Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can count to 100 by ones. The student can count to 100 by tens.
CCSS: K.CC.1 Count to 100 by ones and tens.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Interview of student:
This standard does not
require the student to
recognize numerals,
only to recite them
verbally.
Standard is assessed
in the Ed NW
Assessment on our
webpage
Not making expected Progressing toward
progress to standard
When asked to rote
count from 1 to 100, the
student frequently omits
numbers and frequently
needs to be supplied with
a number to continue.
The student cannot rote
count by 1s up to 29
without omissions or
reminders.
The student can not
count by 10s without
support from an adult.
the standard
The student can rote
count by starting at 1
and counting toward
100 , but may
sometimes omit
numbers or need to be
supplied with a number
to continue.
or
The student can rote
count by 1s up to 31-99
without omissions or
reminders.
The student can count
by 10s, counting up on
the decade (0, 10, 20,
30...) but sometimes
omits number or needs
to be supplied with a
number to continue.
Meets the standard
Exceeds the
(proficient)
standard
The student can rote
count by starting at 1
and counting to 100.
The student can count
by 10s, counting on the
decade (0, 10, 20,
30, ...) up to 100.
The student can rote
count up to 100 starting
from a number other
than 1.
and
The student can rote
count up to 120, starting
from any number.
and
The student can count
by 10s on the decade
up to 120.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can write numerals 0-20.
CCSS: K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Ask students to write
the numerals and
identify the written
numeral that represents
a set. To extend
assessment, go beyond
20.
Not making expected Progressing toward
progress to standard
With significant adult
support, the student can
write some but not all of
the numerals 0-9.
the standard
The student can write
the numerals 0-9 and
use the written numerals
0-9 to represent the
amount within a set.
Meets the standard
Exceeds the
(proficient)
standard
The student can write
the numerals 0-20.
The student can write
numerals above 20 (up
to 120 is the 1st grade
standard).
Classroom observations
Classroom products
NOTE: Place value is
important, but individual
number reversals are
ok.
Standard is assessed in
the Ed NW Assessment
on our webpage
Note: Using a numeral to represent the number of objects in a set is in the next reported standard.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can understand the relationship between numerals and quantities of objects
up to 20.
CCSS: K.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality and K.CC.5 Count to answer “how many?” questions about as many of 20 things arranged in a
line, rectangular array or circle, or as many as 10 things in a scattered configuration; given a number from
1-20, count out that many objects.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Student interview
Classroom observations
Classroom products
Standard is assessed in
the Ed NW Assessment
on our webpage
Not making expected Progressing toward
progress to standard
The student does not
consistently
demonstrate
understanding of “one to
one correspondence”
and is not able to
answer “how many”
questions without adult
support and prompting.
Student can only count
sets of less than 5
objects.
the standard
The student
demonstrates
understanding of “one to
one correspondence”
(e.g., they count objects
one at a time and use
counting words for each
object) but are not able
to consistently answer
“how many” with sets of
objects up to 20.
Students may forget
which items have been
counted and double
count some items or
forget others.
Students are able to
demonstrate counting of
sets of less than 10
objects.
Meets the standard
Exceeds the
(proficient)
standard
The student can use
correct counting
procedures by pointing
to one object at a time,
using one counting word
for every object, and
answer the question
“How many are there” by
understanding that the
last number stated
represents the total
number of objects. Up
to 20
Students remember
which items have been
counted (and which
have not) to keep track
of items in a set.
The student can
independently
demonstrate one to one
correspondence and
cardinality with sets of
any number, shape, or
size, whether items are
lined up or placed
randomly.
Can write the numeral
associated with objects
in the set, up to 20.
Can write the numeral
associated with objects
in the set above 20.
Kindergarten Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can compare written numerals 0-10 (using greater than, less than, and equal
to).
CCSS: K.CC.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; and K.CC.7 Compare two numbers between 1 and 10 presented as
written numerals.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Can be assessed
through student
interview or with a
pencil/paper task when
asked to circle or
otherwise identify the
numeral that is smaller/
greater, etc. To assess
to exceeds, students
would need to write the
symbols in between two
numbers on a paper
pencil task.
Standard is assessed in
the Ed NW Assessment
on our webpage
Not making expected Progressing toward
progress to standard
The student cannot yet
use matching and
counting strategies to
identify whether groups
of objects is greater
than, less than, or equal
to the number of objects
in another group without
help from an adult.
the standard
The student can use
matching and counting
strategies to identify if
the number of objects in
one group is greater
than, less than, or equal
to the number of objects
in a another group.
