First Grade
Content Rubric—Claim 1
1.NBT.B Understand place
value.
1.NBT.B.2 Understand that the two
digits of a two-digit number
represent amounts of tens
and ones.
1.NBT.B.3 Compare two two-digit
numbers based on
meanings of the tens and
ones digits, recording the
results of comparisons with
the symbols >, =, and <.
0
1
2
Does Not Meet Standard Yet
Level 0 students show
inconsistent or no
understanding of place
value by not:
 Indicating the number of
dinosaurs represented
by the ten’s and one’s
digits.
 Comparing numbers
using symbolic notation.
Level 1 students show little
understanding of place
value by doing one of the
following:
Level 2 students show a
partial understanding of
place value by doing two of
the following:
 Circling 30 dinosaurs.
 Circling 30 dinosaurs.
 Circling 5 dinosaurs.
 Circling 5 dinosaurs.
 Using the “less than” or
“greater than” symbol
correctly to compare 21
and 12 (e.g., 21 > 12 or
12 < 21).
 Using the “less than” or
“greater than” symbol
correctly to compare 21
and 12 (e.g., 21 > 12 or
12 < 21).
OR
3
4
Meets Standard
Exceeds Standard
Level 3 students show a
good understanding of place
value by:
 Accurately circling 30
dinosaurs.
 Accurately circling 5
dinosaurs.
Level 4 students show a
thorough understanding of
place value by:
The opportunity for
students to demonstrate a
Level 4 on this task is not
present.
 Using the “less than” or
“greater than” symbol
correctly to compare 21
and 12 (e.g., 21 > 12 or
12 < 21).
 Minimally completing
part of the task correctly,
but not enough to
demonstrate
understanding and skill
with place value.
SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf)
Page 1
Practice Rubric—Claim 3
Claim 3 Students can clearly
and precisely construct
viable arguments to support
their own reasoning and to
critique the reasoning of
others.
Claim 3 Range ALD:
A. Test propositions or conjectures
with specific examples.
B. Construct, autonomously, chains
of reasoning that will justify or
refute propositions or conjectures.
C. State logical assumptions being
used.
D. Use the technique of breaking an
argument into cases.
E. Distinguish correct logic or
reasoning from that which is
flawed and—if there is a flaw in
the argument—explain what it is.
0
1
2
Does Not Meet Standard Yet
Level 0 students
demonstrate inconsistent or
no ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning or identify
obvious flawed arguments in
familiar contexts.
Level 1 students
demonstrate little ability to
clearly and precisely
construct viable arguments
in support of his or her
reasoning using concrete
referents such as objects,
drawings, diagrams, and
actions and identify obvious
flawed arguments in familiar
contexts.
Level 2 students
demonstrate a partial ability
to clearly and precisely
construct viable arguments
in support of his or her
reasoning and should be
able to find and identify the
flaw in an argument by using
examples or particular
cases. Students should be
able to break a familiar
argument given in a highly
scaffolded situation into
cases to determine when the
argument does or does not
hold.
3
4
Meets Standard
Exceeds Standard
Level 3 students
demonstrate an ability to
clearly and precisely
construct a viable argument
in support of his or her
reasoning by using stated
assumptions, definitions,
and previously established
results and examples to test
and support their reasoning
or to identify, explain, and
repair the flaw in an
argument. Students should
be able to break an
argument into cases to
determine when the
argument does or does not
hold.
Level 4 students
demonstrate a thorough
ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning by using
stated assumptions,
definitions, and previously
established results to
support their reasoning or
repair and explain the flaw in
an argument. They should
be able to construct a chain
of logic to justify or refute a
proposition or conjecture
and to determine the
conditions under which an
argument does or does not
apply.
F. Base arguments on concrete
referents such as objects,
drawings, diagrams, and actions.
G. At later grades, determine
conditions under which an
argument does and does not
apply. (For example, area
increases with perimeter for
squares, but not for all plane
figures.)
SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf)
Page 2
Task Specific Rubric
Dinosaur Compare
(1st
Grade)
Level 0 students do not
meet criteria for a level 1
Level 1 students
demonstrate little ability to
clearly and precisely
construct viable arguments
in support of his or her
reasoning by:
 Stating how they know
their comparison is a
true statement.
Or
 Attempting to explain
his/her work, but the
examples don’t
necessarily support
student reasoning,
however they are still
mathematically viable.
Level 2 students
demonstrate a partial ability
to clearly and precisely
construct viable arguments
in support of his or her
reasoning by:
 Stating how they know
their comparison is a true
statement.
 Giving a flawed
explanation of the
comparison and the
way(s) they modeled 21
and 12 in their
comparison of the
numbers relative (e.g.,
drew a picture showing
21 dots compared to 12
dots or 21 has two tens
and 12 has one ten).
Level 3 students
demonstrate an ability to
clearly and precisely
construct a viable argument
in support of his or her
reasoning by:
Level 4 students
demonstrate a thorough
ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning by:
 Stating how they know
their comparison is a
true statement.
 Provides an incomplete
explanation, connecting
place value and the
way(s) they modeled 21
and 12 in their
comparison of the
numbers relative (e.g.,
drew a picture showing
21 dots compared to 12
dots or 21 has two tens
and 12 has one ten).
 Accurately stating how
they know their
comparison is a true
statement.
 Explaining or
connecting place value
and the various ways
they modeled 21 and 12
in their comparison of
the numbers relative
(e.g., drew a picture
showing 21 dots
compared to 12 dots
and 21 has two tens
and 12 has one ten).
SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf)
Page 3
SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf)
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