
I can round numbers with prompting and support.

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

3.NBT.A.2 Fluently add and subtract within
1000 using strategies and
algorithms based on place value,
properties of operations, and/or
the relationship between addition
and subtraction.
learning targets in the Approaches level.
4  I can add and subtract beyond 1000.
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use properties of operations to solve
Meets Standard addition and subtraction problems.
 I can use accurate and efficient strategies based
Student demonstrates mastery of learning targets in the on place value, properties of operations, and/or
Meets and Approaches levels both in isolation and in the relationship between addition and subtraction
conjunction with skills from other standards within the for addition and subtraction.
grade level.  I can fluently add and subtract within 1000 using
strategies and algorithms based on place value,
properties of operations, and/or the relationship
between addition and subtraction, by the end of
grade 3.

Draft 2 Fall 2020


3.NF.A.1 Understand a fraction 1/b as the
quantity formed by 1 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.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can add and subtract within 1000 with support.
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can explain why a fraction a/b is equivalent to a
Exceeds Standard fraction (n x a) / (n x b) by using visual fraction
models, with attention to how the number and
Student demonstrates mastery of all learning targets in size of the parts differ even though the two
the Meets and Approaches levels and Exceeds grade fractions themselves are the same size.
level standard.
3  I understand that a fraction is a number.
Meets Standard  I understand that the denominator of a fraction
represents the number of equal size parts that
Student demonstrates mastery of learning targets in the make a whole (using pictures, numbers, and
Meets and Approaches levels both in isolation and in words).
conjunction with skills from other standards within the  I understand that the numerator of a fraction
grade level. represents the number of equal pieces in the
whole that are counted (using pictures, numbers,
and words).
 I understand that fractional parts must be of equal
size, but not necessarily equal shape (using
concrete materials).
 I can understand unit fractions (fractions with a
numerator of 1 using models).
 I can compose fractions with unit fractions (ex. ¾
= ¼ + ¼ + ¼).
 I can explain how fractions are made up of unit
pieces.
2  I can partition shapes into equal parts.
Approaches Standard  I can recognize halves, thirds, and fourths.
Student demonstrates understanding of the learning
targets at the Approaches level.
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.NF.A.2 Understand a fraction as a 4  I can understand a fraction a/b with a > 1 as a
number on the number line; Exceeds Standard sum of fractions 1/b.
represent fractions on a number
line diagram. Student demonstrates mastery of all learning targets in
a) Represent a fraction 1/b the Meets and Approaches levels and Exceeds grade
on a number line level standard.
diagram by defining the 3  I can understand the distance from 0 to 1 on a
interval from 0 to 1 as Meets Standard number line represents one whole.
the whole and  I can understand that when a number line from 0
partitioning it into b Student demonstrates mastery of learning targets in the to 1 is partitioned into b equal parts, each part
equal parts. Recognize Meets and Approaches levels both in isolation and in represents a unit fraction 1/b (ex. A number line
that each part has size conjunction with skills from other standards within the partitioned into 4 equal parts, each part
1/b and that the grade level. represents ¼).
endpoint of the part  I can label the location of unit fractions on a
based at 0 locates the number line.
number 1/b on the  I can justify the location of unit fractions on a
number line. number line.
b) Represent a fraction a/b 2  I can draw fractions on a number line with
on a number line Approaches Standard prompting and support.
diagram by marking off
a lengths 1/b from 0. Student demonstrates understanding of the learning
Recognize that the targets at the Approaches level.
resulting interval has 1  See Approaches targets
size a/b and that its Developing Standard
endpoint locates the
number a/b on the Student demonstrates limited understanding of the
number line. learning targets in the Approaches level.
3.NF.A.3 Explain equivalence of fractions 4  I can explain why a fraction a/b is equivalent to a
in special cases, and compare Exceeds Standard fraction (n x a) / (n x b) by using visual fraction
fractions by reasoning about models, with attention to how the number and
their size. Student demonstrates mastery of all learning targets in size of the parts differ even though the two
a) Understand two the Meets and Approaches levels and Exceeds grade fractions themselves are the same size.
fractions as equivalent level standard.
(equal) if they are the

Draft 2 Fall 2020

 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

same size, or the same 3  I can Understand that equivalent fractions are the
point on a number line. Meets Standard same size (equal).
b) Recognize and generate  I can Understand that different fractions can
simple equivalent Student demonstrates mastery of learning targets in the name the same quantity (amount).
fractions, e.g., 1/2 = 2/4, Meets and Approaches levels both in isolation and in  I can Understand that fractions are equivalent if
4/6 = 2/3. Explain why conjunction with skills from other standards within the they are on the same point on a number line.
the fractions are grade level.  I can understand that different fractions can name
equivalent, e.g., by the same quantity (amount).
using a visual fraction  I can model equivalent fractions using concrete
model. materials (number lines, area models, folding
c) Express whole numbers fraction strips).
as fractions, and  I can understand that equivalent fractions that
recognize fractions that refer to the same whole even though the
are equivalent to whole numerators and denominators are different.
numbers. Examples: 2  I can complete the tasks of scale 3, with
Express 3 in the form 3 Approaches Standard prompting and support.
= 3/1; recognize that 6/1
= 6; locate 4/4 and 1 at Student demonstrates understanding of the learning
the same point of a targets at the Approaches level.
number line diagram.
1  See Approaches targets
d) Compare two fractions
Developing Standard
with the same
numerator or the same
Student demonstrates limited understanding of the
denominator by
learning targets in the Approaches level.
reasoning about their
size. Recognize that
comparisons are valid
only when the two
fractions refer to the
same whole. Record the
results of comparisons
with the symbols >, =,
or < , and justify the
conclusions, e.g., by
using a visual fraction
model.

