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Mathematics Standards-Based Grading Rubrics Kindergarten 2017-2018

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Kindergarten Standards-Based Grading Rubrics

Mathematics


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Table of Contents

Developing and Understanding of Whole Numbers (pg. 3-14) Page

Number Standard Statement

5 K.5A I can recite numbers to 100 by ones and tens. 6 K.2A I can count forward and backward to 20. 7 K.2B I can write numbers to at least 20. 8 K.2B I can identify numbers up to 20. 9 K.2C I can count sets of at least 20 objects.

10 K.2D I can instantly recognize a quantity of at least 10 objects. 11 K.2F I can compare objects and numbers using comparative language. 12 K.2G/K.2H I can generate a set with one more, one less, and equal to a given number. 13 K.2E I can generate a number one more, one less to a given number. 14 K.2I I can compose and decompose numbers using objects/pictures to at least 10.

Developing an Understanding of Addition and Subtraction (pg. 15-19) Page


17 K.3A/K.3C I can explain strategies used to solve addition problems. 18 K.3A/K.3C I can explain strategies used to solve subtraction problems. 19 K.3B I can solve word problems to find sums and differences.

Identifying and Using Attributes of Two-Dimensional Shapes and Three-Dimensional Solids (pg. 20-25) Page


22 K.6A/K.6D I can identify 2-D shapes and their attributes. 23 K.6B/K.6C I can identify 3-D shapes and their 2-D components. 24 K.6E I can classify and sort 2-D shapes and 3-D solids. 25 K.7A/K.7B I can compare measurable attributes (length, weight, capacity).

Data Analysis and Personal Financial Literacy (pg. 26-31) Page


28 K.4A I can identify coins. 29 K.9A/K.9B/K.9C I can identify ways to earn income. 30 K.9D I can distinguish between wants and needs. 31 K.8A/K.8B I can collect, sort, and organize data.


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Developing an Understanding of Whole Numbers


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Color Descriptions

Red – Student progress is below standard expectation for that nine weeks. Targeted intervention is needed. Report card rating of 1.

Yellow – Student progress is approaching grade level standard expectation for that nine weeks. Targeted intervention may be needed. Report card rating of 2.

Green – Student progress is exceeding grade level standard expectation for that nine weeks. Targeted intervention may not be needed. Report card rating of 2.

Blue – Student has met grade level standard expectation for the year. Targeted intervention is not needed. Report card rating of 3.

Purple – Student has exceeded grade level standard expectation for the year. Targeted intervention is not needed. Report card rating of 4.


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K.5A - I can recite to 100 by ones and tens.

Ladder of Student Expectation Progression of Learning Standard Year Overview

1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can recite to at least 120 by ones from any given number.

and The student can recite to at least 120 by tens from any given number. (Understandings Go Beyond Grade Level Understandings)

The student can recite to at least 100 by ones from any given number.

and The student can recite to at least 100 by tens from any given number. (Meets Grade Level Standard)

The student can recite to at least 100 by ones beginning at 0. and

The student can recite to at least 100 by tens beginning at 0.





The student does not recite numbers by ones or by tens. or

The student can recite to at least 10 by ones.

A rating of 3 (Meets Kindergarten Standard) for K.5A is expected by end of 4th Nine Weeks.


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K.2A - I can count forward and backward to at 20.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The students can count forward and backward to 100 with and without objects. (Understandings Go Beyond Grade Level Understandings)

The student can count forward and backward to at least 20 with and without objects. (Meets Grade Level Standard)

The student can count forward to 20 with and without objects. and

The student can count backward to at least 10 with and without objects.

The student can count forward up to 20 with and without objects.

The student can count forward up to 10 with and without objects.

The student does not count forward up to 10 with and without objects.



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K.2B - I can write numbers to at least 20.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can write all numbers 0 to 100 with and without objects or pictures. (Understandings Go Beyond Grade Level Understandings)

The student can write all numbers 0 to at least 20 with and without objects or pictures. (Meets Grade Level Standard)

The student can write all numbers 0 to 20 with objects or pictures.

