Standards Based Report Card Rubrics


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1 Grade Level: Kindergarten Standards Based Report Card Rubrics Content Area: Math Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. count to 100 by ones and/or tens with teacher count to 100 by ones and tens. count beyond 100 by ones and tens, and/or count to 100 by twos and/or fives.
2 Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). count forward beginning from a given number within a known sequence other than one with teacher count forward beginning from a given number within a known sequence other than one. independently count forward starting with a two digit number.
3 Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). begin to write numbers 0 20 and begin to represent a number of objects with a written numeral 0 20 with teacher write numbers from 0 20 and represent a number of objects with a written numeral write numbers beyond 20 and represent a number of objects with a written numeral beyond 20.
4 Standard/Strand: MA.K.CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. say the number names in standard order, count objects by pairing one object with one number name, use the last number said (when counting) to determine the number of objects counted, and explain that each successive number refers to a quantity that is one larger with teacher say the number names in standard order, count objects by pairing one object with one number name, use the last number said (when counting) to determine the number of objects counted, and explain that each successive number refers to a quantity that is one larger. s ay the number names in standard order to 100 and count objects by pairing one object with one number name beyond 20.
5 Standard/Strand: Standard(s): MA.K.CCSS.Math.Content.K.CC.B.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. begin to apply one to one correspondence to groups of objects 1 20 with teacher count groups of objects up to 20, and given a number from 1 20 count out that many objects. count groups of objects beyond 20, and given a number beyond 20 count out that many objects.
6 Standard/Strand: MA.K.CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. identify whether the number of objects in one group is greater than, less than, or equal to another set of objects using matching and counting strategies with teacher guidance and identify whether the number of objects in one group is greater than, less than, or equal to another set of objects using matching and counting strategies. identify groups beyond 10 as more than, less than, or equal to and by how many.
7 Standard/Strand: MA.K.CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals. use counting strategies to identify two numbers between 1 and 10 as greater than, less than, or equal to. compare two numbers between 1 and 10 presented as written numerals. compare two numbers beyond 10 presented as written numerals.
8 Standard/Strand: MA.K.CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. recognize symbols, such as +,, and = and represent addition and/or subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations with teacher understand addition as putting together and adding to, and understand subtraction as taking apart and taking from and represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. represent addition and subtraction with objects, fingers, mental images, drawings, etc. beyond 10.
9 Standard/Strand: MA.K.CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. recognize symbols, such as +,, and = and solve addition and/or subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem with teacher solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. solve addition and subtraction word problems, and add and subtract within 10, without using objects or drawings to represent the problem.
10 Standard/Strand: MA.K.CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). decompose numbers less than or equal to 10 into pairs by using objects or drawings, and record each decomposition by a drawing or equation with teacher guidance and decompose numbers less than or equal to 10 into pairs by using objects or drawings, and record each decomposition by a drawing or equation. decompose numbers beyond 10 into pairs, by using objects or drawings, and record each decomposition by a drawing or equation.
11 Standard/Strand: MA.K.CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. find the number that makes 10 when added to any number from 1 10 (using objects or drawings) and record the answer with a drawing or equation with teacher guidance and find the number that makes 10 when added to any number from 1 10 (using objects or drawings) and record the answer with a drawing or equation. name the number that makes 10 when added to any number from 1 10, without using objects or drawings.
12 Standard/Strand: MA.K.CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5. add and subtract within 5 with teacher guidance and fluently add and subtract within 5. fluently add and subtract beyond 5.
13 Standard/Strand: MA.K.CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. T2 & T3 recognize and/or name two and three dimensional shapes and begin to describe objects in the environment using names of shapes with teacher describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. draw or create objects in the environment using two and three dimensional shapes.
14 Standard/Strand: MA.K.CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) T2 & T3 identify many two and three dimensional shapes and correctly name shapes regardless of their orientations or overall size with teacher identify and describe shapes and correctly name shapes regardless of their orientations or overall size. identify and describe two and three dimensional shapes and compare similarities and differences.
15 Standard/Strand: MA.K.CCSS.Math.Content.K.G.B.4 Analyze and compare two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). T2 & T3 compare two and three dimensional shapes, in different sizes and orientations, and describe their similarities and/or differences with teacher analyze and compare two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). independently compose two or three dimensional shapes and use informal language to describe their similarities, differences, and other attributes.
16 Standard/Strand: MA.K.CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten, ones, and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. T2 & T3 compose or decompose numbers, less than or equal to ten, in more ways than one using objects or drawings. (example: 5 = 3 and 2 or 4 and 1) compose and decompose numbers from into tens, ones, and some further ones (using objects or drawings), and record compositions and decompositions using a drawing or equation. compose and decompose numbers beyond 19 into ten, ones, and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation.
17 Standard/Strand: MA.K.CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. T3 describe an object using at least one measurable attribute. describe measurable attributes of objects, such as length or weight, and describe several measurable attributes of a single object. directly compare two objects with a measurable attribute in common and record their findings.
18 Standard/Strand: MA.K.CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. T3 compare two objects and begin to describe similarities and differences using at least one measurable attribute with teacher directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. directly compare two objects with a measurable attribute in common and record their findings.
19 Standard/Strand: MA.K.CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. T3 recognize the appropriate category for objects when given options. classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. (Each category should contain 10 or fewer objects.) c lassify, count, and sort objects into categories and explain the reason for their sort.
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