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FIRST GRADE Mathematics

Summative Assessment

2012-2013

Administration Manual

STATE BOARD OF EDUCATION

The guiding mission of the North Carolina State Board of Education is that every public school student

will graduate from high school, globally competitive for work and postsecondary education and prepared for life in

the 21st Century.

WILLIAM COBEY

Chair :: Chapel Hill

A.L. COLLINS

Vice Chair :: Kernersville

DAN FOREST

Lieutenant Governor :: Raleigh

JANET COWELL

State Treasurer :: Raleigh

JUNE ST. CLAIR ATKINSON

Secretary to the Board :: Raleigh

BECKY TAYLOR

Greenville

REGINALD KENAN

Rose Hill

KEVIN D. HOWELL

Raleigh

GREG ALCORN

Salisbury

OLIVIA OXENDINE

Lumberton

JOHN A. TATE III

Charlotte

WAYNE MCDEVITT

Asheville

MARCE SAVAGE

Waxhaw

PATRICIA N. WILLOUGHBY

Raleigh

NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent

301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment

activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or

gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support

6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065

Visit us on the Web :: www.ncpublicschools.org M0713

If you have questions or feedback please contact: Denise Schulz, [email protected] or

Kitty Rutherford, [email protected]

http://www.ncpublicschools.org/

mailto:[email protected]

mailto:[email protected]

NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST GRADE 3

First Grade Administration Manual and Scoring Guide

Mathematics Summative Assessment

In response to North Carolina legislative and State Board requirements, the NC Department of

Public Instruction provides Local Education Agencies with state-developed assessments to be

implemented for Kindergarten, First and Second Grades. These assessments are to include

documented, on-going individualized assessments throughout the year and a summative evaluation

at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina

Standard Course of Study: Common Core State Standards for Mathematics.

The intended purposes of these assessments are:

To provide information about progress of each student for instructional adaptations and early

interventions.

To provide next-year teachers with information about the status of each of their incoming

students.

To inform parents about the status of their children relative to grade-level standards at the end of

the year

To provide the school and school district information about the achievement status and progress

of groups of students in grades K, 1, and 2.

These state-developed assessment materials are aligned with the Common Core State

Standards for Mathematics and may be adopted or modified as appropriate for individual

school districts. The North Carolina Department of Public Instruction appreciates any

suggestions and feedback, which will help improve upon this resource. Feedback may be sent

to NCDPI Mathematics Consultant, Kitty Rutherford ([email protected]).

INTRODUCTION

The First Grade Mathematics Summative Assessment is designed to assess student proficiency on

the standards from the Common Core State Standards for Mathematics at the end of first grade.

The standards assessed in this document were established based on research and information from

national and state experts, including the Common Core State Standards authors.

The tasks in the student mathematics assessment booklet are designed to mirror tasks and

assessment items that students should be experiencing throughout the year. District leaders have the

option to use the assessment as presented or to adapt the assessment to best meet student needs and

district requirements.

The number of days used to administer the assessment is a District decision or a teacher-based

decision based on each class’ situation. However, the assessment is to be administered at the

end of the school year.


ASSESSMENT MATERIALS

Each student will need a student booklet and a pencil. Each student will also need access to

counters or cubes throughout the assessment. The counters or cubes can be provided to each

student in individual bags or boxes, or they can be located in a central space from which the

children can access as needed.

ASSESSMENT MATERIALS Included Additional

Student Booklet

Pencil

Counters or cubes (approx 20)

Pattern Blocks

8 color tiles per student (no particular

colors are necessary)

Calculators are not used during this assessment.

ADMINISTERING THE ASSESSMENT

Preparing the students

Because the assessment tasks are similar to the tasks used for daily instruction and on-going

formative assessment, no special preparation for students is necessary. However, teachers may want

to explain to the students that these tasks provide a way to see what each student knows and what

each student still needs to learn. The teacher may also want to explain that the students will need to

answer each question on their own, without support from other classmates or the teacher.