The student can write all numbers 0 to 10 with objects or pictures.

The student does not write all numbers 0 to 10 with objects or pictures.

A rating of 3 (Meets Kindergarten Standard) for K.2B (write numbers) is expected by end of 3rd Nine Weeks.


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K.2B - I can identify numbers up to 20.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student identifies (names) all numbers to at least 100 when shown in random order.

and The student can represent numbers to at least 100 with concrete and pictorial models. (Understandings Go Beyond Grade Level Understandings)

The student identifies (names) all numbers 0 to 20 when shown in random order.

and The student can represent the numbers 0 to 20 with concrete and pictorial models. (Meets Grade Level Standard)

The student identifies (names) all numbers 0 to 20 when shown in order.

and The student can represent the numbers 0 to 20 with concrete and pictorial models..

The student can recognize (point to) all numbers 0 to 20 or identifies (names) all numbers 0 to 10 when shown in order.

and The student can represent the numbers 0 to 20 with concrete and pictorial models.

The student recognizes (points to) or identifies (names) all numbers 0 to 10 when shown in order.

and The student can represent the numbers 0 to 10 with concrete and pictorial models.

The student does not recognize (point to) or identify (name) all numbers 0 to 10 when shown in order.

A rating of 3 (Meets Kindergarten Standard) for K.2B (identify and represent numbers) is expected by end of 4th Nine Weeks.


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K.2C - I can count sets of at least 20 objects.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student accurately counts a set of objects beyond 20 and

The student recognizes the last number said tells the number of objects in the set and may self-correct or recount to check accuracy without teacher support. (Understandings Go Beyond Grade Level Understandings)

The student accurately counts a set of objects to at least 20 and

The student recognizes the last number said tells the number of objects in the set and may self-correct or recount to check accuracy without teacher support. (Meets Grade Level Standard)


The student recognizes the last number said tells the number of objects in the set and may self-correct or recount to check accuracy with teacher support.


The student recognizes the last number said tells the number of objects in the set and may self-correct or recount to check accuracy with teacher support.

The student does not accurately count a set of objects to at least 10

or The student does not recognize the last number said tells the number of objects in the set and does not self-correct or recount to check accuracy with teacher support.

A rating of 3 (Meets Kindergarten Standard) for K.2C is expected by end of 3rd Nine Weeks.


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K.2D - I can instantly recognize a quantity of at least 10 objects.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student instantly recognizes quantities of grouped objects beyond 10 in organized and random arrangements.

and The student can describe how he/she knows. (Understandings Go Beyond Grade Level Understandings)

The student instantly recognizes quantities of grouped objects up to 10 in organized and random arrangements.

and The student can describe how he/she knows. (Meets Grade Level Standard)

The student instantly recognizes quantities of grouped objects up to 10 in organized arrangements.

and The student does can describe how he/she knows.

The student instantly recognizes quantities of grouped objects up to 5 in organized and random (i.e. dot cards, dropped beans, sticks) arrangements.

and The student can describe how he/she knows. Ex: “In my mind, I made two groups of 2 and then one more, so 5.”

The student instantly recognizes quantities of grouped objects up to 5 in organized arrangements i.e. ten frames, rekenreks, dice). Ex: When shown a ten frame (below) student knows it is three without counting each circle.

The student does not instantly recognize quantities of grouped objects up to 5 in organized arrangements.

A rating of 3 (Meets Kindergarten Standard) for K.2D is expected by end of 4th Nine Weeks.


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K.2G and K.2H - I can compare objects and numbers using comparative language.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can use comparative language to compare sets of objects beyond 20 in each set.

and The student can use comparative language to describe two numbers beyond 20 in written form. (Understandings Go Beyond Grade Level Understandings)

The student can use comparative language to compare sets of objects up to at least 20 in each set.

and The student can use comparative language to describe two numbers up to 20 in written form. (Meets Grade Level Standard)

The student can use comparative language (greater than, more than, less than, fewer than, equal to, same as) to compare sets of objects up to at least 20 in each set.

and The student can use comparative language to describe two numbers up to 10 in written form.

