End-of-Module Assessment Task Topics A–G Standards Addressed Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones: e.g. 706 equals 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens called a "hundred." – The numbers 100-900 refer to one, two, three, four, five, six, seven, eight or nine hundreds (and 0 tens and ones). 2.NBT.2 Count within 1000: skip-count by 5s, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits using <, =, and > symbols to record the results of comparisons. Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now and what they need to work on next. A Progression Toward Mastery 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.
End-of-Module Assessment Task Standards Addressed Topics A–G Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones: e.g. 706 equals 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens – called a "hundred." The numbers 100-900 refer to one, two, three, four, five, six, seven, eight or nine hundreds (and 0 tens and ones). 2.NBT.2 Count within 1000: skip-count by 5s, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits using <, =, and > symbols to record the results of comparisons. Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now and what they need to work on next. A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. STEP 2 Evidence of some reasoning without a correct answer. STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. STEP 4 Evidence of solid reasoning with a correct answer.