As during daily instruction, students should have a relaxed atmosphere in which to do the tasks.

This assessment is not timed. Students should have as much time as needed, within reason.

Selecting the tasks The tasks can be administered in a sequence that best fits the learning environment. The tasks do

not need to be administered in the order presented. District leaders(s) may decide a particular order

for assessment administration or the decision may be left to the individual teacher. However, some

tasks may have multiple parts that will need to be administered together.

Administration models

The assessment can be administered in several ways. The District Leader(s) may designate a

uniform administration process for all teachers to follow within the LEA/District or the teachers

may be asked to decide on one or more assessment models to use based on their particular students

and unique situations.


Administrations Models

Whole Class: The teacher reads the directions for each task aloud to the entire class and all

students complete the same items in their student booklet at the same time.

The teacher needs to consider the varying abilities of the students and select items to

be presented in this format that are most likely answered in approximately the same

amount of time. This prevents situations in which students who need additional time

to complete the task are rushed, or students who are ready to move on to the next

question are waiting for other classmates to finish.

The teacher also needs to ensure that there is an adequate supply of counters or

cubes, and color tiles for each student in the class to use during the assessment.

Small Group: The teacher reads the directions for each task aloud to a small group of

students. A small group of students complete the same items in their student

booklet at the same time.

This model allows students in the same room to be working on different work at the

same time. Teachers need to read the directions aloud to the students, so it is possible

that some of the students are completing assessment tasks while other students are

working on other classroom tasks and activities. Teachers may decide to set up

various centers/stations of which the students move through, thus completing many

of the assessment tasks after an entire rotation is completed.

Individual: Depending on the students’ needs, the teacher may opt to read the directions for

each task aloud to one student.

This model allows for students who may have been absent from assessment

administration or students who require more one-on-one support for the completion

of the assessment.

The teacher reads aloud all directions and all questions to the students. If a student(s) asks for

clarification, the teacher may reread the directions and questions aloud as often as needed or may

substitute a familiar word for an unfamiliar word (e.g., “number sentence” for “equation”).

However, since the teacher is seeking information about what the student can do independently, the

teacher may not coach or instruct a student on how to answer a question.

Monitoring Students at Work

While students are working in their mathematics assessment booklets, teachers may make notes as

needed about the manner in which students accomplish tasks. For example, a teacher may note if a

student uses counters for simple computation or if the student has an alternative strategy. They may note

if the student works with confidence on all of the tasks or if there some aspects that seem more difficult.

The teacher is encouraged to find out as much as possible about what students are thinking and how

they go about working on tasks. As the teacher circulates, s/he asks the students questions to gain

insight into their understanding and makes notes about students’ responses. For example, the

teacher might say, “Tell me about the picture you have drawn.” or “What are you doing with the


counters?” or “What else can you tell me?” Discussions with students offer rich information about

students’ understandings.

If students do not understand a question and ask, “What does this mean?” or say, “I don’t get it.” the

teacher may simply repeat the directions, substitute a familiar word for an unfamiliar word if

necessary, and say, “Do the best you can.”

SCORING THE ASSESSMENT

What does Proficient mean?

When students are proficient with a particular standard/cluster, then they:

can model and explain the concepts,

use the mathematics appropriately & accurately, and

are fluent and comfortable in applying mathematics.

This Summative Assessment is designed to provide additional evidence of students’ independent

work and will be included with other information gathered about the student. This assessment is

not intended to provide a complete picture of a student’s mathematics understandings. When

determining overall student proficiency levels, this assessment should be combined with additional

documentation such as student products, formative assessment tasks, checklists, notes, and other

anecdotal information.

Determining Proficiency in Performance and Understanding

The Summative Assessment is scored using the Proficiency Rubric. As the teacher scores each

student’s booklet, the teacher may record notes and observations for that student on the Student

Summary form. A Class Summary form is provided to gain a global understanding of the class’

proficiency and for assisting with instructional groupings and planning.