The student can use comparative language (greater than, more than, less than, fewer than, equal to, same as) to compare sets of objects up to at least 20 in each set.

The student does not use comparative language to compare sets of objects up to at least 10 in each set.

A rating of 3 (Meets Kindergarten Standard) for K.2G and K.2H is expected by end of 3rd Nine Weeks.


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K.2E - I can generate a set with one more, one less, and equal to a given a number.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student generates a set that is more than, less than, or equal to a given number beyond 20 using concrete and pictorial models.

and The student begins to recognize patterns of ten (base-ten system) when creating the sets. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student generates a set that is more than, less than, or equal to a given number up to 20 using concrete and pictorial models. (Meets Grade Level Standard)

The student generates a set that is more than, less than, or equal to a given number up to at least 10 using concrete and pictorial models.

The student does not generate a set that is equal to a given number up to at least 10 using concrete and pictorial models.

A rating of 3 (Meets Kindergarten Standard) for K.2E is expected by end of 3rd Nine Weeks.


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K.2F - I can generate a number one more or one less to a given number.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can generate a number one more or one less to a given number up to at least 99 without tools. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student can generate a number one more or one less to a given number up to at least 20 without tools. (Meets Grade Level Standard)

The student can generate a number one more or one less to a given number up to at least 20 using supporting tools such as a number line, hundreds chart, or manipulatives.

The student can generate a number one more or one less to a given number up to at least 10 with or without supporting tools such as a number line, hundreds chart, or manipulatives.

The student does not generate a number one more or one less to a given a number up to at least 10 with supporting tools such as a number line, hundreds chart, or manipulatives.

A rating of 3 (Meets Kindergarten Standard) for K.2F is expected by end of 4th Nine Weeks.


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K.2I - I can compose and decompose numbers using objects and pictures to at least 10.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can compose (combine) and decompose (take apart) numbers beyond 10 using objects and pictures.

and The student recognizes number pattern combinations for quantities 6-10. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student can compose (combine) and decompose (take apart) numbers up to at least 10 using objects and pictures.

and The student recognizes number pattern combinations for quantities up to at least 5 while using strategies, objects and pictures. (Meets Grade Level Standard)


and The student recognizes number pattern combinations for quantities up to at least 3 while using strategies, objects and pictures.


and The student recognizes number pattern combinations for quantities to up to at least 3 while using strategies, objects and pictures.

The student does not compose (combine) and decompose (take apart) numbers up to at least 5 using objects and pictures.

and The student does not recognize number pattern combinations for quantities to 3 while using strategies and/or objects and pictures. Ex: 1 object combined with 2 objects is the same as 2 objects combined with 1 object)

A rating of 3 (Meets Kindergarten Standard) for K.2I is expected by end of 4th Nine Weeks.


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Developing an Understanding of Addition and Subtraction


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Color Descriptions







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K.3A and K.3C - I can explain strategies used to solve addition problems.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can model the action of joining (addition) using objects and pictures for sums up to 20

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, numbers, and the part-part-whole strategy). (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can model the action of joining (addition) using objects and pictures for sums up to 10

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, and numbers). (Meets Grade Level Standard)

The student can model the action of joining (addition) using objects and pictures for sums up to 5.

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, and numbers) with or without teacher support.

The student can model the action of joining (addition) using objects and pictures for sums up to 5.

The student does not model the action of joining (addition) using objects and pictures for sums up to 5.

A rating of 3 (Meets Kindergarten Standard) for K.3A and K.3C is expected by end of 4th Nine Weeks.


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K.3A and K.3C - I can explain strategies used to solve subtraction problems.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can model the act of separating (subtraction) using objects and pictures for differences up to 20

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, numbers, and the part-part-whole strategy). (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can model the act of separating (subtraction) using objects and pictures for differences up to 10

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, and numbers). (Meets Grade Level Standard)

The student can model the act of separating (subtraction) using objects and pictures for differences up to 5.

and The student can explain what strategies he or she uses to solve the problem (spoken words, objects and pictures, and numbers) with or without teacher support.

