second grade standards-based grading rubrics … grade standards-based grading rubrics mathematics...

Mathematics Standards-Based Grading Rubrics Second Grade 2017-2018

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Second Grade Standards-Based Grading Rubrics

Mathematics


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Table of Contents

Developing Proficiency of Number and Place Value Within the Base-10 Numeration System (pg. 3-10) Page

Number Standard Statement

5 2.2B I can use standard, word, and expanded forms to represent numbers up to 1,200. 6 2.2D I can compare and order whole numbers up to 1,200. 7 2.2A I can compose and decompose a given number up to 1,200 using place value. 8 2.2E/2.2F I can name and locate whole numbers on an open number line. 9 2.7A I can determine whether a number up to 40 is even or odd using object pairings.

10 2.3A/2.3B/2.3C/2.3D I can recognize and represent fractional parts. Using Strategies to Solve Problems Involving Addition and Subtraction of Whole Numbers (pg. 11-16)

Page Number Standard Statement

13 2.4A I can recall basic facts to add and subtract within 20 with automaticity. 14 2.4B/2.4D I can generate and solve addition problems using multiple strategies within 1,000.

15 2.4B/2.4D I can generate and solve subtraction problems using multiple strategies within 1,000.

16 2.6A/2.6B I can model, create, and describe multiplication and division situations. Applying Knowledge of Two-Dimensional Shapes and Three-Dimensional Solids (pg. 17-20)

Page Number Standard Statement

19 2.8A/2.8C/2.8E I can create and classify polygons. 20 2.8B/2.8D I can create and classify three-dimensional solids.

Measuring Length (pg. 21-24) Page


23 2.9G I can read and write time to the nearest minute. 24 2.9A/2.9D/2.9E/2.9F I can estimate and measure length and area with standards of measurement.

Data Analysis and Personal Financial Literacy (pg. 25-29) Page


27 2.5A/2.5B I can determine the value of a collection of coins up to one dollar. 28 2.10B/2.10C I can collect, sort, and use data when creating and analyzing graphs.

29 2.10D I can make predictions, analyze information, and draw conclusions from data represented in a graph.


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Developing Proficiency of Number and Place Value Within the Base-10 Numeration System


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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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2.2B - I can use standard, word, and expanded forms to represent numbers up to 1,200.

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 use word, standard and expanded forms to represent numbers beyond the thousands place.

and The student begins to understand the relationship found in the base-10 place value system. (Understandings Go Beyond Grade Level Understandings)

The student can use multiple representations including standard, word, and expanded forms to represent numbers up to 1,200 (thousands place). (Meets Grade Level Standard)

The student can use multiple representations including standard, word, and expanded forms to represent numbers up to 999 (hundreds place).

The student can use multiple representations (i.e. concrete and pictorial models, base-10 blocks) including standard and word forms to represent numbers up to 999 (hundreds place).

The student uses objects, pictures, or expanded, word, and standard forms to represent numbers up to 99 (tens place).

or The student does not use multiple representations including standard and word forms to represent numbers up to 999 (hundreds place).

A rating of 3 (Meets Second Grade Standard) for 2.2B is expected by end of 3rd Nine Weeks.


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2.2D - I can compare and order whole numbers up to 1,200.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student compares and orders number beyond the thousands place.

and The student uses multiple justifications to prove his/her reasoning, including place value. (Understandings Go Beyond Grade Level Understandings)

The student compares and orders numbers up to 1,200 (thousands place) in standard form.

and The student uses place value, comparative language, numbers and symbols to justify his/her reasoning. (Meets Grade Level Standard)

The student compares and orders numbers up to 999 (hundreds place) in standard form.

and The student uses place value, comparative language, numbers, and symbols to justify his/her reasoning.

The student compares and orders numbers up to 999 (hundreds place) in standard form.

The student does not compare and order numbers up to 99 (tens place) in standard form.

and The student does not use place value, comparative language, numbers, and symbols to justify his/her reasoning.

A rating of 3 (Meets Second Grade Standard) for 2.2D is expected by end of 3rd Nine Weeks.


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2.2A - I can compose and decompose a given number up to 1,200 using concrete and pictorial models.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student uses multiple representations to compose and decompose numbers beyond the thousands place. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student uses concrete and pictorial models to compose and decompose numbers up to 1,200 in multiple ways. (Meets Grade Level Standard)

The student uses concrete and pictorial models to compose and decompose numbers up to 1,200 (thousands place) using only place value (expanded form).

The student uses concrete and pictorial models to compose and decompose numbers up to 999 (hundreds place) in multiple ways.