Draft 2 Fall 2020


3.MD.A.1 Tell and write time to the
nearest minute and measure time
intervals in minutes. Solve word
problems involving addition and
subtraction of time intervals in
minutes, e.g., by representing
the problem on a number line
diagram.
3.MD.B.4 Generate measurement data by
measuring lengths using rulers
marked with halves and fourths
of an inch.
Show the data by making a line
plot, where the horizontal scale
is marked in appropriate units—
whole numbers, halves, or
quarters.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can mentally identify time to the nearest
Exceeds Standard minute.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can understand that there are 60 seconds in one
Meets Standard minute and 60 minutes in one hour.
 I can tell time to the nearest minute.
Student demonstrates mastery of learning targets in the  I can find elapsed time to the nearest minute (in
Meets and Approaches levels both in isolation and in minutes).
conjunction with skills from other standards within the  I can solve word problems involving addition
grade level. and subtraction of time intervals in minutes.
 I can use a number line to find elapsed time to
the nearest minute (in minutes).
2  I can identify the hour and minute hand.
Approaches Standard  I can tell time to the nearest 5 minutes.
 I can identify AM and PM.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can make a line plot to display a data set of
Exceeds Standard measurements in fractions of a unit (1/2, 1/4,
1/8).
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
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MATHEMATICS
Priority Standard Proficiency Scales

3  I know how to measure to the nearest whole,

Meets Standard half, and quarter inch with a ruler.
 I can generate measurement data by measuring
Student demonstrates mastery of learning targets in the lengths using rulers marked with halves and
Meets and Approaches levels both in isolation and in fourths of an inch.
conjunction with skills from other standards within the  I can model collected data in a line plot.
grade level.  I can use appropriate units to label the horizontal
scale of a line plot.
 I can explain and interpret data collected on a
line plot.
 I can analyze and compare data represented on a
graph.
2  I can identify the parts of a ruler and compare
Approaches Standard lengths.
 I can measure to nearest inch.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.MD.C.7 Relate area to the operations of 4  I can apply the area and perimeter formulas for
multiplication and addition. Exceeds Standard rectangles in real world and mathematical
a) Find the area of a problems.
rectangle with whole- Student demonstrates mastery of all learning targets in
number side lengths by the Meets and Approaches levels and Exceeds grade
tiling it, and show that level standard.
the area is the same as 3  I can tile or partition a rectangle into equal
would be found by Meets Standard squares to make an array (whole number side
multiplying the side lengths only).
lengths. Student demonstrates mastery of learning targets in the  I can find the area of a tiled or partitioned
b) Multiply side lengths to Meets and Approaches levels both in isolation and in rectangle that was made into an array (whole
find areas of rectangles conjunction with skills from other standards within the number side lengths only).
with whole-number side grade level.  I can explain how finding the area of a rectangle
lengths in the context of is the same as multiplying the side lengths of a
solving real world and rectangle.
mathematical problems,  I can make a connection between the area model
and represent whole- used in multiplication and the area of a rectangle.

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MATHEMATICS
Priority Standard Proficiency Scales

number products as 2  I can count the tiled squares in a rectangle to

rectangular areas in Approaches Standard identify area.
mathematical reasoning.  I can count the tiled squares around the rectangle
c) Use tiling to show in a Student demonstrates understanding of the learning to identify perimeter.
concrete case that the targets at the Approaches level.
area of a rectangle with 1  See Approaches targets
whole-number side Developing Standard
lengths a and b + c is
the sum of a × b and a Student demonstrates limited understanding of the
× c. Use area models to learning targets in the Approaches level.
represent the
distributive property in
mathematical reasoning.
d) Recognize area as
additive. Find areas of
rectilinear figures by
decomposing them into
non-overlapping
rectangles and adding
the areas of the non-
overlapping parts,
applying this technique
to solve real world
problems
3.MD.D.8 Solve real world and 4  I can solve real-world multi-step word problems
mathematical problems Exceeds Standard involving a polygon’s area and/or perimeter.
involving perimeters of
polygons, including finding the Student demonstrates mastery of all learning targets in
perimeter given the side lengths, the Meets and Approaches levels and Exceeds grade
finding an unknown side length, level standard.
and exhibiting rectangles with
the same perimeter and different
areas or with the same area and
different perimeters.

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3.G.1 Understand that shapes in
different categories (e.g.,
rhombuses, rectangles, and
others) may share attributes (e.g.,
having four sides), and that the
shared attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
squares as examples of
quadrilaterals, and draw
examples of quadrilaterals that
do not belong to any of these
subcategories.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
3  I can explain the difference between perimeter
Meets Standard and area.
 I can solve real-world and mathematical
Student demonstrates mastery of learning targets in the problems involving perimeters of polygons,
Meets and Approaches levels both in isolation and in including finding the perimeter given the side
conjunction with skills from other standards within the lengths, finding an unknown side length, and
grade level. exhibiting rectangles with the same perimeter
and different areas or with the same area and
different perimeters.
2  I can explain that the perimeter of a polygon is
Approaches Standard the distance around the polygon.
 I understand that perimeter can be found by
Student demonstrates understanding of the learning adding the dimensions of the side lengths of a
targets at the Approaches level. polygon.
 I know that multiplication be used to find the
area of rectangles with whole numbers.
 I can use addition to find the perimeter of
polygons with whole numbers.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can identify characteristics of quadrilaterals.
Exceeds Standard Ex: points, lines (parallel and perpendicular), line
segments, rays, and angles (right, acute, obtuse).
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can model using concrete manipulatives to
Meets Standard make a variety of quadrilaterals, including
quadrilaterals that do not belong to any
Student demonstrates mastery of learning targets in the subcategories (squares, rectangles, rhombuses).
Meets and Approaches levels both in isolation and in  I can model and draw different types of
conjunction with skills from other standards within the quadrilaterals.
grade level.  I can explain similarities and differences between
a variety of quadrilaterals.
 I can explain patterns of quadrilaterals that are
alike or in the same category.
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3.G.2 Partition shapes into parts with
equal areas. Express the area of
each part as a unit fraction of the
whole. For example, partition a
shape into 4 parts with equal
area, and describe the area of
each part as 1/4 of the area of the
shape.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I know that a quadrilateral is a closed polygon
Approaches Standard with four sides and four vertices.
 I know that a closed polygon has attributes.
Student demonstrates understanding of the learning  I understand and can use precise geometric terms
targets at the Approaches level. and vocabulary (rhombus, rectangle, square, etc.)
 I understand that shapes can be classified into
more than one category.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can classify two-dimensional figures based on
Exceeds Standard how they have been divided or partitioned.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can partition shapes into parts with equal areas.
Meets Standard  I can state how many equal parts the shape is
divided or partitioned into (ex. four equal parts,
Student demonstrates mastery of learning targets in the three equal parts, etc.).
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can identify the unit fraction that each piece
Approaches Standard represents once the shape has been divided or
partitioned (ex. each part is ¼ of the total area of
Student demonstrates understanding of the learning the rectangle).
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
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GRADE 4
Standard Standard Description
4.OA.A.3 Solve multistep word problems
posed with whole numbers and
having whole-number answers
using the four operations,
including problems in which
remainders must be interpreted.
Represent these problems using
equations with a letter standing
for the unknown quantity. Assess
the reasonableness of answers
using mental computation and
estimation strategies including
rounding.
4.NBT.A.3 Use place value understanding to
round multi-digit whole numbers
to any place.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
Proficiency Scale Learning Targets
4  I can use inverse operation to check my solution
Exceeds Standard for accuracy.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can represent multistep word problems using
Meets Standard equations and a symbol for the unknown.
 I can interpret multistep word problems and
Student demonstrates mastery of learning targets in the determine the appropriate operation to solve.
Meets and Approaches levels both in isolation and in  I can assess the reasonableness of an answer
conjunction with skills from other standards within the using mental math and estimation strategies.
grade level.  I can interpret the meaning of a remainder.
2  I know estimation strategies (e.g., rounding,
Approaches Standard compensation, compatible numbers).
 I know mental math computation strategies.
Student demonstrates understanding of the learning  I know a letter stands for an unknown quantity.
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can use place value understanding to round
Exceeds Standard decimals to any place.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use place value models (number line,
Meets Standard hundreds chart) to reason about numbers.
 I can determine whether the digit being rounded
Student demonstrates mastery of learning targets in the goes up by one or stays the same based on the
Meets and Approaches levels both in isolation and in value of the digit to the right.
conjunction with skills from other standards within the
grade level.
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MATHEMATICS
Priority Standard Proficiency Scales