Scoring Tool Purpose Page #

Proficiency Rubric Used to determine proficiency in performance and

understanding for each task or collection of tasks. Page 10-17

Student Summary Used for individual students to take notes, share at

conferences, and plan instruction.

Last page

of student

booklet

Class Summary

Used to compile all students’ proficiency levels with each

task or collection of tasks for instructional groupings and

planning.

Page 18

When scoring each student’s response, the teacher needs to pay particular attention to what the

student does and does not understand. Both are equally important in determining the next

instructional steps.

In addition, the teacher needs to look beyond whether an item’s answer was correct or incorrect by

looking carefully at the types of mistakes that were made. Some mistakes that children make come


from a lack of information. At other times mistakes reflect a lack of understanding. There is logic

behind students’ answers. The teacher must look for the reasons for the responses and identify any

misconceptions that may exist.

Student Summary

Once the student’s work has been carefully reviewed and the proficiency scores have been

determined using the Proficiency Rubric, the teacher summarizes the student’s strengths and areas

of focus for each of the domains on the Student Summary form. The information on this form can

then be used to guide instruction, to share with families during conferences, to inform support staff,

and to discuss in Professional Learning Communities.

Proficiency Beyond the Summative Assessment

As stated earlier, the Summative Assessment is one piece of data collected to determine a student’s

mathematics understanding. When determining overall proficiency for a particular standard or

cluster, a variety of evidence is collected. In addition to the collection of evidence, the following

Mathematics Proficiency Levels rubric can help solidify to what degree a student has reached

overall proficiency in mathematics.

SUMMARY

This Summative Assessment has been provided to help efforts to conduct assessment of students.

These items and tasks within this assessment are not intended to provide a complete picture of a

student’s mathematics understandings. Combined with additional documentation, teachers will be

able to make inferences about student achievement and support each student’s development as a

competent mathematician.


2012-2013 Summative Assessment Standards

First Grade

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Common Core State Standard Summative Represent and solve problems involving addition and subtraction.

1.OA.1 Use addition and subtraction within 20 to solve word

problems involving situations of adding to, taking from, putting

together, taking apart, and comparing, with unknowns in all positions,

e.g., by using objects, drawings, and equations with a symbol for the

unknown number to represent the problem.

I.OA.2 Solve word problems that call for addition of three whole

numbers whose sum is less than or equal to 20, e.g., by using objects,

drawings, and equations with a symbol for the unknown number to

represent the problem.

Tasks 1, 2

Task 11

Understand and apply properties of operations and the relationship between addition and

subtraction.

1.OA.3 Apply properties of operations as strategies to add and

subtract.

I.OA.4 Understand subtraction as an unknown-addend problem.

Task 3

Task 3

Add and subtract within 20.

1.OA.5 Relate counting to addition and subtraction.

1.OA.6 Add and subtract within 20, demonstrating fluency for

addition and subtraction within 10. Use strategies such as counting on;

making ten; decomposing a number leading to a ten; using the

relationship between addition and subtraction; and creating equivalent

but easier or known sums.

Task 3, 5

Tasks 1, 2

Work with addition and subtraction equations.

1.OA.7 Understand the meaning of the equal sign, and determine if

equations involving addition and subtraction are true or false.

1.OA.8 Determine the unknown whole number in an addition or

subtraction equation relating three whole numbers.

Tasks 3, 4

Task 5

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Ten

Extend the counting sequence.

1.NBT.1 Count to 120, starting at any number less than 120. In this

range, read and write numerals and represent a number of objects with

a written numeral.

Task 12

Understand place value

1.NBT.2 Understand that the two digits of a two-digit number

represent amounts of tens and ones.

1.NBT.3 Compare two two-digit numbers based on meanings of the

tens and ones digits, recording the results of comparisons with the

symbols <, >, and =.