The student does not use concrete and pictorial models to compose and decompose numbers up to 120 in multiple ways.

A rating of 3 (Meets Second Grade Standard) for 2.2A is expected by end of 3rd Nine Weeks.


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2.2E and 2.2F - I can name and locate whole numbers on an open number line.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can name and locate whole numbers on an open number line beyond 1,200.

and The student uses his/her understandings of the number line to justify answer reasonableness through estimation when solving problems. (Understandings Go Beyond Grade Level Understandings)

The student can name the whole number that corresponds to a specific point on a number line up to 1,200.

and The student can locate the position of a given whole number on an open number line up to 1,200. (Meets Grade Level Standard)

The student can name the whole number that corresponds to a specific point on a number line up to 1,200 (thousands place).

The student can name the whole number that corresponds to a specific point on a number line up to 999 (hundreds place).

and The student can locate the position of a given whole number on an open number line up to 999 (hundreds place).

The student can name the whole number that corresponds to a specific point on a number line up to 999 (hundreds place).

The student does not name the whole number that corresponds to a specific point on a number line up to 120.

A rating of 3 (Meets Second Grade Standard) for 2.2E and 2.2F is expected by end of 3rd Nine Weeks.


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2.7A - I can determine whether a number up to 40 is even or odd using object pairings.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can determine whether a number is even or odd beyond 40 using objects and number relationships to justify his/her reasoning. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student can determine whether a number up to 40 is even or odd using pairings of objects to represent the number. (Meets Grade Level Standard)

The student can determine whether a number up to 20 is even or odd using pairings of objects to represent the number.

The student can skip count by twos to determine the total number of objects in a set.

and The student begins to recognize if the set has equal pairs in numbers up to 20.

The student does not skip count by twos to determine the total number of objects in a set.

A rating of 3 (Meets Second Standard) for 2.7A is expected by end of 3rd Nine Weeks.


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2.3A, 2.3B, 2.3C, and 2.3D - I can recognize and represent fractional parts.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student partitions and names examples and non-examples of equal parts of a whole including halves, fourths, and eighths, including using formal fraction notation.

and The student explains the relationship between the size/number of parts and the wholes.

and The student uses concrete and pictorial models to count fractional parts beyond 1 whole.

and The student solves problems involving fractional parts of a whole. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student partitions and names examples and non-examples of equal parts of a whole including halves, fourths, and eighths.


and The student uses concrete models to count fractional parts beyond 1 whole. (Meets Grade Level Standard)

The student partitions and names examples and non-examples of equal parts of a whole including halves, fourths, and eighths.


The student does not partition and name examples and non-examples of equal parts of a whole including halves, fourths, and eighths.

or The student does not explain the relationship between the size/number of parts and the wholes.

A rating of 3 (Meets Second Grade Standard) for 1.2D is expected by end of 4th Nine Weeks.


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Using Strategies to Solve Problems Involving Addition and Subtraction of Whole Numbers


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Color Descriptions







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2.4A - I can recall basic facts to add and subtract within 20 with automaticity.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student recalls basic facts to add and subtract within 20 with automaticity.

and The student applies his/her knowledge of basic facts to working with larger quantities. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student recalls basic facts to add and subtract within 20 with automaticity. (Meets Grade Level Standard)

The student uses an efficient strategy (i.e. related facts, doubles, doubles +/- one, counting on/back, or making a ten) to solve addition and subtraction equations including related facts.

and The student recognizes the patterns within the identity property (+0), the commutative property (3+5 = 5+3), +/- one, and +/- 10 to solve equations.

The student is proficient in at least two of the following strategies to solve addition and subtraction equations: related facts, doubles, doubles +/- one, counting on/back, or making a ten.

and The student uses +/- one, and +/- 10 to solve equations.

The student does not use counting on/back to solve addition and subtraction equations.

A rating of 3 (Meets Second Grade Standard) for 2.4A is expected by end of 4th Nine Weeks.


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2.4B and 2.4D - I can generate and solve addition problems using multiple strategies within 1,000.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student adds more than four 2-digit numbers using multiple strategies and algorithms fluently with and without regrouping

and The student generates and solves multi-step addition word problems beyond 1,000 using a variety of strategies and justifications. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student adds four 2-digit numbers using multiple strategies, including the standard algorithm, with and without regrouping

and The student generates and solves one-step and multi-step addition word problems within 1,000 using a variety of strategies. (Meets Grade Level Standard)

The student adds up to three 2-digit numbers using multiple strategies, including the standard algorithm, with and without regrouping

and The student generates and solves one-step and multi-step addition word problems within 999 using a variety of strategies

The student adds up to three 2-digit numbers using multiple strategies with and without regrouping

and The student generates and solves one-step addition word problems within 999 using a variety of strategies.