2  I know whole numbers from zero to one million.

Approaches Standard  I know the names and values of the digits in any
given place value position up to one million.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.NBT.B.4 Fluently add and subtract multi- 4  I can add and subtract decimals to hundredths,
digit whole numbers using the Exceeds Standard using concrete models or drawings and strategies
standard algorithm. based on place value, properties of operations,
Student demonstrates mastery of all learning targets in and/or the relationship between addition and
the Meets and Approaches levels and Exceeds grade subtraction; relate the strategy to a written
level standard. method and explain the reasoning used.
3  I can add or subtract using the standard
Meets Standard algorithm.
 I can connect the standard algorithm for addition
Student demonstrates mastery of learning targets in the and subtraction to strategies based on place value
Meets and Approaches levels both in isolation and in and/or non-standard algorithms.
conjunction with skills from other standards within the  I can check the reasonableness of their answer
grade level. using various strategies (inverse operations,
estimation, etc.).
2  I know basic addition facts.
Approaches Standard  I know basic subtraction facts.
 I know how to add with regrouping.
Student demonstrates understanding of the learning  I know how to subtract with regrouping.
targets at the Approaches level.  I understand how the base ten system works.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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4.NBT.B.5 Multiply a whole number of up
to four digits by a one-digit
whole number, and multiply two
two-digit numbers, using
strategies based on place value
and the properties of operations.
Illustrate and explain the
calculation by using equations,
rectangular arrays, and/or area
models.
4.NBT.B.6 Find whole-number quotients
and remainders with up to four-
digit dividends and one-digit
divisors, using strategies based
on place value, the properties of
operations, and/or the
relationship between
multiplication and division.
Illustrate and explain the
calculation by using equations,
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can fluently multiply multi-digit whole numbers
Exceeds Standard up to four digits by another number of two or
more digits using various strategies.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can show my thinking by creating rectangular
Meets Standard arrays.
 I can show my thinking by creating area models.
Student demonstrates mastery of learning targets in the  I can write an equation to a model of a
Meets and Approaches levels both in isolation and in multiplication problem.
conjunction with skills from other standards within the  I understand the properties of multiplication.
grade level.  I can interpret and use visual models for
multiplication.
 I can explain the strategy I used to solve a
multiplication problem.
2  I know various strategies for multiplication (e.g.,
Approaches Standard partial products, arrays, etc.).
 I know that multiplication is the same as repeated
Student demonstrates understanding of the learning addition.
targets at the Approaches level.  I know visual models can be used to show
multiplication.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can find whole-number quotients of whole
Exceeds Standard numbers with up to four-digit dividends and two-
digit divisors.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
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rectangular arrays, and/or area
models.
4.NF.A.2 Compare two fractions with
different numerators and
different denominators, e.g., by
creating common denominators
or numerators, or by comparing
to a benchmark fraction such as
1/2. Recognize that comparisons
are valid only when the two
fractions refer to the same whole.
Record the results of
comparisons with symbols > , = ,
or < , and justify the conclusions,
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
3  I understand the meaning of the remainder in the
Meets Standard context of the problem they are solving.
 I can determine the reasonableness of the
Student demonstrates mastery of learning targets in the quotient using various strategies (estimation,
Meets and Approaches levels both in isolation and in inverse operations, etc.).
conjunction with skills from other standards within the  I can use the properties of operations to solve
grade level. division problems.
 I can illustrate and explain which strategy/or
model was used to find the quotient (e.g.,
equations, rectangular arrays, area models, place
value models, etc.).
2  I know division as creating equal groups with an
Approaches Standard unknown quantity.
 I know division as partitioning a known quantity
Student demonstrates understanding of the learning into an unknown number of groups.
targets at the Approaches level.  I know division can be derived through repeated
subtraction.
 I know multiplication and division have an
inverse relationship.
 I utilize models, such as rectangular arrays and
area models, to show division concepts and solve
division problems.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can use benchmark fractions and number sense
Exceeds Standard of fractions to estimate mentally and assess the
reasonableness of answers.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use a variety of strategies to compare
Meets Standard fractions.
 I can record the result of the comparison using
Student demonstrates mastery of learning targets in the symbols >, =, or <, and justify my conclusions.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