The student can model the act of separating (subtraction) using objects and pictures for differences up to 5.

The student does not model the act of separating (subtraction) using objects and pictures for differences up to 5.

A rating of 3 (Meets Kindergarten Standard) for K.3A and K.3C is expected by end of 4th Nine Weeks.


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K.3B - I can solve word problems to find sums and differences.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can solve word problems using objects and drawings to find sums and differences beyond 10.

and The student begins analyze when reading the problem if it is a joining or separating problem to help determine if he or she should add or subtract to solve. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can solve word problems using objects and drawings to find sums and differences within 10. (Meets Grade Level Standard)

The student can solve word problems using objects and drawings to find sums or differences within 10.

The students does not solve word problems using objects and drawings to find sums or differences within 5.

A rating of 3 (Meets Kindergarten Standard) for K.3B is expected by end of 4th Nine Weeks.


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Identifying and Using Attributes of Two-Dimensional Shapes and Three-Dimensional Solids


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Color Descriptions







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K.6A and K.6D - I can identify 2-D shapes and their attributes.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can identify (name) regular and less typical circles, squares, rectangles, triangles, hexagons, rhombi, and trapezoids regardless of size or orientation.

and The student can identify (name) and compare attributes using formal geometric language and use the attributes to begin to make generalizations about how to identify the shapes. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can identify (name) basic two-dimensional shapes (circle, triangle, rectangle, and square) and less common shapes (hexagon, trapezoid, and rhombus) regardless of size or orientation.

and The student can identify (name) and compare attributes of basic two-dimensional shapes using informal and formal geometric language. (Meets Grade Level Standard)

The student can recognize (point to) or identify (name) basic two-dimensional shapes (circle, triangle, rectangle, and square) and at least 1 less common shape (hexagon, trapezoid, and rhombus).

and The student can identify (name) at least 1 attribute of basic two-dimensional shapes using informal geometric language such as size, shape, and number of sides.

The student does not recognize (point to) or identify (name) basic two-dimensional shapes (circle, triangle, rectangle, and square) and at least 1 less common shape (hexagon, trapezoid, and rhombus).

or The student is unable to identify (name) at least 1 attribute of basic two-dimensional shapes using informal geometric language such as size, shape, and number of sides.

A rating of 3 (Meets Kindergarten Standard) for K.6A and K.6D is expected by end of 4th Nine Weeks.


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K.6B and K.6C - I can identify 3-D shapes and their 2-D components.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can recognize identify (name) basic three-dimensional shapes (cylinder, cone, sphere, cubes) in the real world and identify its attributes using informal geometric language.

and The student can compose (combine) and decompose (take apart) three-dimensional shapes using its two-dimensional components and begin to make generalizations about how to identify the shapes. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can identify (name) basic three-dimensional shapes (cylinder, cone, sphere, cubes) in the real world.

and The student can identify (name) the two-dimensional shapes that make up the three-dimensional shapes. Ex: A cube is made up of squares.) (Meets Grade Level Standard)

The student can identify (name) basic three-dimensional shapes (cylinder, cone, sphere, cubes) in the real world.

The student does not recognize (point to) or identify (name) at least 2 basic three-dimensional shapes (cylinder, cone, sphere, cubes) in the real world.

A rating of 3 (Meets Kindergarten Standard) for K.6B and K.6C is expected by end of 4th Nine Weeks.


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K.6E - I can classify and sort 2-D shapes and 3-D solids.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can classify and sort a variety of regular and irregular 2- and 3-D figures regardless of orientation (which way it lays) or size (how big or small).

and The student can explain how he or she sorted the figures using informal geometric language. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can classify and sort a variety of regular and irregular 2- and 3-D figures regardless of orientation (which way it lays) or size (how big or small). (Meets Grade Level Standard)

The student can classify and sort regular 2- and 3-D figures regardless of orientation (which way it lays) or size (how big or small).