Meets the standard
Exceeds the
(proficient)
standard
When shown two written
numerals between 1-10,
the student can
recognize which number
is more, less, or if they
are equal.
The student can use the
standard symbols >, <,
and = to compare
written numerals.
The student can
compare numerals
larger than 20.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can show addition as putting together and adding to OR show subtraction as
taking apart and taking from.
CCSS: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds,
verbal explanations, expressions or equations.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Student interview
is used to allow the
student to demonstrate
multiple ways to
demonstrate their
understanding.
Classroom observations
Classroom products
Once students have this
concept, they move on
to word problems to
solve simple addition
and subtraction
problems.
Not making expected Progressing toward
progress to standard
The student requires
adult support to
demonstrate any
understanding of putting
together or taking apart
objects.
the standard
The student can
demonstrate adding to
OR taking apart, but
cannot demonstrate
both.
or
The student can
demonstrate adding to
or taking apart but only
through one or two
methods.
Meets the standard
Exceeds the
(proficient)
standard
The student can
demonstrate the
understanding of how
objects can be joined
together and separated
in various ways:
with objects, mental
images, drawings,
sounds, acting out
situations, or verbal
explanations,
expressions, or
equations.
The student can put
together or take apart
and provide an answer
without having to
recount the set.
For example, given 6
objects, and told to
remove 2, they could
identify the remaining
set as 4 without having
to recount (would have
to do interview to
determine this).
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can solve word problems using numeral 0-10 with pictures and equations.
CCSS: K.OA.2 Solve addition and subtraction word problems, and add or subtract within 10 by using
objects or drawings to represent the problem.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
This standard can be
assessed via paper/
pencil tasks created by
the teacher.
Standard is assessed in
the Ed NW Assessment
on our webpage
Not making expected Progressing toward
progress to standard
The student is unable to
represent word
problems with pictures
or objects without adult
support.
the standard
The student can
accurately represent a
word problem (within 10)
with objects or pictures
but calculation is
incorrect.
Conceptual
understanding is
present, but accuracy is
not.
Meets the standard
Exceeds the
(proficient)
standard
The student can
accurately represent
addition and subtraction
word problems (within
10) with pictures or
objects with a correct
answer.
Students only need to
count with objects or
drawings, not solve with
equation symbols.
The student can
accurately represent a
word problem with
pictures, objects, AND
an equation.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can fluently add and subtract numerals 0-5.
CCSS: K.OA.5 Fluently add and subtract within 5.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Can be assessed using
teacher created paper/
pencil tasks or student
interview.
Classroom observation
Standard is assessed in
the Ed NW Assessment
on our webpage
Not making expected Progressing toward
progress to standard
The student always
relies on fingers,
manipulatives or other
counting strategies to
solve simple addition or
subtraction problems
with inconsistent
accuracy.
the standard
The student is able to
arrive at a correct
response but not with
automaticity (e.g., does
not add and subtract
fluently).
May use fingers,
manipulatives, or other
counting strategies.
Meets the standard
Exceeds the
(proficient)
standard
The student is able to
add and subtract
numerals 0-5 fluently.
Students are fluent
when they display
accuracy and efficiency
(within about 3-5
seconds) when
presented with a
problem. Students do
not need to rely on
manipulatives or
counting strategies.
The student is able to
fluently add and
subtract numbers 0-10.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can compose (put together) and decompose (take apart) numerals 11-19
using ten and ones.
CCSS: K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and ones and some further
ones, by using objects or drawings, and record each composition/decomposition by a drawing or equation.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Student interview or
teacher created paper/
pencil tasks.
Standard is assessed in
the Ed NW Assessment
on our webpage
Not making expected Progressing toward
progress to standard
The student does not
yet understand that the
numbers 11-19 are
composed of tens and
ones.
the standard
Given a model, the
student can identify
“tens” and “ones”
The student can
compose a two digit
number up to 19 using
10s and ones with adult
support.
Meets the standard
Exceeds the
(proficient)
standard
The student can
compose and
decompose numbers
from 11 to 19 into ten
ones and some further
ones by using drawings,
or objects.
The student can
compose and
decompose 2-digit
numbers above 19 with
the understanding that
there are multiple 10s
and one or more ones in
the number.
The student can record
the composition or
decomposition by a
drawing or equation.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can compare length and weight of objects.
CCSS: K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
K.MD.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.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Choice of Investigations
lessons Unit 4 and Unit
2
Student interview is a
appropriate for this
standard.
Portions of this
standard are on the Ed
NW assessment on our
webpage.
Not making expected Progressing toward
progress to standard
The student cannot
verbally describe
specific measurable
attributes to compare
the difference between
two objects. For
example, they may just
say something is
“bigger.”