e.g., by using a visual fraction 2  I know how to use fraction models to show
model. Approaches Standard equivalent fractions.
 I know how to create equivalent fractions.
Student demonstrates understanding of the learning  I know the larger the denominator, the smaller
targets at the Approaches level. the partitions of the whole.
 I know comparisons of fractions are only valid if
the whole is the same size.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.NF.B.3 Understand a fraction a/b with a 4 4.NF.3.a-
> 1 as a sum of unit fractions Exceeds Standard  I can add and subtract fractions with unlike
1/b. denominators (including mixed numbers) by
a) Understand addition Student demonstrates mastery of all learning targets in replacing given fractions with equivalent
and subtraction of the Meets and Approaches levels and Exceeds grade fractions in such a way as to produce an
fractions as joining and level standard. equivalent sum or difference of fractions with
separating parts like denominators.
referring to the same 4.NF.3.b-
whole.  I can explain why multiplying a given number by
b) Decompose a fraction a fraction greater than 1 results in a product
into a sum of fractions greater than the given number (recognizing
with the same multiplication by whole numbers greater than 1
denominator in more as a familiar case); explaining why multiplying a
than one way, recording given number by a fraction less than 1 results in a
each decomposition by product smaller than the given number; and
an equation. Justify relating the principle of fraction equivalence a/b
decompositions, e.g., by = (n × a)/(n × b) to the effect of multiplying a/b
using a visual fraction by 1.
model. For example: 4.NF.3.c-
3/8 = 1/8 + 1/8 + 1/8;  I can add and subtract fractions with unlike
3/8 = 1/8 + 2/8; 2 1/8 = denominators (including mixed numbers) by
1 + 1 + 1/8 = 8/8 + 8/8 replacing given fractions with equivalent
+ 1/8. fractions in such a way as to produce an
c) Add and subtract mixed equivalent sum or difference of fractions with
numbers with like like denominators.
denominators, e.g., by
replacing each mixed
number with an

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

equivalent fraction, 4.NF.3.d-

and/or by using  I can solve word problems involving addition
properties of operations and subtraction of fractions referring to the same
and the relationship whole, including cases of unlike denominators.
between addition and 3 4.NF.3a-
subtraction. Meets Standard  I can explain how fractions can be decomposed
d) Solve word problems (e.g., 1/3 + 1/3 =2/3, 2/3 -1/3 = 1/3).
involving addition and Student demonstrates mastery of learning targets in the 4.NF.3b-
subtraction of fractions Meets and Approaches levels both in isolation and in  I can justify and record the decomposition of a
referring to the same conjunction with skills from other standards within the fraction in more than one way.
whole and having like grade level.  I understand that adding unit fractions is the
denominators, e.g., by same as multiplying a unit fraction by a whole
using visual fractions number (¼ + ¼ + ¼ = 3 x ¼). (5)
models and equations to  I can explain the relationship between unit
represent the problem. fractions and their multiples (e.g., 2 x 1/8 = 2/8).
(6)
 I know fractions are individual parts within a
whole that can be seen as units for addition and
subtraction.
4.NF.3c-
 I can use what I know about whole number
addition and subtraction to solve problems with
mixed numbers.
 I can use what I know about adding and
subtracting fractions to solve problems with
mixed numbers.
 I know that mixed numbers can be combined or
separated (composed and decomposed).
 I can use a variety of strategies for adding and
subtracting mixed numbers.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

4.NF.3d -
 I can use what I know about addition and
subtraction with whole numbers and apply it to
fractions.
 I can create an equation with fractions to
represent a word problem.
 I can use visual fraction models to solve a word
problem.
 I can solve word problems involving fractions
with like denominators.
2 4.NF.4a/b-
Approaches Standard  I know a fraction is an expression of a whole
divided into parts.
Student demonstrates understanding of the learning  I know one fraction plus another fraction may not
targets at the Approaches level. give you a sum greater than one whole.
 I know adding and subtracting with fractions
adds to or takes away from the same whole.
 I know that fractions are made up of smaller
fractions and can be decomposed.
 I know that the denominator represents the whole
that has been divided into EQUAL sized pieces.
4.NF.4c-
 I know that mixed numbers can be written as
fractions.
 I can use the properties of operations to solve
addition and subtraction problems involving
mixed numbers with like denominators.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

4.NF.4d-
 I can create an equation with fractions that have
like denominators to solve a word problem.
 I can create visual fraction models to solve a
word problem.
 I can add or subtract fractions that have like
denominators to solve the equation for a word
problem.
 I know adding and subtracting fractions refers to
parts of the same whole and its parts are added to
or taken from the same whole.
 I know the strategies for solving addition and
subtraction problems with fractions with like
denominators (e.g., visual fraction models, using
the properties of addition, drawings, objects,
etc.).
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.NF.B.4 Apply and extend previous 4  I can apply and extend previous understandings
understandings of multiplication Exceeds Standard of multiplication to multiply a whole number by
to multiply a fraction by a whole a fraction.
number. Student demonstrates mastery of all learning targets in
a) Understand a fraction the Meets and Approaches levels and Exceeds grade
a/b as a multiple of 1/b. level standard.
For example, use a 3 4.NF.4a-
visual fraction model to Meets Standard  I can explain how a fraction is a multiple of
represent 5/4 as the another fraction using models, drawings, or
product 5 x (1/4), Student demonstrates mastery of learning targets in the equations
recording the Meets and Approaches levels both in isolation and in 4.NF.4b-
conclusion by the conjunction with skills from other standards within the  I know that adding unit fractions is the same as
equation 5/4 = 5 x (1/4). grade level. multiplying a unit fraction by a whole number
b) Understand a multiple (1/4 + 1/4 + 1/4 = 3 x 1/4 ).
of a/b as a multiple of  I can explain the relationship between unit
1/b, and use this fractions and their multiples (e.g., 2 x 1/8 = 2/8).
understanding to  I can connect multiplication of whole numbers to
multiply a fraction by a multiplication of fractions.
whole number. For

