to add 2 + 1, but either to add; or, the student Breaks apart 3 to lacks an understanding accurately explains the show the of how to add or how process of addition, but decomposition of 3 to interpret the adds 2 + 1 incorrectly. as 2 and 1 or 1 and expression. 2. Topic D The student little The student shows The student correctly The student correctly: evidence of evidence of beginning counts the items in Identifies the understanding how to to understand counting each category. The K.CC.3 number of items in count items in a items in a category. student gives some each category K.CC.4a category. explanation about how The student is unsure (counting all in the K.CC.4b she knows there are 5 The student is of the word and toy category is K.CC.5 toys but is unclear in beginning to form some meaning of zero. acceptable). her explanation (e.g., numbers. “I The student writes Gives a reasonable just know”). some numerals answer as to how he The student answers correctly, with knows there are 5 none when about reversals. toys (e.g., counted “I the cats. them all one at a The student writes four time,” or knew it “I out of six numerals was 3 up to the doll, correctly, with a then I just counted 2 maximum of one more toys”). reversal. Understands and uses the word zero when asked how many cats there are. Writes numerals 0–5. Record Sheet of Rubric Scores: Module 1 Student Topic A: Topic B: Topic C: Topic D: Next Attributes of Two Classify to Make Numbers to 5 in Concept of Zero Related Objects Categories and Different and Working Count Configurations, with Numerals Math Drawings, 0–5
to add 2 + 1, but either lacks an understanding of how to add or how to interpret the expression. to add; or, the student accurately explains the process of addition, but adds 2 + 1 incorrectly. Breaks apart 3 to show the decomposition of 3 as 2 and 1 or 1 and 2. Topic D K.CC.3 K.CC.4a K.CC.4b K.CC.5 The student little evidence of understanding how to count items in a category. The student is beginning to form some numbers. The student shows evidence of beginning to understand counting items in a category. The student is unsure of the word and meaning of zero. The student writes some numerals correctly, with reversals. The student correctly counts the items in each category. The student gives some explanation about how she knows there are 5 toys but is unclear in her explanation (e.g., “I just know”). The student answers none when about the cats. The student writes four out of six numerals correctly, with a maximum of one reversal. The student correctly: Identifies the number of items in each category (counting all in the toy category is acceptable). Gives a reasonable answer as to how he knows there are 5 toys (e.g., “I counted them all one at a time,” or “I knew it was 3 up to the doll, then I just counted 2 more toys”). Understands and uses the word zero when asked how many cats there are. Writes numerals 0–5. Record Sheet of Rubric Scores: Module 1 Student Topic A: Attributes of Two Related Objects Topic B: Classify to Make Categories and Count Topic C: Numbers to 5 in Different Configurations, Math Drawings, Topic D: Concept of Zero and Working with Numerals 0–5 Next