gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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 and reasoning without reasoning without reasoning with a reasoning with a Standards a correct answer. a correct answer. correct answer or correct answer. Assessed evidence of solid reasoning with an incorrect answer. (1 Point) (2 Points) (3 Points) (4 Points) 1 The student The student The student correctly The student correctly: demonstrates little to demonstrates some solves (a), (b), and (c), Identifies and solves 1.MD.4 no understanding of understanding of how but solves (d) or (e) (a) as 7, (b) as 11, 1.OA.1 how to read or many students are incorrectly. and (c) as 16. interpret the graph. represented in the Or, the student solves Compares the graph in a given the comparison quantities and category or categories problems (d) and (e) writes the difference (may be off by one or correctly, but is unable between the two two), but is unable to to correctly solve (a), quantities for solve either of the (b), and/or (c). questions (d), 1 comparison problems student, and (e), 2 accurately. students.
gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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 and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 1.MD.4 1.OA.1 The student demonstrates little to no understanding of how to read or interpret the graph. The student demonstrates some understanding of how many students are represented in the graph in a given category or categories (may be off by one or two), but is unable to solve either of the comparison problems accurately. The student correctly solves (a), (b), and (c), but solves (d) or (e) incorrectly. Or, the student solves the comparison problems (d) and (e) correctly, but is unable to correctly solve (a), (b), and/or (c). The student correctly: Identifies and solves (a) as 7, (b) as 11, and (c) as 16. Compares the quantities and writes the difference between the two quantities for questions (d), 1 student, and (e), 2 students.
g1-m3-end-of-module-assessment.docx