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

example, use a visual 4.NF.4c-

fraction model to  I can connect a visual fraction model to an
express 3 x (2/5) as 6 x equation that represents the problem.
(1/5), recognizing this  I can solve word problems involving the
product as 6/5. (In multiplication of a fraction by a whole number.
general, n x (a/b) = (n x 2 4.NF.4a/b -
a)/b.) Approaches Standard  I know that multiplication is repeated addition.
c) Solve word problems  I know that adding unit fractions is the same as
involving multiplication Student demonstrates understanding of the learning multiplying a unit fraction by a whole number.
of a fraction by a whole targets at the Approaches level. 4.NF.4c-
number, e.g., by using  I know visual fraction models can represent
visual fractions models mathematical situations.
and equations to 1  See Approaches targets
represent the problem. Developing Standard
For example, if each
person at a party will Student demonstrates limited understanding of the
eat 3/8 of a pound of learning targets in the Approaches level.
roast beef, and there
will be 5 people at the
party, how many
pounds of roast beef
will be needed?
Between what two
whole numbers does
your answer lie?
4.MD.A.1 Know relative sizes of 4  I can use conversions in solving world problems
measurement units within one Exceeds Standard involving measurement.
system of units including km, m,
cm; kg, g; lb, oz; l, ml; hr, min, Student demonstrates mastery of all learning targets in
sec. Within a single system of the Meets and Approaches levels and Exceeds grade
measurement, express level standard.
measurements in a larger unit in 3  I can express and record larger units in terms of
terms of a smaller unit. Record Meets Standard smaller units.
measurements in a larger unit in  I can record measurement equivalencies in a two-
terms of small unit. Record Student demonstrates mastery of learning targets in the column table.
measurement equivalents in a Meets and Approaches levels both in isolation and in  I can reason about the measure of objects using
two-column table. For example, conjunction with skills from other standards within the benchmarks and mental images of the sizes of
know that 1 ft is 12 times as long grade level. measurement units.
as 1 in. Express the length of a 4

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ft snake as 48 in. Generate a
conversion table for feet and
inches listing the number of pairs
(1,12), (2,24), (3,36), ...
4.MD.A.2 Use the four operations to solve
word problems involving
distances, intervals of time,
liquid volumes, masses of
objects, and money, including
problems involving simple
fractions or decimals, and
problems that require expressing
measurements given in a larger
unit in terms of a smaller unit.
Represent measurement
quantities using diagrams such as
number line diagrams that
feature a measurement scale.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I know equivalent units within a system of
Approaches Standard measurement.
 I know length is measured with meters (m),
Student demonstrates understanding of the learning kilometers (km), centimeters (cm), millimeters
targets at the Approaches level. (mm), inches (in), feet (ft).
 I know volume is measured with liters (l),
milliliters (ml).
 I know mass is measured with grams (g),
kilograms (kg), ounces (oz), pounds (lb).
 I know time is measured with hours (hr), minutes
(min), and seconds (sec).
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can solve multi-step word problems involving
Exceeds Standard units of measure.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can solve measurement problems using all four
Meets Standard operations involving fractions or decimals.
 I can solve measurement problems and express
Student demonstrates mastery of learning targets in the measurements given in larger units in terms of
Meets and Approaches levels both in isolation and in smaller units.
conjunction with skills from other standards within the  I can solve measurement problems using a
grade level. variety of diagrams that include measurement
scales.
 I can determine the appropriate strategy to solve
a word problem.
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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

2  I know equivalent units within a system of

Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
measurement.
 I know the relative sizes of measurement units
within one system of units.
 I know length is measured with meters (m),
kilometers (km), centimeters (cm), millimeters
(mm), inches (in), feet (ft).
 I know volume is measured with liters (l),
milliliters (ml).
 I know mass is measured with grams (g),
kilograms (kg), ounces (oz), pounds (lb).
 I know time is measured with hours (hr), minutes
(min), and seconds (sec).
See Approaches targets

Student demonstrates limited understanding of the

4.G.A.2 Classify two-dimensional figures
based on the presence or absence
of parallel or perpendicular lines,
or the presence or absence of
angles of a specified size.
Recognize right triangles as a
category, and identify right
triangles.
learning targets in the Approaches level.
4  I can classify two-dimensional figures in a
Exceeds Standard hierarchy based on properties.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I understand that two-dimensional figures can be
Meets Standard categorized based on the presence or absence of
given characteristics.
Student demonstrates mastery of learning targets in the  I can analyze two-dimensional figures to
Meets and Approaches levels both in isolation and in determine the presence or absence of given
conjunction with skills from other standards within the characteristics.
grade level.  I can classify two-dimensional figures based on
the presence or absence of given characteristics.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

2  I know and am able to identify the following:

Approaches Standard Lines (parallel and perpendicular), Angles (acute,
obtuse, and right), Triangles (acute, obtuse, and
Student demonstrates understanding of the learning right)
targets at the Approaches level.  I know and be able to identify the following:
polygon, rhombus/rhombi, rectangle, square,
triangle, quadrilateral, pentagon, hexagon, cube,
trapezoid, half/quarter circle, circle.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

Draft 2 Fall 2020


GRADE 5
Standard Standard Description
5.OA.A.2 Write simple expressions that
record calculations with
numbers, and interpret numerical
expressions without evaluating
them. For example, express the
calculation "add 8 and 7, then
multiply by 2" as 2 x (8 + 7).
Recognize that 3 x (18932 +
921) is three times as large as
18932 + 921, without having to
calculate the indicated sum or
product.
5.NBT.A.2 Explain patterns in the number of
zeros of the product when
multiplying a number by powers
of 10, and explain patterns in the
placement of the decimal point
when a decimal is multiplied or
divided by a power of 10. Use
whole-number exponents to
denote powers of 10.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
Proficiency Scale Learning Targets
4  I can interpret written and/or verbal statements in
Exceeds Standard order to write a numerical expression in
problems that include fractions or decimals.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can write simple expressions that record
Meets Standard calculations with numbers (e.g., add 6 and 5, then
multiply by 4; (6 + 5) x 4).
Student demonstrates mastery of learning targets in the  I can interpret numerical expressions without
Meets and Approaches levels both in isolation and in evaluating them (e.g., Recognize that 3 x (18932
conjunction with skills from other standards within the + 921) is three times as large as 18932 + 921,
grade level. without having to calculate the indicated sum or
product).
 I can interpret written and/or verbal statements in
order to write a numerical expression.
2  I can determine if and when to use grouping
Approaches Standard symbols to show the correct numerical
expression.
Student demonstrates understanding of the learning  I understand and can explain what a numerical
targets at the Approaches level. expression means in the context of a problem.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can combine multiplying by powers of 10,
Exceeds Standard comparing, and rounding to highlight essential
understandings.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
Draft 2 Fall 2020