The student does not classify and sort regular 2- and 3-D figures regardless of orientation (which way it lays) or size (how big or small).

A rating of 3 (Meets Kindergarten Standard) for K.6E is expected by end of 4th Nine Weeks.


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K.7A and K.7B - I can compare measurable attributes (length, weight, capacity).


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can identify the object in a group of at least 4 objects that has more or less of a common measurable attribute.

and The student directly compares and orders the objects and can describe the difference using non-standard measurements. (Ex: This is 4 paper clips larger than this) (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can identify the object in a group of up to 2 objects that has more or less of a common measurable attribute.

and The student directly compares and orders the objects and can describe the difference. Ex: (When comparing size: This is first because it is small, this is next because it is smaller, this is last because it is smallest) (Meets Grade Level Standard)

The student can identify the object in a group of up to 2 objects that has more or less of a common measurable attribute.

and The student directly compares and orders the objects by how many more or less of the specific attribute and cannot describe the difference. Ex: (When comparing size: student may put them small, smaller, smallest, but is not be able to describe the difference.)

The student does not identify the object in a group of up to 2 objects that has more or less of a common measurable attribute.

or The student does not directly compare and order the objects by how many more or less of the specific attribute.

A rating of 3 (Meets Kindergarten Standard) for K.7A and K.7B is expected by end of 4th Nine Weeks.


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Data Analysis and Personal Financial Literacy


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Color Descriptions







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K.4A - I can identify coins.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can correctly identify (name) U.S. coins (penny, nickel, dime, quarter, half dollar).

and The student can identify (name) the value of each coin and begin to make generalizations about their relationship to each other. Ex: “I can use five pennies to make one nickel.” (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can correctly identify (name) U.S. coins (penny, nickel, dime, quarter). (Meets Grade Level Standard)

The student can correctly identify (name) at least three U.S. coins (penny, nickel, dime, quarter).

The student can correctly recognize (point to) or identify (name) at least two U.S. coins (penny, nickel, dime, quarter).

The student does not correctly recognize (point to) or identify (name) at least two U.S. coins (penny, nickel, dime, quarter).



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K.9A, K.9B, and K.9C - I can identify ways to earn income.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can identify multiple ways to earn income (professional jobs or sale of goods i.e. lemonade stand, garage sale), as well as list simple skills required for jobs, differentiating between income and gifts.

and The student begins to understand using income to purchase goods and services. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can identify multiple ways to earn income (professional jobs or sale of goods i.e. lemonade stand, garage sale), as well as list simple skills required for jobs.

and The student can differentiate between money received as income or as gifts. (Meets Grade Level Standard)

The student can identify multiple ways to earn income (professional jobs or sale of goods i.e. lemonade stand, garage sale).

The student does not identify ways to earn income (professional jobs or sale of goods i.e. lemonade stand, garage sale).

A rating of 3 (Meets Kindergarten Standard) for K.9A, K.9B, and K.9C is expected by end of 3rd Nine Weeks.


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K.9D - I can distinguish between wants and needs.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can distinguish between wants and needs and identify income as a source to meet one’s wants and needs.

and The student begins to understand when to save and spend money earned. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can distinguish between wants and needs. and

The student can identify income as a source to meet one’s wants and needs. (Meets Grade Level Standard)

The student can distinguish between wants and needs

The student does not distinguish between wants and needs.

A rating of 3 (Meets Kindergarten Standard) for K.9D is expected by end of 3rd Nine Weeks.


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K.8A and K.8B - I can collect, sort, and organize data.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can collect, sort, and organize data into more than 3 categories and can explain his/her categories.

and The student can use the data to create real-object and picture graphs. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can collect, sort, and organize data into 2 or 3 categories.

and The student can use the data to create real-object and picture graphs. (Meets Grade Level Standard)

The student can collect, sort, and organize data into 2 or 3 categories.

The student does not collect, sort or organize the data into at least 2 categories.

A rating of 3 (Meets Kindergarten Standard) for K.8A and K.8B is expected by end of 4th Nine Weeks.

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