Task 13

Task 6


Use place value understanding and properties of operations to add and subtract.

1.NBT.4 Add within 100, including adding a two-digit number and a

one-digit number, and adding a two-digit number and a multiple of 10,

using concrete models or drawings and strategies based on place value,

properties of operations, and/or the relationship between addition and

subtraction; relate the strategy to a written method and explain the

reasoning used. Understand that in adding two-digit numbers, one

adds tens and tens, ones and ones, and sometimes it is necessary to

compose a ten.

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less

than the number, without having to count; explain the reasoning used

I.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples

of 10 in the range of 10-90, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the

relationship between addition and subtraction; relate the strategy to a

written method and explain the reasoning use.

Task 14

Task 15

Task 7

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Measure lengths indirectly and by iterating length units.

1.MD.1 Order three objects by length; compare the lengths of two

objects indirectly using a third object.

1.MD.2 Express the length of an object as a whole number of length

units, by laying multiple copies of a shorter object end to end;

Understand that the length measurement of an object is the number of

same-size length units that span it with no gaps or overlaps.

Task 8a

Task 8b

Tell and write time.

1.MD.3 Tell and write time in hours and half-hours using analog and

digital clocks.

Represent and interpret data.

1.MD.4 Organize, represent, and interpret data with up to 3

categories; ask and answer questions about the total number of data

points

Geo

met

ry

Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes versus non-defining

attributes; build and draw shapes to possess defining attributes.

1.G.2 Compose 2-D and 3-D shapes to create a composite shape, and

compose new shapes from the composite shape.

1.G.3 Partition circles and rectangles into two and four equal shares,

describe the shares using the words halves, fourths, and quarters, and

use the phrases half of, fourth of, and quarter of. Describe the whole as

two of, or four of the shares. Understand for these examples that

decomposing into more equal shares creates smaller shares.

Task 10

Task 10

Task 9


The First Grade Mathematics Summative Assessment Tasks are scored using the following Proficiency

Rubrics.

Task 1 OPERATIONS AND ALGEBRAIC THINKING

Represent and solve problems involving addition and subtraction.

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,

taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using

objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Add and subtract within 20. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on: making ten; decomposing a number leading to a ten; using relationship

between addition and subtraction; and creating equivalent but easier or known sums.

ANSWER

KEY

1) 17 or 17 rocks

(12 + 5 = ; 5 + 12 = )

Note:

The digits within each number need to be in correct order for the item to be counted

correct (Ex. seventeen is written as 17, not 71).

Symbols may vary.

Equations can be written in a different format, such as 20 = 15 + 5. If a student does

not identify the unknown, then a teacher may prompt by asking them to put a box or

underline the unknown.

Level I The student responds the following way:

Incorrectly solves.

Level II The student responds the following ways:

Correctly solves using accurate pictures, numbers, or words OR

Writes a correct equation.

Level III The student:

Correctly solves AND

Writes a correct equation AND

Uses accurate pictures, numbers or words. NOTE: Students may write equations before, during or after solving a problem.




1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,

taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using

objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Add and subtract within 20. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on: making ten; decomposing a number leading to a ten; using relationship

between addition and subtraction; and creating equivalent but easier or known sums.

ANSWER

KEY

9 or 9 plants

16 – 7 = , this is the only equation that matches/represents the situation.

Note:

The digits within each number need to be in correct order for the item to be counted

correct (Ex. seventeen is written as 17, not 71).

Symbols may vary.

Equations can be written in a different format, such as 20 = 15 + 5. If a student does

not identify the unknown, then a teacher may prompt by asking them to put a box or

underline the unknown.


Incorrectly solves.










Understand and apply properties of operations and the relationship between addition and subtraction

1.OA.3 Apply properties of operations as strategies to add and subtract.

Add and subtract within 20.



1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false.

