First Grade Rubric Scoring IP2
OA1. 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
4
Ready to Extend:
• Can solve start unknown addition and subtraction word problems within 20 using equations
with a symbol for the unknown number to represent the problem, or
• Can solve change unknown, addend unknown, and bigger unknown addition and subtraction
word problems within 50
3
Ready to Apply:
• Can solve addition and subtraction within 20 word problems, for example, change unknown
2 + [ ] = 5 or 5 – [ ] = 3; addend unknown 3 + [ ] = 5 or 5 – 3 = [ ]; bigger unknown 2 + 3 = [ ]
or
3+2=[]
• Uses objects and drawings to represent the problem
• Uses equations with a symbol for the unknown number to represent the problem
2
Needs Practice:
• Can solve addition and subtraction change unknown, addend unknown, and bigger unknown
word problems within 10
• Uses objects and drawings to represent the problem
Needs Instruction:
• Can solve either addition or subtraction change unknown and/or addend unknown and/or
1
bigger unknown word problems within 10
• Uses objects to represent the problem
• Uses drawings with support
OA3. Apply properties of operations as strategies to add and subtract.
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 +
6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.) (Students need not use formal terms for these properties.)
4
3
2
1
Ready to Extend:
• Can apply and explain the identity property of addition (e.g., 6 = 6 + 0) within 20
• Can apply and explain the identity property of subtraction (e.g., 9 – 0 = 9) within 20
• Can apply and explain the commutative property of addition (e.g., 4 + 5 = 5 + 4) within 20
• Can apply and explain the associative property of addition (e.g., 3 + 9 + 1 = 3 + 10 = 13)
within 20
Ready to Apply:
• Can apply identity property of addition (e.g., 6 = 6 + 0) within 20
• Can apply identity property of subtraction (e.g., 9 – 0 = 9) within 20
• Can apply commutative property of addition (e.g., 4 + 5 = 5 + 4) within 20
• Can apply associative property of addition (e.g., 3 + 9 + 1 = 3 + 10 = 13) within 20
Needs Practice:
• Can apply two or three of the properties (identity of addition/subtraction, commutative of
addition, and associative of addition) within 20
Needs Instruction:
• Can apply none or one of the properties (identity of addition/subtraction, commutative of
addition, and associative of addition) within 20
First Grade Rubric Scoring IP2
OA4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the
number that makes 10 when added to 8.
4
Ready to Extend:
• Can record thinking symbolically as an unknown addend equation, e.g. 5 + ? = 12
3
Ready to Apply:
• Uses ‘think-addition’ to solve a subtraction for Result Unknown, Change Unknown, and
Start Unknown problem types
• Applies strategies, like direct modeling, drawings, or tallies, counting up, using number
lines, or 10 frames to add up
2
Needs Practice:
• Can only solve Result Unknown problem types
• When solving, thinks of problem only as take-away or counting what’s left
• Strategies limited to direct modeling, drawings, or tallies to take-away
Needs Instruction:
• Inconsistently solves Result Unknown problem types
1
• When solving, thinks of problem only as take-away or counting what’s left
• Strategies limited to direct modeling, drawings, or tallies to take-away
OA5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
4
Ready to Extend:
• Composes to ten and then counts on by tens
3
Ready to Apply:
• Counts on and counts back attending to efficiency (starts with the larger number)
• Relates counting on to addition, e.g. “Counting on three more from four… five, six,
seven… is the same as four plus three”
• Relates counting back to subtraction, e.g. “Counting back three from seven …six, five,
four… is the same as seven minus three”
• Expresses counting on and counting back as equations, e.g. 4 + 3 = 7; 7 – 3 = 4
2
Needs Practice:
• Counts on without attending to efficiency (starts with the smaller number)
• Thinks of counting on and counting back as simply counting
• Requires a visual support to count back, e.g. hundreds chart or number line
• Needs support to write representative equations
Needs Instruction:
• Starts with one to count all
1
First Grade Rubric Scoring IP2
OA8. Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers.
For example, determine the unknown number that makes the equation true in each of the equations:
8 +? = 11, 5 = – 3, 6 + 6 = .
4
Ready to Extend:
• Writes word problems to represent given equations with unknowns in various positions
3
Ready to Apply:
• Recognizes the equal sign in an equation as “the same as”
• Recognizes that values on both sides of an equation stand for the same quantity
• Sees expressions as a single quantity, e.g. 5 + 2 is another way to write 7
• Can determine the unknown quantity that makes the equation true
2
Needs Practice:
• Verbally expresses the meaning of the equal sign as “the same as”
• Solves equations from left to right without attending to symbols
1
Needs Instruction:
• Considers the equal sign only as a prompt that means “give the answer”
First Grade Rubric Scoring IP2
NBT1. 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.
4
3
2
1
Ready to Extend:
• Counts forward beyond 120
• Counts backwards from 120 by ones and tens
• Reads and writes numerals and counts quantities beyond 120
• Uses place value language to explain the quantity that each digit represents beyond 120 (For
example: Given the number 212, the student explains that the digit two represents two
different quantities in this number. One of the twos is two units and the other is two groups of
one hundred because of the place values of the digits.)
Ready to Apply:
• Counts forward to 120 by ones, twos, fives, and tens from any number less than 120
• Writes numerals in accurate counting sequence
• Write numerals to represent a given quantity beyond 20 to 120
• Counts a given number of objects up to 120 by ones, twos, fives, and tens
• Reads given numerals and identifies the quantity that each digit represents up to 120 (For
example: Given the number 115, the student identifies that the digit five represents five
ones.)
Needs Practice:
• Counts forward to 120 with one or more errors OR counts forward accurately to any number
less than 120
• Inaccurately writes numerals in a counting sequence
• Inaccurately writes numerals to represent a given quantity
• Inaccurately counts a given number of objects
• Inaccurately reads given numerals
Needs Instruction:
• Counts forward with immediate errors in teens or does not count
• Unable to write numerals in a counting sequence
• Unable to write numerals to represent a given quantity
• Unable to count a given number of objects
• Unable to read given numerals
First Grade Rubric Scoring IP2
NBT2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones – called a “ten”.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two three, four, five, six, seven, eight, or
nine tens (and 0 ones).
4
Ready to Extend:
• Expresses numerals beyond 99 in standard form and using place value representations
• Organizes objects beyond 99 into groups of hundreds, tens and ones
• Counts grouped objects beyond 99 by hundreds, tens and ones
3
Ready to Apply:
• Expresses numerals to 99 in standard form and using place value representations (For
example: Reads 53 as “fifty-three” and represents 53 as five tens and three ones or 53
ones or two tens and thirty-three ones, etc.)
• Organizes objects to 99 into groups of tens and ones and counts grouped objects by tens
and ones
2
Needs Practice:
• Expresses numerals to 99 in standard form and using the standard place value
representation (For example: Reads 53 as “fifty-three” and represents 53 as five tens and
three ones)
• Organizes objects to 99 into groups of tens and ones
• Needs to count to see equivalence between a quantity represented with tens and ones and
the same quantity represented by ones (For example: Can identify 53 when represented by
five towers of ten cubes and three leftover cubes. When broken apart into single cubes,
needs to count to verify that the same number of cubes total 53.)
1
Needs Instruction:
• Expresses numerals to 99 in standard form and using a representation (For example:
Reads 53 as “fifty-three” and represents 53 as 53 ones)