The student adds two 2-digit numbers using multiple strategies without regrouping

and The student generates and solves one-step addition word problems within 999 using a variety of strategies.

The student does not add two 2-digit numbers using multiple strategies without regrouping

or The student does not generate and solve one-step addition word problems within 999 using a variety of strategies.

A rating of 3 (Meets Second Grade Standard) for 2.4B and 2.4D (addition) is expected by end of 4th Nine Weeks.


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2.4B and 2.4D - I can generate and solve subtraction problems using multiple strategies within 1,000.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student subtracts two 2-digit numbers using multiple strategies and algorithms fluently with and without regrouping

and The student generates and solves multi-step subtraction word problems beyond 1,000 using a variety of strategies and justifications. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student subtracts two 2-digit numbers using multiple strategies, including the standard algorithm, with and without regrouping

and The student generates and solves one-step and multi-step subtraction word problems within 1,000 using a variety of strategies. (Meets Grade Level Standard)

The student subtracts two 2-digit numbers using multiple strategies, including the standard algorithm, with and without regrouping

and The student generates and solves one-step and multi-step subtraction word problems within 999 using a variety of strategies

The student subtracts two 2-digit numbers using multiple strategies with and without regrouping

and The student generates and solves one-step subtraction word problems within 999 using a variety of strategies.

The student subtracts two 2-digit numbers using multiple strategies without regrouping

and The student generates and solves one-step subtraction word problems within 999 using a variety of strategies.

The student does not subtract two 2-digit numbers using multiple strategies without regrouping

or The student does not generate and solve one-step subtraction word problems within 999 using a variety of strategies.

A rating of 3 (Meets Second Grade Standard) for 2.4B and 2.4D (subtraction) is expected by end of 4th Nine Weeks.


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2.6A and 2.6B - I can model, create, and describe multiplication and division situations.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student solves contextual multiplication and division situations (multiplication, measurement division, and partitive division problem structures) involving equivalent sets.

and The student uses formal notation for multiplication and division equations. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student models, creates, and describes contextual multiplication situations in which equivalent sets of concrete objects are joined.

and The student models, creates, and describes contextual division situations in which a set of concrete objects is separated into equivalent sets. (Meets Grade Level Standard)

The student models and describes contextual multiplication situations in which equivalent sets of concrete objects are joined.

and The student models and describes contextual division situations in which a set of concrete objects is separated into equivalent sets.

The student does not model and describes contextual multiplication situations in which equivalent sets of concrete objects are joined.

or The student does not model and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

A rating of 3 (Meets Second Grade Standard) for 2.6A and 2.6B is expected by end of 4th Nine weeks.


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Applying Knowledge of Two-Dimensional Shapes and Three-Dimensional Solids


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Color Descriptions







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2.8A, 2.8C, and 2.8E - I can create and classify polygons.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student names, classifies, and sorts regular and irregular polygons with 12 or fewer sides.

and The student composes and decomposes 2-dimensional shapes to create new shapes and names the new shapes. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student classifies and sorts regular and irregular polygons with 12 or fewer sides.

and The student composes and decomposes 2-dimensional shapes to create new shapes. (Meets Grade Level Standard)

The student can identify (circle, triangle, and rectangle, square as special rectangle, rhombus, trapezoid, pentagon, hexagon, and octagon) and sort regular polygons with 12 or fewer sides.

and The student composes and decomposes 2-dimensional shapes to create new shapes.

The student does not identify (circle, triangle, and rectangle, square as special rectangle, rhombus, trapezoid, pentagon, hexagon, and octagon) and sort regular polygons with 12 or fewer sides.

A rating of 3 (Meets Second Grade Standard) for 2.8A, 2.8C, and 2.8E is expected by end of 4th Nine Weeks.


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2.8B and 2.8D - I can create and classify 3-dimensional solids.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student names, classifies, and sorts 3-dimensional solids.

and

The student composes and decomposes 3-dimesnional solids to create new solids and names the new solids (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can compose (create using manipulatives and drawings), classify and sort 3-dimensional solids (spheres, cones, cylinders, rectangular prisms, cubes as special rectangular prisms, and triangular prisms) based on attributes including edges and vertices. (Meets Grade Level Standard)

The student can classify and sort 3-dimensional solids (spheres, cones, cylinders, rectangular prisms, cubes as special rectangular prisms, and triangular prisms) based on attributes including edges and vertices.

