1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can fluently add and subtract within 10.
CCSS: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Students demonstrate
fluency when they are
accurate, efficient, and
flexible with using
strategies such as
counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 =
10 + 4 = 14);
decomposing a number
leading to a ten (e.g., 13 –
4 = 13 – 3 – 1 = 10 – 1 =
9); using the relationship
between addition and
subtraction (e.g., knowing
that 8 + 4 = 12, one
knows 12 – 8 = 4); and
creating equivalent but
easier or known sums
(e.g., adding 6 + 7 by
creating the known
equivalent 6 + 6 + 1 = 12
+ 1 = 13).
With significant teacher
support, the student can
add and subtract within
10 using manipulatives.
Progressing toward
the standard
The student can add
and subtract within 20
using manipulatives.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
mentally add and
subtract within 10 and
uses that knowledge to
add and subtract within
20 using manipulatives.
The student can
mentally add and
subtract fluently within
20.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can understand and apply properties of operations and their relationships
between addition and subtraction.
CCSS: 1.OA.3 Apply properties of operations as strategies to add and subtract (i.e, commutative and
associative properties).
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Students learn these
properties of addition
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 do not need to
use the formal terms for
these properties.
With significant teacher
support, the student can
use their
understandings of the
commutative and
associative property to
solve problems using
manipulatives.
Students may not be
able successful, even
with support.
Progressing toward
the standard
The student can use
their understandings of
the commutative and
associative property to
solve problems using
manipulatives. May only
be able to demonstrate
one of the properties.
Meets the standard
Exceeds the
(proficient)
standard
The student can use
their understandings of
the commutative and
associative property and
can fluently apply
properties of operations
as strategies to solve
problems.
The student can use
their understandings of
the commutative and
associative property
fluently to solve
problems mentally and
explain why those
properties are true.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can represent and solve problems involving addition and subtraction within
20.
CCSS: 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20 by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Students in first grade
will solve problems of
several different types;
such as:
Add to
Take from
Put together/Take apart
Compare
See Table 1 at the end
of the document for 1st
grade problem types.
With significant adult
support, the student can
determine the numbers
in the word problem but
is unable to solve it
independently.
Progressing toward
the standard
The student can
determine the three
addends to use in a
word problem using
objects, drawings, and
equations, but makes
frequent errors.
Meets the standard
Exceeds the
(proficient)
standard
The student can
correctly solve addition
problems with three
addends whose sum is
equal to or less than 20
by using objects,
drawings, and equations
when solving a word
problem.
The student can solve
addition problems with
three addends whose
sum is greater than 20
when solving a word
problem by using
objects, drawings, and
equations when solving
a word problem.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can use place value (group of ones, tens, and hundreds) to represent and
compare numbers up to 120.
CCSS: 1 NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.3 Compare two 2-digit numbers based on meanings of tens and ones digits, recording results with
the symbols >, =, and <, 1NBT.1 Count to 120
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Terms for students to
use:
tens
ones
bundle
left-overs
singles
groups
greater than/less than
equal to
The student is unable to
identify the tens and
ones in a two digit
number.
With significant teacher
support, the student can
fluently compare two 1
digit numbers using the
<, >, or = symbols.
With significant teacher
support, the student is
unable to count to 120
from any number.
Progressing toward
Meets the standard
Exceeds the
(proficient)
standard
The student identifies
the digit that represents
the tens and ones in a
two digit number, but
with frequent errors
The student can identify
the digit that represents
the tens and ones in a
two digit number
independently.
The student can fluently
compare two 1 digit
numbers using the <, >,
or = symbols.
The student can fluently
compare two 2 digit
numbers using the <, >,
or = symbols.
The student can identify
the digit that represents
the tens and ones in a
two digit number and
can explain the value of
each digit orally or in
written form.
(expanded form or base
ten)
the standard
The student can count to The student can count to
120 from any number,
120 from any number.
but may omit numbers
or need to be supplied
with a number to
continue.
The student can
compare more than two
2 digit numbers using
the <, >, or = symbols.
The student can count
beyond120 from any
number.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can add subtract within 100 using place value strategies.
CCSS: 1.NBT.4 Use place value understanding and properties of operations to add and subtract.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
The standard algorithm
of carrying or borrowing
is not an expectation in
first grade.
In this standard, the
focus is on using
concrete models or
drawing and strategies
based on place value
With significant teacher
support, the student can
begin to show
understanding of place
value by adding tens or
ones.
Progressing toward
the standard
The student can add
and subtract within 100
(using models and
drawings) including
adding a two-digit
number and a one-digit
number and adding a
two-digit number and a
multiple of ten, but with
frequent errors.
Meets the standard
Exceeds the
(proficient)
standard
The student can add
and subtract within 100
(using models and
drawings) including
adding a two-digit
number and a one-digit
number and adding a
two-digit number and a
multiple of ten.
The student can
communicate
understanding that in
adding two digit
numbers, one adds tens
and tens and ones and
ones. Able to compose
a ten.
Examples:
47 + 9 = 56
32 + 10 = 42
The student can add
and subtract beyond
100 using models and
drawings.
The student can add
within 100 with
regrouping.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can order three objects by length using proper measuring techniques.
CCSS: 1.MD.1 Order three objects by length, compare the lengths of two objects indirectly by using a third
object.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Terms for students:
measure
order
length
height
more
less
longer/shorter than
first
second
third
Can recognize when an
object is shorter or
longer than another
object.
Progressing toward
the standard
Can organize 3 objects
by length (longest to
shortest or shortest to
longest).
Meets the standard
Exceeds the
(proficient)
standard
The student can
organize 3 objects by
length (longest to
shortest or shortest to
longest) and can
compare the length of
two objects by using a
third object.
Example: If we know
that A is longer than B
and B is longer than C,
we know that A is longer
than C, even if we don’t
directly compare A to C.
Can organize 3 objects
by length (longest to
shortest or shortest to
longest) and can
compare the length of
two objects by using a
third object.
The student can select
an appropriate tool to
measure an object,
such as a ruler,
yardstick, meter stick to
begin to understand
standard units.
1st Grade Rubrics ! !
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Content Area: Math
Report Card Language: The student can identify and create shapes based on their characteristics.
CCSS: 1.G.1 Distinguish between defining attributes (e.g, triangles are three-sided) versus non-defining
attributes (e.g., color, orientation); build and draw shapes to possess defining attributes.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Shapes to include are:
triangle
square
rectangle
trapezoid
With significant teacher
support, the student can
identify and create
some shapes based on
their characteristics.
Progressing toward
the standard
The student can identify
and create some shapes
based on their
characteristics.
Meets the standard
Exceeds the
(proficient)
standard
The student can identify
and create shapes
based on their
characteristics AND can
identify the defining and
The student occasionally non-defining
confuses defining and
characteristics.
non-defining attributes
(e.g., fails to classify a
The student
triangle that is in an
understands that
upside down
defining attributes are
orientation).
always present to
classify an object and
non-defining attributes
are features that are
present but do not
identify the shape (e.g.,
color, size, orientation)
Students can identify
and draw a larger
number of shapes
based on their defining
characteristics (e.g,
parallelogram, rhombus,
pentagon, hexagon)