ANSWER

KEY

(a) TRUE

Possible justifications could include: 3 + 4 = 7 and 4 + 3 = 7; both sides have

equal amounts (quantities or values)

(b) TRUE

Possible justifications could include: 7 + 3 make 10 , then 10 + 5 = 15; both

sides have equal amounts (quantities or values)

(c) FALSE

Possible justifications could include: If I take 2 away from 6, there will be 4

left. 4 and 3 are not equal amounts (quantities or values)

Possible corrections could include: 6 – 2 = 4; 6 – 3 = 3; 5 – 2 = 3

NOTE: In order for an item to be counted correct, it must have all parts of the

item correct. For example, Item (c) must state false, provide a correct alternative

equation, and provide sound reasoning in order to be counted correct.

Level I The student correctly answers 0-1 of the items.

Level II The student correctly answers 2 of the items.

Level III The student correctly answers 3 of the items.



1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false.

ANSWER

KEY

Row 1: True, False

Row 2: False, True

Row 3: False, False

Row 4: True, True


Level II The student correctly answers 4-6 of the items.

Level III The student correctly answers 7-8 of the items.





1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole

numbers.

ANSWER

KEY

7

6

3

7



Level III The student correctly answers ALL of the items.

Task 6 NUMBER AND OPERATIONS IN BASE TEN

Understand place value.

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the

results of comparisons with the symbols <, >, and =.

ANSWER

KEY

>

<

=

<



Level III The student correctly answers 4 of the items.



1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90, using

concrete models or drawings and strategies based on place value, properties of operations, and/or the

relationship between addition and subtraction; relate the strategy to a written method and explain the

reasoning used.

ANSWER

KEY

40

Strategies may vary

Level I The student neither correctly answers the question NOR uses the place value or

number relationships to accurately represent the problem.

Level II The student either correctly answers the question OR uses place value or number

relationships to accurately represent the problem. In many cases, students represent

the problem correctly. Students are developing, but not yet proficient.

Level III The student correctly answers the question AND uses place value or number

relationships to accurately represent the problem.


Task 8 MEASUREMENT AND DATA

Measure lengths indirectly and by iterating length units.

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly using a third object.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a

shorter object end to end; Understand that the length measurement of an object is the number of same-size

length units that span it with no gaps or overlaps.

ANSWER

KEY

Part A:

Tim: Longest, Paul: medium, and Susan: shortest

Part B:

Dog bone B

Level I The student correctly answers 0 parts of the question.

Level II The student correctly answers 1 parts of the question.

Level III The student correctly answers ALL parts of the question.

Task 9 GEOMETRY

1.G.3 Partition circles and rectangles into 2 and 4 equal shares, describing the shares using the words halves,

fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or

four of the shares. Understand for these examples that decomposing into more equal shares creates smaller

shares.

ANSWER

KEY

Part A: Accept any division into halves. It is fine for students to “cut the

brownies” into non-conventional halves as long as the 2 sections are the same size.

Part B:

Level I The student does not correctly partition Part A in three different ways AND cannot

correctly identify all shapes partitioned into fourths.

Level II The student correctly partitions part A in three different ways OR correctly identifies

all shapes partitioned into fourths.

Level III The student correctly partitions part A in three different ways AND correctly identifies

all shapes partitioned into fourths.


Task 10 GEOMETRY

Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to

possess defining attributes.

1.G.2 Compose 2-D and 3-D shapes to create a composite shape, and compose new shapes from the

composite shape.

ANSWER

KEY Student draws 3 unique triangles (such as differing orientations, types – scalene,

isosceles, right, equilateral, or sizes; any combination is acceptable. For example,

they may draw 2 equilaterals turned various ways and one right triangle.)

A triangle is a closed shape with 3 sides and 3 angles. Accept informal language

as long as the concept is described.

Student draws 2 rectangles. Accept four sided figures with opposite sides equal and parallel containing four right angles.

