The student correctly: 4 The student is unable The student draws one The student draws to draw number bonds or two of the number three out of the four Draws a number that demonstrate the bonds correctly, number bonds bond for each of the 1.OA.3 four problems, make ten strategy. showing how to make correctly, showing how 1.OA.6 showing how to ten. to make ten. make ten. 5 The student’s answers The student’s answers The student’s answers The student correctly: are incorrect and there are incorrect but there are correct but the Labels the student 1.OA.1 is no evidence of is evidence of responses are drawings and writes reasoning. reasoning. For incomplete (e.g., may 1.OA.2 a number sentence example, the student is be missing labels for for each. 1.OA.3 able to write a number the drawing, an Identifies the 1.OA.6 sentence. addition sentence, or statement as false, may lack explanation). and explains why The student’s work is citing the essentially strong. commutative property with pictures or words (no formal terms necessary). Draws to show how to make ten to solve the problem. Explains how they have the same number of pennies.
4 1.OA.3 1.OA.6 The student is unable to draw number bonds that demonstrate the make ten strategy. The student draws one or two of the number bonds correctly, showing how to make ten. The student draws three out of the four number bonds correctly, showing how to make ten. The student correctly: Draws a number bond for each of the four problems, showing how to make ten. 5 1.OA.1 1.OA.2 1.OA.3 1.OA.6 The student’s answers are incorrect and there is no evidence of reasoning. The student’s answers are incorrect but there is evidence of reasoning. For example, the student is able to write a number sentence. The student’s answers are correct but the responses are incomplete (e.g., may be missing labels for the drawing, an addition sentence, or may lack explanation). The student’s work is essentially strong. The student correctly: Labels the student drawings and writes a number sentence for each. Identifies the statement as false, and explains why citing the commutative property with pictures or words (no formal terms necessary). Draws to show how to make ten to solve the problem. Explains how they have the same number of pennies.
g1-m2-mid-module_assessment.docx