3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
I can describe and demonstrate patterns of zeros
when multiplying a number by powers of 10, by
using multiple representations, using concrete
materials, pictures, numbers, and words.
 I can explain the patterns in the placement of a
decimal when it is multiplied or divided by a
power of 10.
 I can demonstrate understanding of the powers of
ten and multiplication of powers of 10 by using
mathematical vocabulary to explain that the
factor tells how many times to multiply the base
as a factor.
 I can explain that a number multiplied by a
power of 10 changes the value and each digit is
ten times larger.
I know that every time a number is multiplied by
10, the place value of the product shifts one place
to the left (e.g. 5 → 5 x 10 = 50; 5 x 10 x 10 =
500).
 I know that every time a number is multiplied by
10, the value of each digit becomes 10 times
larger.
 I know that each time a number is divided by a
power of 10 the place value of the product shifts
one place to the right (e.g., 300/10 = 30 and 3.00
/ 0.1 = 30.0).
 I know that an exponent tells how many times to
write the base as a factor.
 I know multiple representations of the powers of
tens, including exponents (10 x 10 = 100; 102 =
100)
See Approaches targets
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

5.NBT.A.3 Read, write, and compare 4  I can read, write, and compare decimals beyond
decimals to thousandths. Exceeds Standard the thousandths place.
a) Read and write
decimals to thousandths Student demonstrates mastery of all learning targets in
using base-ten the Meets and Approaches levels and Exceeds grade
numerals, word form, level standard.
and expanded form, 3 5.NBT.A.3a-
e.g., 347.392 = 3 x 100 Meets Standard  I can read and write decimals in number form
+ 4 x 10 + 7 x 1 + 3 x and word form.
(1/10) + 9 x (1/100) + 2 Student demonstrates mastery of learning targets in the  I can demonstrate understanding of decimals,
x (1/1000). Meets and Approaches levels both in isolation and in read decimals with appropriate place values (e.g.
b) Compare two decimals conjunction with skills from other standards within the 10.35 → ten and thirty-five hundredths)
to thousandths based on grade level. 5.NBT.A.3b-
meanings of the digits  I can compare like place value positions (e.g.,
in each place, using >, tenths to tenths, hundredths to hundredths, and
=, and < symbols to thousandths to thousandths).
record the results of  I understand that if both decimals have the same
comparisons. digit in the tenths place, then they must compare
the hundredths, and if those digits are the same,
they must compare the thousandths.
 I can use multiple strategies to compare decimals
(comparing like place value position, using
knowledge of fractions, and benchmark
estimations).
2 5.NBT.A.3a-
Approaches Standard  I know place value to the thousandths.
 I know how to read and write numbers in
Student demonstrates understanding of the learning multiple forms (ie. tenth = 0.1 = 1/10 of 1
targets at the Approaches level. whole).
 I know how to write numbers in expanded form
incorporating unit fractions and decimals [e.g.,
425.123 = 4 x 100 + 2 x 10 + 5 x 1 + 1 x (1/10) +
2 x (1/100) + 3 x (1/1,000)].
 I understand and know decimal equivalents (e.g.
0.8 = 0.80 = 0.800 = 8/10 = 80/100).
5.NBT.A.3b-
 I can correctly read, write and use comparison
symbols.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.NBT.B.5 Fluently multiply multi-digit 4  I apply inverse operation to check the accuracy
whole numbers using the Exceeds Standard of my products.
standard algorithm.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can make connections between the standard
Meets Standard algorithm and other models (such as partial
products or area models).
Student demonstrates mastery of learning targets in the  I understand how the standard algorithm for
Meets and Approaches levels both in isolation and in multi-digit multiplication works.
conjunction with skills from other standards within the
grade level.
2  I can recall single digit multiplication facts.
Approaches Standard  I know the place value of digits being multiplied.

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.NBT.B.6 Find whole-number quotients of 4  I can apply inverse operation to check the
whole numbers with up to four- Exceeds Standard accuracy of my quotients.
digit dividends and two-digit
divisors, using strategies based Student demonstrates mastery of all learning targets in
on place value, the properties of the Meets and Approaches levels and Exceeds grade
operations, and/or the level standard.
relationship between
multiplication and division.
Illustrate and explain the
calculation by using equations,
rectangular arrays, and/or area
models.

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5.NBT.B.7 Add, subtract, multiply, and
divide decimals to hundredths,
using concrete models or
drawings and strategies based on
place value, properties of
operations, and/or the
relationship between addition
and subtraction; relate the
strategy to a written method and
explain the reasoning used.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
3  I know and can apply the properties of operations
Meets Standard to help them solve division problems.
 I can apply problem structures to division
Student demonstrates mastery of learning targets in the problems in order to better understand the
Meets and Approaches levels both in isolation and in process of division.
conjunction with skills from other standards within the  I can use strategies such as partial quotients,
grade level. repeated subtraction, and proportional reasoning
to solve division problems.
 I can represent my strategy with mathematical
symbols and numbers or models.
2  I can recall division facts.
Approaches Standard  I know and understand division is the inverse
operation of multiplication.
Student demonstrates understanding of the learning  I understand division as a form of repeated
targets at the Approaches level. subtraction.
 I can read and interpret a rectangular array.
 I understand division as partitioning.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can add, subtract, multiply, and divide decimals
Exceeds Standard beyond the hundredths place.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can translate the concrete models utilized to
Meets Standard solve problems into mathematical representations
using numbers and symbols.
Student demonstrates mastery of learning targets in the  I can use concrete materials to model strategies
Meets and Approaches levels both in isolation and in for solving addition, subtraction, multiplication,
conjunction with skills from other standards within the and division problems with decimals to the
grade level. hundredths.
 I can create models that explain strategies for
solving addition, subtraction, multiplication, and
division problems with decimals to the
hundredths.
Draft 2 Fall 2020