A rectangle is a closed, 4-sided figure with opposite sides equal and parallel containing four-right angles. Accept informal language as long as the concept is described.

Student forms a composite shape from the hexagon and the triangle and uses

informal language to describe the new shape.

Level I The student correctly answers 0-2 items.

Level II The student correctly answers 3-4 items.

Level III The student correctly answers 5-6 items.



1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal

to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the

problem.

ANSWER

KEY

16 or 16 pieces of candy

7 + 3 + 6 = pieces of candy


Incorrectly solves.










Extend the counting sequence.

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and

represent a number of objects with a written numeral.

ANSWER

KEY

68, 69, 70, 71, 72

96, 97, 98, 99, 100

110, 111, 112, 113, 114

Counts 27 flowers and writes the number 27.

Level I The student correctly responds in 0 of the following ways:

Correctly write the sequences of numbers.

Accurately writes 27 for the number of flowers.

Level II The student correctly responds in 1 of the following ways:



Level III The student correctly responds in 2 of the following ways:




Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

ANSWER

KEY

37 days

The justifications can vary as long as the students refer to groups of 10.

Level I The student is level 1 if any of these situations occur:

The student is unable to determine how many days AND is unable to provide a

justification based on ten.

The student counts all to determine the number of days.

Level II The student is level 2 if any of these situations occur:

The student either correctly answers the problem OR provides a justification

based on ten.

The student counts on to solve the problem.

The student counts by groups smaller than 10s. For example, counting by

groups of 5s to solve the problem.

Level III The student is level 3 if ALL of these situations occur:

The student correctly answers the problem

The student provides a justification based on seeing groups of ten.

The student does not count by ones.




1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-

digit number and a multiple of 10, using concrete models or drawings and strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a

written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens

and tens, ones and ones, and sometimes it is necessary to compose a ten.

ANSWER

KEY

98

21

Level I The student NEITHER accurately solves both problems NOR represents the problem

using words, pictures, or numbers

Level II The student accurately solves both problems OR represents the problem using words,

pictures, or numbers

Level III The student accurately solves both problems AND represents the problem using

words, pictures, or numbers.

Task 15

Teacher reads each equation to the student:

28 + 10

54 + 10

40 – 10

85 - 10 NUMBER AND OPERATIONS IN BASE TEN


1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to

count; explain the reasoning used

ANSWER

KEY

28 + 10 = 38

54 + 10 = 64

40 - 10 = 30

85 – 10 = 75

Level I The student correctly answers 0-1 items.

Level II The student correctly answers 2-3 items.

Level III The student correctly answers ALL items.


First Grade Class Summary Mathematics Summative Assessment

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Mathematics Proficiency Levels

SE

LD

OM

Level 1

Limited Performance and Understanding

Exhibits minimal understanding of key mathematical ideas at grade level

Rarely demonstrates conceptual understanding

Seldom provides precise responses

Seldom uses appropriate strategies

Consistently requires assistance and alternative instruction

Uses tools inappropriately to model mathematics

INC

ON

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Level II

Not Yet Proficient in Performance and Understanding

Inconsistently uses tools appropriately and strategically

Demonstrates inconsistent understanding of key mathematical ideas at grade level

Demonstrates inconsistent conceptual understanding of key mathematical ideas at grade level

Inconsistent in understanding and application of grade level appropriate strategies

Depends upon the assistance of teacher and/or peers to understand and complete tasks

Needs additional time to complete tasks

Applies models of mathematical ideas inconsistently

CO

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T

Level III

Proficient in Performance and Understanding

Consistently demonstrate understanding of mathematical standards and cluster at the grade level

Consistently demonstrates conceptual understanding

Consistently applies multiple strategies flexibly in various situations

Understands and fluently applies procedures with understanding

Consistently demonstrates perseverance and precision

Constructs logical mathematical arguments for thinking and reasoning

Uses mathematical language correctly and appropriately

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