Assessment STEP 1 STEP 2 STEP 3 STEP 4 Task Item Little evidence of Evidence of some Evidence of some Evidence of solid reasoning without reasoning without reasoning with a reasoning with a a correct answer. a correct answer. correct answer or correct answer. evidence of solid reasoning with an incorrect answer. (1 Point) (2 Points) (3 Points) (4 Points) 8 The student The student The student The student correctly: demonstrates little or demonstrates some demonstrates the Solves no ability to add or ability to add (or ability to add (and 86 1.NBT.4 subtract two-digit subtract) two-digit subtract) two-digit 60 numbers to 40, numbers, answering numbers, answering at 1.NBT.6 answering two or least four of eight least six of eight 3 tens fewer questions correctly, and correctly, or uses 50 correctly. demonstrates sound process 75 misunderstandings of throughout with four 71 place value. calculation errors at most. 77 81 Represents process to accurately solve through drawings, number bonds, or the arrow way. The notation demonstrates use of a sound strategy for adding or subtracting.
Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 8 1.NBT.4 1.NBT.6 The student demonstrates little or no ability to add or subtract two-digit numbers to 40, answering two or fewer questions correctly. The student demonstrates some ability to add (or subtract) two-digit numbers, answering least four of eight correctly, and demonstrates misunderstandings of place value. The student demonstrates the ability to add (and subtract) two-digit numbers, answering at least six of eight correctly, or uses sound process throughout with four calculation errors at most. The student correctly: Solves 86 60 3 tens 50 75 71 77 81 Represents process to accurately solve through drawings, number bonds, or the arrow way. The notation demonstrates use of a sound strategy for adding or subtracting.