3 The student writes two The student writes one The student writes two The student clearly: incorrect number correct number correct and unique Writes two correct 1.OA.3 sentences. sentence, and thus addition equations and unique addition cannot explain the using 3, 6, and 9, but is 1.OA.6 Or, the student is equations that use 3, similarities between unable to cite the disorganized with the 6, and 9 (9 = 6 + 3, or two equations. commutative property symbols, digits, and 3 + 6 = 9, or in her own words to structure, and writes an Or, the student writes 9 = 3 + 6, etc.). explain how the inaccurate equation. two number sentences Demonstrates with equations are same. that are exactly the pictures, numbers, same as one another, and words how the and explains thinking number sentences that does not reflect an are the same, understanding of the somehow citing the commutative property. commutative property in her own words. 4 The student cannot The student explains The student explains The student clearly and explain any of the three one of the three two of the three thoroughly: 1.OA.1 scenarios clearly using scenarios clearly and scenarios clearly and Explains all three equations, pictures, or thoroughly using thoroughly using scenarios using 1.OA.3 words. equations, pictures, or equations, pictures, equations, pictures, 1.OA.5 and/or words. words. The student and/or words. The student cannot 1.OA.6 solves the take apart Solves the take apart solve the take apart The student solves the with addend unknown with addend 1.OA.7 with addend unknown take apart with addend unknown problem problem incorrectly problem correctly. unknown problem 1.OA.8 correctly and (something other than correctly and determines that 3 3 carrots were in her determines that 3 carrots were in her lunch box). carrots were in her lunch box. lunch box.
3 1.OA.3 1.OA.6 The student writes two incorrect number sentences. Or, the student is disorganized with the symbols, digits, and structure, and writes an inaccurate equation. The student writes one correct number sentence, and thus cannot explain the similarities between two equations. Or, the student writes two number sentences that are exactly the same as one another, and explains thinking that does not reflect an understanding of the commutative property. The student writes two correct and unique addition equations using 3, 6, and 9, but is unable to cite the commutative property in her own words to explain how the equations are same. The student clearly: Writes two correct and unique addition equations that use 3, 6, and 9 (9 = 6 + 3, or 3 + 6 = 9, or 9 = 3 + 6, etc.). Demonstrates with pictures, numbers, and words how the number sentences are the same, somehow citing the commutative property in her own words. 4 1.OA.1 1.OA.3 1.OA.5 1.OA.6 1.OA.7 1.OA.8 The student cannot explain any of the three scenarios clearly using equations, pictures, or words. The student cannot solve the take apart with addend unknown problem correctly. The student explains one of the three scenarios clearly and thoroughly using equations, pictures, or words. The student solves the take apart with addend unknown problem incorrectly (something other than 3 carrots were in her lunch box). The student explains two of the three scenarios clearly and thoroughly using equations, pictures, and/or words. The student solves the take apart with addend unknown problem correctly and determines that 3 carrots were in her lunch box. The student clearly and thoroughly: Explains all three scenarios using equations, pictures, and/or words. Solves the take apart with addend unknown problem correctly and determines that 3 carrots were in her lunch box.