2 The student solves for The student solves one The student may solve The student correctly: one unknown correctly or two unknowns for the unknown in Circles the pairs that or is unable to correctly and circles each equation but fails make ten. 1.OA.3 complete the task. the pairs of ten for at to circle the pairs that Solves as follows: 1.OA.6 least two problems. make ten or solves for a. 15, 16, 14 one unknown incorrectly. b. 5, 6, 7 The student’s answer is 3 The student’s answer is The student’s answers The student correctly: incorrect, but there is incorrect, and there is are correct but his Finds there are 15. evidence of reasoning. no evidence of response is incomplete, 1.OA.1 Correctly draws and For example, the reasoning. possibly missing labels labels. student is able to write for the drawing or an Writes a a number sentence or addition sentence, but corresponding draw 5-groups. the work is essentially number sentence. strong. 4 The student is unable The student draws one The student draws The student correctly to draw number bonds or two of the number three out of the four draws a number bond that demonstrate the bonds correctly, number bonds for each of the four 1.OA.3 make ten strategy. showing how to make correctly, showing how problems, showing 1.OA.6 ten. to make ten. how to make ten for each. 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).
2 1.OA.3 1.OA.6 The student solves for one unknown correctly or is unable to complete the task. The student solves one or two unknowns correctly and circles the pairs of ten for at least two problems. The student may solve for the unknown in each equation but fails to circle the pairs that make ten or solves for one unknown incorrectly. The student correctly: Circles the pairs that make ten. Solves as follows: a. 15, 16, 14 b. 5, 6, 7 3 1.OA.1 The student’s answer is incorrect, and there is no evidence of reasoning. The student’s answer is incorrect, but there is evidence of reasoning. For example, the student is able to write a number sentence or draw 5-groups. The student’s answers are correct but his response is incomplete, possibly missing labels for the drawing or an addition sentence, but the work is essentially strong. The student correctly: Finds there are 15. Correctly draws and labels. Writes a corresponding number sentence. 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 for each. 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).
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