10 The student’s answer is The student’s answer The student’s answer is The student correctly incorrect, and there is includes some correct, but there is no does the following: 1.NBT.2 no evidence of indication of explanation. Draws or writes to reasoning. understanding either explain that Beth is OR the connection correct. The student’s between 30 and 3 tens Demonstrates that explanation is or 20 and 2 tens, but 30 = 3 tens and mathematically correct the student does not 20 = 2 tens. and rooted in an follow through with understanding of place this thinking to value, but there is an correctly answer the error in the student’s question. transcription of the numerals or other calculation error that leads to an incorrect explanation. 11 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 1.NBT.4 36 subtract two-digit subtract) two-digit subtract) two-digit 1.NBT.6 2 tens numbers to 40, numbers, answering at numbers, answering at answering two or least four of eight least six of eight 21 fewer questions correctly, and correctly, or uses 10 correctly. demonstrates sound process 37 misunderstandings in throughout with, at 20 place value. most, four calculation errors. 20 3 tens 2 ones (or 32) 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.
10 1.NBT.2 The student’s answer is incorrect, and there is no evidence of reasoning. The student’s answer includes some indication of understanding either the connection between 30 and 3 tens or 20 and 2 tens, but the student does not follow through with this thinking to correctly answer the question. The student’s answer is correct, but there is no explanation. OR The student’s explanation is mathematically correct and rooted in an understanding of place value, but there is an error in the student’s transcription of the numerals or other calculation error that leads to an incorrect explanation. The student correctly does the following: Draws or writes to explain that Beth is correct. Demonstrates that 30 = 3 tens and 20 = 2 tens. 11 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 at least four of eight correctly, and demonstrates misunderstandings in 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, at most, four calculation errors. The student correctly: Solves 36 2 tens 21 10 37 20 20 3 tens 2 ones (or 32) 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.