5.NF.A.1 Add and subtract fractions with
unlike denominators (including
mixed numbers) by replacing
given fractions with equivalent
fractions in such a way as to
produce an equivalent sum or
difference of fractions with like
denominators. For example, 2/3
+ 5/4 = 8/12 + 15/12 = 23/12 (In
general, a/b + c/d = (ad +
bc)/bd).
2 
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1 
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4 
Exceeds Standard
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 
Meets Standard
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
I can recall and use the properties of addition,
subtraction, multiplication, and division.
 I can identify models (e.g., block drawings to
represent tenths and hundredths) and build them
up for addition and multiplication operations.
 I can use break down models (e.g., block
drawings representing tenths or hundredths, base
ten blocks, etc.) to represent subtraction and
division operations.
 I can join and separate numbers to the
hundredths, utilizing the place value system (e.g.
tenths are added to/subtracted from tenths,
hundredths are added to/subtracted from
hundredths, etc.).
 I understand how adding the same number,
whole or decimal, repeatedly, can translate into a
multiplication strategy.
 I understand how taking the same number, whole
or decimal, away repeatedly can translate into a
division strategy.
See Approaches targets
I can apply inverse operation to check the
accuracy of a sum and difference involving
fractions with unlike denominators.
I can explain my reasoning as I find the like
denominators for any given fraction addition and
subtraction expressions.
 I can apply my understanding of equivalent
fractions to change given fractions in an addition
or subtraction example to fractions with like
denominators and then produce an equivalent
sum or difference.
Draft 2 Fall 2020

5.NF.A.2 Solve word problems involving
addition and subtraction of
fractions referring to the same
whole, including cases of unlike
denominators, e.g., by using
visual fraction models or
equations to represent the
problem. Use benchmark
fractions and number sense of
fractions to estimate mentally
and assess the reasonableness of
answers. For example, recognize
an incorrect result 2/5 + 1/2 =
3/7, by observing that 3/7 < 1/2.
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
2  I can find common denominators for various
Approaches Standard fraction addition and subtraction expressions.
 I can use visual representations to understand the
Student demonstrates understanding of the learning need for common denominators when adding and
targets at the Approaches level. subtracting fractions and mixed numbers.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can apply inverse operation to check the
Exceeds Standard accuracy of a sum and difference from word
problems involving fractions with unlike
Student demonstrates mastery of all learning targets in denominators.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can represent the context of a word problem
Meets Standard involving fractions using a variety of models.
 I can explain, verbally and in writing, the
Student demonstrates mastery of learning targets in the solution process using models, pictures, words,
Meets and Approaches levels both in isolation and in and numbers.
conjunction with skills from other standards within the  I can analyze results using models and
grade level. benchmark fractions to determine whether and
answer is reasonable.
 I can solve word problems involving addition
and subtraction of fractions (with unlike
denominators).
2  I can use visual models, including area models,
Approaches Standard fractions strips, and number lines to solve
addition and subtraction problems with fractions
Student demonstrates understanding of the learning and mixed numbers.
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
Draft 2 Fall 2020

5.NF.B.3 Interpret a fraction as division of
the numerator by the
denominator (a/b = a ÷ b). Solve
word problems involving
division of whole numbers
leading to answers in the form of
fractions or mixed numbers, e.g.,
by using visual fraction models
or equations to represent the
problem. For example, interpret
3/4 as the result of dividing 3 by
4, noting that 3/4 multiplied by 4
equals 3, and that when 3 wholes
are shared equally among 4
people each person has a share of
3/4. If 9 people want to share a
50-pound sack of rice equally by
weight, how many pounds of rice
should each person get? Between
what two whole numbers does
your answer lie?
5.NF.B.4 Apply and extend previous
understandings of multiplication
to multiply a fraction or whole
number by a fraction.
a) Interpret the product
(a/b) × q as a parts of a
partition of q into b
equal parts;
equivalently, as the
result of a sequence of
operations a × q ÷ b.
For example, use a
visual fraction model to
show (2/3) x 4 = 8/3,
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
4  I can model and solve division problems
Exceeds Standard involving the division of two fractions.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can model and solve division problems in
Meets Standard which I interpret the remainder as a fraction and
explain my thinking.
Student demonstrates mastery of learning targets in the  I can explain my reasoning for interpreting the
Meets and Approaches levels both in isolation and in remainder as a fraction.
conjunction with skills from other standards within the  I can solve a variety of division problems
grade level. determining what to do with the remainder and
explain my thinking.
 I can use estimation to determine which two
whole numbers the quotient lies between.
2  I understand that a fraction is a type of division
Approaches Standard problem
 I can model problems in which the divisor is
Student demonstrates understanding of the learning greater than the dividend.
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4  I can use inverse operation to check the products
Exceeds Standard of problems involving fractions.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
Draft 2 Fall 2020

and create a story
context for this
equation. Do the same
with (2/3) x (4/5) = Student demonstrates mastery of learning targets in the
8/15. (In general, (a/b) x
(c/d) = ac/bd.) conjunction with skills from other standards within the
b) Find the area of a
rectangle with fractional
side lengths by tiling it
with unit squares of the
appropriate unit fraction
side lengths, and show
that the area is the same
as would be found by
multiplying the side
lengths. Multiply
fractional side lengths
to find areas of
rectangles, and
represent fraction
products as rectangular
areas.
5.NF.B.7 Apply and extend previous
understandings of division to
divide unit fractions by whole
3 N.NF.B.4a-
Meets Standard
Meets and Approaches levels both in isolation and in
grade level.
2 N.NF.B.4a-
Approaches Standard
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard
Student demonstrates limited understanding of the
learning targets in the Approaches level.
4 
Exceeds Standard
Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales
 I can apply the patterns to determine a procedure
for multiplying fractions.
 I can demonstrate the ability to apply knowledge
of multiplication of a whole number to
multiplying fractions by a whole number as
repeated addition of a unit fractions using
fractions models and equations. (For example: 2
x 2/3 = 2/3 + 2/3 + 2/3.
 I can demonstrate the ability to create a story
context to multiply a whole number by a fraction.
 I can demonstrate the ability to multiply a
fraction times a fraction using fraction models
and equations.
 I can demonstrate the ability to create a story
context to multiply a fraction by a fraction.
N.NF.B.4b-
 I can compare the process and results of solving
these problems with the previous work involving
the multiplication of fractions
 I can recognize patterns when multiplying
fractions and explain why those patterns work
using models, pictures, words, and numbers.
N.NF.B.4b-
 I can work in groups to solve area problems
using pictures and models.
 I can explain the measures of the pieces they use
to tile the rectangle.
 I can share strategies and reasoning used to solve
problems using models, pictures, words, and
numbers.
I can use inverse operation to check the quotients
of problems involving fractions.
Draft 2 Fall 2020
 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