The student does not classify and sort 3-dimensional solids (spheres, cones, cylinders, rectangular prisms, cubes as special rectangular prisms, and triangular prisms) based on attributes including edges and vertices.

A rating of 3 (Meets Second Grade Standard) for 2.8B and 2.8D is expected by end of 4th Nine Weeks.


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Measuring Length


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Color Descriptions







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2.9G - I can read and write time to the nearest minute.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can add time increments in minutes to determine the length of an event. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can read and write time to the nearest one-minute increment using analog and digital clocks.

and The student can distinguish between a.m. and p.m. (Meets Grade Level Standard)

The student can read and write time to the nearest one-minute increment using digital clocks.

and The student can distinguish between a.m. and p.m.

The student can tell time to the hour and half hour using analog and digital clocks.

The student does not tell time to the hour and half hour using analog and digital clocks.

A rating of 3 (Meets Second Grade Standard) for 2.9G is expected by end of 4th Nine Weeks.


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2.9A, 2.9D, 2.9E, and 2.9F - I can estimate and measure length and area with standard and non-standard units of measurement.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student determines the length of objects using standard units and tools.

and The student uses pictorial models to find the area of a rectangle and connects the model to the array model of multiplication.

and The student solves problems involving determining and comparing lengths and areas. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student determines the length of objects using non-standard and standard units and tools.

and The student can determine solutions to problems involving length.

and The student uses concrete models to find the area of a rectangle. (Meets Grade Level Standard)

The student determines the length of objects using non-standard and standard units and tools.

and The student can determine solutions to problems involving length.

The student does not determine the length of objects using nonstandard and standard units and tools.

or The student does not determine solutions to problems involving length.

A rating of 3 (Meets Second Grade Standard) for 2.9A, 2.9D, 2.9E, and 2.9F 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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2.5A and 2.5B - I can determine the value of a collection of coins up to one dollar.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student determines the value of a collection of coins and bills, representing, the amount using the cent sign, dollar sign, and decimal point. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

The student determines the value of a collection of coins using an efficient strategy and represents the amount using the cent sign, dollar sign, and decimal point. (Meets Grade Level Standard)

The student determines the value of a collection of coins (including pennies, nickels, dimes, quarters, and half-dollars) using efficient strategies and represents the amount using the cent sign.

The student determines the value of a collection of coins (including pennies, nickels, and dimes) using an efficient strategy (i.e. counting by twos, fives, and tens or grouping larger coins together first) and represent the amount using the cent sign.

The student does not determine the value of a collection of coins including pennies, nickels, and dimes using an efficient strategy such as counting by twos, fives, and tens or grouping larger coins together first.

A rating of 3 (Meets Second Grade Standard) for 2.5A and 2.5B is expected by end of 4th Nine Weeks.


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2.10B and 2.10C - I can collect, sort, and use data for graphs.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student can organize data with more than 4 categories using pictographs and bar graphs with intervals of one or more.

and The student can write and solve multi-step addition and subtraction word problems using data represented within pictographs and bar graphs with intervals of one. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student can organize data with up to 4 categories using pictographs and bar graphs with intervals of one or more.

and The student can write and solve one-step addition and subtraction word problems using data represented within pictographs and bar graphs with intervals of one. (Meets Grade Level Standard)

The student can organize data with up to 3 categories using pictographs and bar graphs with intervals of one.

and The student can solve one-step addition and subtraction word problems using data represented within pictographs and bar graphs with intervals of one.

The student does not organize data with up to 3 categories using pictographs and bar graphs with intervals of one.

or The student does not solve one-step addition and subtraction word problems using data represented within pictographs and bar graphs with intervals of one.

A rating of 3 (Meets Second Grade Standard) for 2.10B and 2.10C is expected by end of 4th Nine Weeks.


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2.10D - I can make predictions, analyze information, and draw conclusions from data represented in a graph.


1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

The student interprets, makes predictions, and draws numerical conclusions on a graph using own data with intervals of more than one. (Understandings Go Beyond Grade Level Understandings)

Not

Intr

oduc

ed

Not

Intr

oduc

ed

Not

Intr

oduc

ed

The student interprets, makes predictions, and draws numerical conclusions from information in a graph. (Meets Grade Level Standard)

The student can interpret information in a graph and answer questions using information from a graph.

The student does not interpret information in a graph and answer questions using information from a graph.

A rating of 3 (Meets Second Grade Standard) for 2.10D is expected by end of 4th Nine Weeks.

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