Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students identify how many pieces are shaded, but do not yet recognize that the number of pieces that one whole is partitioned into determines the size of each piece.	Throughout the next unit, as students make sense of area diagrams that show multiplying a fraction by another fraction, ask students to identify the size of each piece and explain how they know. Emphasize that the number of pieces that one whole is partitioned into determines the size of each piece.	1, 2 CCSS.5.NF.B.4.bCA.5.NF.4.b.
Students write or match expressions to area diagrams that show they are thinking about area in terms of whole numbers, but are not yet making a connection to fractional lengths or representing multiplication of whole numbers and fractions.	Throughout Section A in the next unit, invite students to show or explain where expressions are seen in the diagrams. Ask them to connect the factors to the attributes in thediagrams. If students use whole numbers or mixed numbers in their expressions, ask them to clarify what they mean.	1, 2 CCSS.5.NF.B.4.bCA.5.NF.4.b.
Students show they may be trying to find the value of each expression and match it to the area rather than look for ways to interpret each expression in relation to the area diagram.	As students interpret multiplication and division expressions with fractions in the next section, ask them to explain how they know the expression matches a diagram or situation without finding the value of the expression. As needed, write expressions that use similar numbers, but with different operations or whole numbers. Then ask students if they still match the diagram.	2 CCSS.5.OA.A.2CA.5.OA.2.
Students show they understand products of fractions can involve thinking about multiplication or division, but may forget some steps. For example, they may multiply the whole number by the unit fraction, but forget to multiply the denominator or they may multiply the numerator and whole number, but forget to divide by the denominator.	As students play Rolling For Fractions, Stage 2 and How Close, Stage 7 in the next unit, invite them to create non-unit fractions to multiply by the whole number for additional practice Ask students to explain how they find the products and, as needed, represent their steps with a diagram.	3, 5, 7 CCSS.5.NF.B.4.aCA.5.NF.4.a.
Students use an operation other than multiplication to solve the problem. For example, students show that they may interpret situations involving multiplying a whole number by a fraction as ones that can be represented by subtraction.	While students are multiplying fractions by fractions and fractions by whole numbers in Section A of the next unit, encourage students to explore how finding a fraction of a fraction and a fraction of a whole number could be represented with a multiplication expression. As needed, compare expressions that use subtraction to those that use multiplication. Invite students to explain why an expression matches the diagram or situation, and the other does not.	3, 5, 7 CCSS.5.NF.B.6CA.5.NF.6.
Students show they do not yet understand the relationships between the quantities in a division situation (4.A, 4.B).	Before Section B of the next unit, provide opportunities for students to explore the meaning of the dividend and divisor in a story context, with and without quotients that include fractions. Display a Practice Problem from Unit 2 Section A with a division equation (or situation). Invite students to share and then compare the equation, diagram, and situation. Emphasize the meaning of the dividend and divisor.	4, 7 CCSS.5.NF.B.3CA.5.NF.3.
Students show they understand the situation as division, but do not yet see the connection between the division expression (4.D) and the fraction (4.E) or the relationship between multiplication and division (7.b).	Before an upcoming lesson, invite students to revisit their responses to the problem. Ask how all the expressions represent the situation and the diagram. Invite students to share what they understand about \(4×(3÷5)\) and why it is challenging to connect the diagram to a multiplication expression. As needed, revisit and revise the chart created in Section B of this unit about the relationship between multiplication and division.	4, 7 CCSS.5.NF.B.3CA.5.NF.3.
Students accurately multiply a fraction and a whole number, but make errors when multiplying a mixed number by a whole number.	During a lesson in Unit 3 Section A when students multiply mixed numbers, look for students who decompose the mixed number into the whole number and the fraction, then solve using an area diagram and the distributive property. Ask them to share their approach and invite others to try it.	6 CCSS.5.NF.B.4CA.5.NF.4.

5.2 End-of Unit Assessment Guidance