With adult support can
find two objects with
similar attributes.
the standard
The student can
describe one attribute of
objects, but not several.
The student is working
on using specific verbal
descriptions to compare
and describe the
difference between two
objects but needs some
adult support.
Meets the standard
Exceeds the
(proficient)
standard
The student can
describe measurable
attributes of objects
such as length and
weight and describe
several measurable
attributes of an object
(e.g., tall, heavy, red)
The student can directly
compare two objects
with a measurable
attribute in common to
see which has less or
more of the attribute and
describe the difference
(e.g., taller, lighter,
darker)
The student can order
three objects by length
and compare the
lengths of two objects
indirectly by using a
third object.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can classify, sort, and compare object and count the number of objects in
categories.
CCSS: K.MD.3 Classify objects into given categories; count the number of objects in each category and sort
the categories by count.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Can be assessed using
student interview or
Classroom observation
Investigations attribute
blocks and cards
Not making expected Progressing toward
progress to standard
With significant adult
support, the student is
able to sort objects by a
single attribute.
the standard
The student is able to
sort objects by a single
attribute.
Meets the standard
Exceeds the
(proficient)
standard
The student can identify
similarities and
differences between
objects (e.g., size, color,
shape) and use the
attributes to sort a
collection of objects.
The student sorts
objects by 2 attributes
(e.g., small and round,
small and square, big
and round, big and
square) and then counts
and orders by quantity
After sorting objects, the
student can then
arrange the groups by
number of objects.
The student is able to
record the number of
objects in each set to
represent data.
Example: student sorts
buttons by color, counts
the buttons in each
group, and then
organizes the groups by
quantity.
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can identify, describe, and compare two dimensional shapes.
CCSS: K.G.1 Describe objects in the environment using names of shapes and describe the relative position
of these objects (using terms such as below, above); K.G.2 Correctly name shapes regardless of their
orientation or overall size; K.G.3 Identify shapes as two-dimensional (“flat”) or three dimensional (“solid”)
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Assessed using student
interview because of
need to verbally
describe and compare.
Some portions are on
the Ed NW assessment
on our webpage.
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can
distinguish between
different shapes, but is
inconsistent in naming
and identifying shapes.
The student can use
informal words to locate
and identify shapes in
the environment (box,
ball) or they can name
some of the shapes.
The student can use
one or two positional
words to describe
objects, buy may need
adults support.
The student can
The student can use
describe shapes and
some positional words to use position words to
describe objects in the
describe objects in the
environment.
environment.
The student is not able
to verbally compare
shapes.
The student uses
informal language to
compare shapes or is
able to match shapes,
but not describe why
they match or don’t
match.
Can only do some of
these skills.
The student can locate
and identify shapes in
the environment (using
the words such as
triangle, square, circle)
The student can
compare shapes, for
example by the number
of sides or corners they
have, straight sides
versus round.
The student uses
defining versus nondefining characteristics
to identify and compare
shapes (number of
sides is defining,
orientation is nondefining).
Kindergarten Grade Rubrics !
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Content Area: Math
Report Card Language: The student can identify, describe, and compare three dimensional shapes.
CCSS: K.G.1 Describe objects in the environment using names of shapes and describe the relative position
of these objects (using terms such as below, above); K.G.2 Correctly name shapes regardless of their
orientation or overall size; K.G.3 Identify shapes as two-dimensional (“flat”) or three dimensional (“solid”)
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Can be assessed using
student interview and/or
teacher created paper/
pencil tasks, depending
on the child’s ability to
read and/or provide
written responses.
Portions of the standard
are assessed in the Ed
NW Assessment on our
webpage
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student can
distinguish between
different shapes, but is
inconsistent in naming
and identifying 3dimensional shapes.
The student can use
informal words to
identify 3-dimensional
shapes (such as box or
ball) or they can name
some of the shapes.
The student can locate
and identify 3dimensional shapes in
the environment (using
words such as cube,
cone, cylinder, sphere)
The student can use
one or two positional
words to describe
objects, buy may need
adults support.
The student can use
some positional words to
describe 3-dimensional
objects in the
environment.
The student can
describe 3-dimensional
shapes and use position
words to describe
objects in the
environment.
The student is not able
to verbally compare
shapes.
The student is not able
to compare 3dimensional or 2
dimensional shapes as
flat or solid
The student can
compare 3-dimensional
and 2-dimensional
shapes as flat or solid.
Student can consistently
label and describe
different 2- or 3dimensional shapes in a
composite figure.
The student can
manipulate shapes to
create a composite
shape or picture
(K.G.6).