2 The student The student The student identifies The student correctly: demonstrates little to demonstrates some that dog’s path is Identifies that dog’s no understanding of understanding of how shorter, but is unable path is shorter. 1.MD.1 the comparison. the string can be used to provide a clear Explains how the to compare the two explanation. string could be used paths (i.e., by using Or, the student to compare the pictures), but provides incorrectly identifies distance from each inaccurate responses. the cat’s path as desk to the door shorter, but is able to (transitivity), by draw a picture to drawing pictures. explain (this may reflect a linguistic interpretation issue). The student 3 The student The student clearly and The student clearly and demonstrates some demonstrates little to accurately completes accurately: understanding of no understanding of three out of the four Identifies (b) and (d) 1.MD.2 proper measurement proper measurement following components: as having the proper techniques by either technique or reasoning 1.OA.1 Identifies (b) and (d) measurement. selecting or measuring behind it. as having the proper Cites at least two the correct items, but measurement. key elements to cannot explain her Cites at least two measuring thinking clearly and key elements to accurately (no gaps, accurately. measuring attentive to Or, the student accurately (no gaps, endpoints, demonstrates some attentive to length units) in understanding of her endpoints, her own words. thinking behind length units) in Identifies two measurement her own words. correct methods, but cannot Identifies two measurements (2 measure or identify correct paper clips and 4 measurements measurements (2 centimeters; units accurately. paper clips and 4 are required). centimeters; units Explains that are not required). measuring with Explains that different lengths of measuring with units (small or large different lengths of paper clips) can units (small or large result in different paper clips) can quantities of result in different measurement for quantities of the same length measurement for item. the same length item.
2 1.MD.1 The student demonstrates little to no understanding of the comparison. The student demonstrates some understanding of how the string can be used to compare the two paths (i.e., by using pictures), but provides inaccurate responses. The student identifies that dog’s path is shorter, but is unable to provide a clear explanation. Or, the student incorrectly identifies the cat’s path as shorter, but is able to draw a picture to explain (this may reflect a linguistic interpretation issue). The student correctly: Identifies that dog’s path is shorter. Explains how the string could be used to compare the distance from each desk to the door (transitivity), by drawing pictures. 3 1.MD.2 1.OA.1 The student demonstrates little to no understanding of proper measurement technique or reasoning behind it. The student demonstrates some understanding of proper measurement techniques by either selecting or measuring the correct items, but cannot explain her thinking clearly and accurately. Or, the student demonstrates some understanding of her thinking behind measurement methods, but cannot measure or identify measurements accurately. The student clearly and accurately completes three out of the four following components: Identifies (b) and (d) as having the proper measurement. Cites at least two key elements to measuring accurately (no gaps, attentive to endpoints, length units) in her own words. Identifies two correct measurements (2 paper clips and 4 centimeters; units are not required). Explains that measuring with different lengths of units (small or large paper clips) can result in different quantities of measurement for the same length item. The student clearly and accurately: Identifies (b) and (d) as having the proper measurement. Cites at least two key elements to measuring accurately (no gaps, attentive to endpoints, length units) in her own words. Identifies two correct measurements (2 paper clips and 4 centimeters; units are required). Explains that measuring with different lengths of units (small or large paper clips) can result in different quantities of measurement for the same length item.
g1-m3-end-of-module-assessment.docx