Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students are able to convert among different sizes of standard measurement units, within a given measurement system (1), but are not yet able to use these conversions when solving multi-step, real-world problems (6).	During Center Choice Time in the next unit, to help them make sense of the problem, invite previously selected students to revisit the assessment problem, using the Three Reads routine, with an emphasis on the units involved. Then ask students to share different approaches for how they would find the number of liters. Encourage students to revise their ideas as needed. For additional practice, select Section A Practice Problems for students to complete on their own or with a partner.	1, 6 CCSS.5.MD.A.1CA.5.MD.1.
Students are able to determine how many millimeters are in a kilometer, but are not yet able to use whole-number exponents to denote powers of 10.	During the next unit, invite selected students to review the assessment question and discuss which options are correct and which are not. Ask students to explain how they know 1,000,000 and 10⁶ are equivalent.	1 CCSS.5.NBT.A.2CA.5.NBT.2.
Students show they understand equivalent fractions are created by performing the same operation to the numerator and the denominator, but may not yet understand that equivalent fractions are created by multiplying a fraction by a fraction equivalent to 1.	During the next unit, invite selected students to review the assessment question and discuss which options are correct and which are not. Ask students to list some other fractions that they can multiply by \(\frac{7}{10}\) that will result in a product equivalent to \(\frac{7}{10}\). Encourage students to share any patterns they notice and to explain how they know that multiplying by these fractions will result in equivalent fractions.	2 CCSS.5.NF.B.5.bCA.5.NF.5.b.
Students show they may recognize that they need to find a common denominator to add and subtract fractions, but make errors in their calculations. For example, when subtracting with mixed numbers, students may not recognize that they need to regroup, resulting in an incorrect answer, or students may make errors when making equivalent fractions that have a common denominator.	During Center Choice Time in the next unit, invite selected students to play Compare, Stage 7 with the cards that include mixed numbers. When a subtraction expression is played, ask students if they will need to write an equivalent fraction for the mixed number before they subtract. As needed, encourage students to illustrate their thinking with a diagram. During Center Choice Time in the next unit, invite students, who are making errors when creating equivalent fractions that have the same denominator, to play Rolling for Fractions, Stage 1. After playing a few rounds, ask students to choose a pair of fractions from their recording sheet and write them as equivalent fractions with a common denominator. As students play Greatest Sum or Greatest Difference in Unit 8, Section B, look for the ways they reason about finding fractions with a common denominator. Invite them to explain their process for finding a common denominator and creating equivalent fractions to a partner. As needed, encourage students to use diagrams to illustrate how they know the fraction they create is (or is not) equivalent.	3,4 CCSS.5.NF.A.1CA.5.NF.1.
Students successfully order the weights, but show they may not yet be reasoning about the weights as products. For example, they do not yet explain their reasoning, or they show they compared the fractions, without explaining why they were able to do that in the context of the problem.	During Center Choice Time in the next unit, invite students to play Rolling for Fractions, Stage 4. While they are playing, encourage students to determine who created the greater product, without solving. Emphasize the ways students reason by considering fractions greater than 1 or less than 1. As needed, encourage students to create fractions greater than 1 while playing and to use diagrams to explain their reasoning.	5 CCSS.5.NF.B.5.aCA.5.NF.5.a.
Students show they understand how to interpret the features of a line plot (7.b), including the scale, but may not yet solve problems related to the measurement context (7.a, 7.c). For example, they may show they do not recognize the Compare, Difference Unknown problem, or they do not reason about the number of data points that are more than or less than a given weight.	During Center Choice Time in the next unit, consider inviting selected students to play Creating Line Plots, Stage 3. Encourage students to ask questions like those on the assessment, such as: “How much longer is the longest item than the shortest item?” and “Do more or less of the items measure _____? How do you know?”	7 CCSS.5.MD.B.2CA.5.MD.2.
Students are able to interpret the situation as involving addition and subtraction and solve it (8.c), but they are not yet able to explain why an estimate may be unreasonable, and/or they do not accurately estimate their answers on the diagram.	During the next unit, consider revisiting the assessment item. Display Jada’s estimate and previously selected, reasonable estimates from students. Invite students to compare the different representations and discuss the differences, with an emphasis on connecting to the context of the problem and what students know about the number line. As needed, ask students to locate where 0 may be on the number line and to label the school with a whole number as a strategy for making sense of situations.	8 CCSS.5.NF.A.2CA.5.NF.2.

5.6 End-of-Unit Assessment Guidance