numbers and whole numbers by Student demonstrates mastery of all learning targets in
unit fractions. (Students able to the Meets and Approaches levels and Exceeds grade
multiply fractions in general can level standard.
develop strategies to divide 3 N.NF.B.7a-
frac-tions in general, by Meets Standard  I can solve problems involving division of a unit
reasoning about the relationship fraction by a non-zero whole number using
between multiplication and Student demonstrates mastery of learning targets in the models and pictures.
division. But division of a Meets and Approaches levels both in isolation and in  I can explain how I arrived at my solution using
fraction by a fraction is not a conjunction with skills from other standards within the words, pictures, and numbers.
requirement at this grade.) grade level. N.NF.B.7b-
a) Interpret division of a  I can solve problems involving division of a
unit fraction by a non- whole number by a unit fraction using visual
zero whole number, and representations and justify the solutions using
compute such quotients. words, pictures, and numbers.
For example, create a  I can create a story context for a whole number
story content for (1/3) ÷ divided by a unit fraction and compute the
4, and use a visual quotient for the problem.
fraction model to show N.NF.B.7c-
the quotient. Use the  I can solve problems involving division of a
relationship between whole number by a unit fraction or a unit
multiplication and fractions by a whole number and justify the
division to explain that solution using visual representations.
(1/3) ÷ 4 = 1/12 because  I can explain the relationship between
(1/12) x 4 = 1/3. multiplication and division of fractions by a
b) Interpret division of a whole number.
whole number by a unit
2 N.NF.B.7a-
fraction, and compute
Approaches Standard  I can correlate visual representations to writing
such quotients. For
division equations.
example, create a story
context for 4 ÷ (1/5),
Student demonstrates understanding of the learning  I can compare and contrast between division with
targets at the Approaches level. fractions and multiplication with fractions using
and use a visual fraction
model to show the previous experiences with the relationship
quotient. Use the between multiplication and division.
relationship between N.NF.B.7b-
multiplication and  I can relate visual representations to writing
division to explain that division equations.
4 ÷ (1/5) = 20 because  I recognize a connection between division with
20 x (1/5) = 4. fractions and multiplication with fractions.
c) Solve real world
problems involving

Draft 2 Fall 2020

 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

division of unit N.NF.B.7c-

fractions by non-zero  I can relate the meaning of the problems to the
whole numbers and action needed to solve the problem.
division of whole  I can connect visual representations to writing
numbers by unit division equations and be able to explain the role
fractions, e.g., by using of each value in the equation using words,
visual fraction models numbers, or pictures.
and equations to 1  See Approaches targets
represent the problem. Developing Standard
For example, how much
chocolate will each Student demonstrates limited understanding of the
person get if 3 people learning targets in the Approaches level.
share 1/2 lb of
chocolate equally? How
many 1/3-cup servings
are in 2 cups of raisins?
5.MD.C.5 Relate volume to the operations 4  I can use my understanding of volume to solve
of multiplication and addition Exceeds Standard multi-step word problems involving volume of
and solve real world and specific polygons.
mathematical problems Student demonstrates mastery of all learning targets in
involving volume. the Meets and Approaches levels and Exceeds grade
a) Find the volume of a level standard.
right rectangular prism 3 5.MD.C.5a-
with whole-number side Meets Standard  I can decompose three-dimensional shapes and
lengths by packing it find volumes of right rectangular prisms by
with unit cubes, and Student demonstrates mastery of learning targets in the viewing them as decomposed into layers of
show that the volume is Meets and Approaches levels both in isolation and in arrays of cubes.
the same as would be conjunction with skills from other standards within the  I can find the volume of a rectangular prism with
found by multiplying grade level. whole-number side lengths by packing it with
the edge lengths, unit cubes, and demonstrate that the volume is
equivalently by the same as multiplying the height by the area of
multiplying the height the base.
by the area of the base.
Represent threefold
whole-number products
as volumes, e.g., to
represent the associative
property of
multiplication.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

b) Apply the formulas V = 5.MD.C.5b-

l × w × h and V = B × h  I can measure necessary attributes of shapes in
for rectangular prisms order to determine volumes to solve real world
to find volumes of right and mathematical problems.
rectangular prisms with  I can apply the formula V = l x w x h and V = b x
whole- number edge h for rectangular prisms to find volumes of
lengths in the context of rectangular prisms with whole-number edge
solving real world and lengths as they solve real-world and
mathematical mathematical problems.
problems..  I can find the volume of a figure with an
c) Recognize volume as unknown dimension.
additive. Find volumes 5.MD.C.5c-
of solid figures  I can apply the volume formula for rectangular
composed of two non- prisms to find volumes of rectangular prisms
overlapping right with whole-number edge lengths as they solve
rectangular prisms by real-world and mathematical problems.
adding the volumes of  I can find the volume of composite solids (a
the non-overlapping single/solid composed of two non-overlapping
parts, applying this rectangular prisms) by using a variety of
technique to solve real strategies including manipulatives, drawings, or
world problems. formulas.
2 5.MD.C.5a-
Approaches Standard  I can measure necessary attributes of shapes in
order to determine volumes to solve real world
Student demonstrates understanding of the learning and mathematical problems.
targets at the Approaches level.  I can use measurement vocabulary associated
with the concept of volume.
5.MD.C.5b-
 I can use measurement associated with the
concepts of volume.
 I can find the dimensions of a figure when given
the total volume.
5.MD.C.5c-
 I can measure necessary attributes of shapes in
order to determine volumes to solve real world
and mathematical problems.
 I can use measurement vocabulary associated
with the concept of volume.

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 Somerset Lone Mountain
MATHEMATICS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

Draft 2 Fall 2020