Topic C The student shows little The student shows The student arranges The student correctly: evidence of evidence of beginning and counts cubes in a Arranges and counts understanding how to to understand counting line, circle and 5 cubes into a line, K.CC.4a count objects in any in a line, circle and scattered configuration circle, and scattered K.CC.4b configuration, and is scattered correctly, responding configuration. K.CC.5 unable to complete the configurations, but is with “5” to each how Answers “5” in addition task. unable to do so many question but K.OA.3 response to each accurately and recounts once. K.MD.3 how many question consistently. Student The student adds 2 + 1 without recounting. recounts each time. but cannot explain how Breaks apart 3 to The student attempts to add; or the student show the to add 2 + 1, but either accurately explains the decomposition of 3 lacks an understanding process of addition, but as 2 and 1 or 1 and of how to add, or how adds 2 + 1 incorrectly. 2. to interpret the expression. Topic D The student shows 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, but K.CC.3 number of items in count items in a items in a category, but cannot identify the each category K.CC.4a category, and is is unable to identify a smaller group of items. (counting all in the K.CC.4b beginning to form some smaller quantity. The student writes four toy category is numbers. K.CC.5 The student writes out of 5 numerals acceptable). some numerals correctly, with a Identifies the group correctly, with maximum of 1 reversal. of 3 as the smaller reversals. group. Writes numerals 0-4.
Topic C K.CC.4a K.CC.4b K.CC.5 K.OA.3 K.MD.3 The student shows little evidence of understanding how to count objects in any configuration, and is unable to complete the addition task. The student shows evidence of beginning to understand counting in a line, circle and scattered configurations, but is unable to do so accurately and consistently. Student recounts each time. The student attempts to add 2 + 1, but either lacks an understanding of how to add, or how to interpret the expression. The student arranges and counts cubes in a line, circle and scattered configuration correctly, responding with “5” to each how many question but recounts once. The student adds 2 + 1 but cannot explain how to add; or the student accurately explains the process of addition, but adds 2 + 1 incorrectly. The student correctly: Arranges and counts 5 cubes into a line, circle, and scattered configuration. Answers “5” in response to each how many question without recounting. 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 shows little evidence of understanding how to count items in a category, and is beginning to form some numbers. The student shows evidence of beginning to understand counting items in a category, but is unable to identify a smaller quantity. The student writes some numerals correctly, with reversals. The student correctly counts the items in each category, but cannot identify the smaller group of items. The student writes four out of 5 numerals correctly, with a maximum of 1 reversal. The student correctly: Identifies the number of items in each category (counting all in the toy category is acceptable). Identifies the group of 3 as the smaller group. Writes numerals 0-4.
gk-m1-mid-module_assessment.docx