2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can add and subtract fluently within 20.
CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from
memory all sums of two one-digit numbers.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Mental Strategies
! 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)
! Creating equivalent but
easier or known sums (e.g.,
adding 6 + 7 by creating the
known
equivalent 6 + 6 + 1 = 12, 12 +
1 = 13
With tools and teacher
support, the student can
add and subtract within
10.
Progressing toward
the standard
The student can fluently
add and subtract within
10.
With tools, the student
can add and subtract
within 20, but not with
fluency.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
add and subtract within
20 using at least one
strategy.
The student can fluently
add and subtract
equations with in and
beyond 20 using 3 or
more different
strategies.
Fluently means
accuracy, efficiency, and
flexibility. “Know from
memory” should not
focus only on timed tests
and repetitive practice,
but ample experiences
working with
manipulatives, pictures,
arrays,word problems,
and numbers to
internalize the basic
facts.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can represent and solve problems involving addition and subtraction within
100.
CCSS: 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions by using drawings and equations with a symbol for the unknown number to represent problem.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Examples of two-step
problems:
There are 9 blue marbles
and 6 red marbles in the
bag. Maria put in 8 more
marbles. How many marbles
are in the bag now?
9+6+8=!
There are 9 peas on the
plate. Carlos ate 5 peas.
Mother put 7 more peas on
the plate. How many peas
are on the plate now?
With significant teacher
support the student can
use drawings and
equations to represent
and solve one step word
problems within 100.
The student can identify
the parts of the word s
Progressing toward
Meets the standard
Exceeds the
(proficient)
standard
The student can use
drawings and equations
to represent and solve
one step word problems
within 100.
The student can use
drawings and equations
to represent and solve
one and two step word
problems within 100.
Example of One Step:
The student can find the
answer to problems with
the unknown in different
places in the equation,
and can represent the
unknown with a symbol.
The student can use
drawings and equations
to represent and solve
two step word problems
within 100. The student
must show two or more
ways to solve the
problem and be able to
communicate the
process.
the standard
There are 15 stickers on the
page. Brittany put some more
stickers on the page. There
are now 22 stickers
on the page. How many
stickers did Brittany put on
the page?
9 –5 + 7 = !
15 + ! = 22
22 – 15 = !
*Multistep problems should
focus on single digit
addends.
The steps in the
problems may have the
same or different
operations for each
step. The addends in
the problem may be
single or double-digit
numbers.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can work with equal groups of objects to prepare for multiplication.
CCSS: 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5
rows and up to 5 columns, write an equation to express the total as a sum of equal addends.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Terms for students:
array
length x width
equation
sum
equal addends
With significant teacher
support the student can
use a rectangular array
up to 5x5 the student
can solve for the sum
of array.
Even with teacher
support, the student
may not be able to find
the sum of the
rectangular array.
Progressing toward
the standard
The student can use a
rectangular array up to
5x5 and the student can
solve for the sum of
array, but cannot write a
equation to express the
total as a sum of equal
addends.
Meets the standard
Exceeds the
(proficient)
standard
The student can use a
rectangular array up to
5x5, the student can
write an equation to
express the sum of
equal addends.
The student can use a
rectangular array up to
10x10, the student can
write an equation to
express the sum of
equal addends.
The student may begin
to use multiplication
equations to express
the value of the array.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can use place value (groups of ones, tens, and hundreds) to represent and
compare numbers up to 1000.
CCSS: 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits
using >, =, and < symbols to record the results of comparisons.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Fluently means
accuracy, efficiency,
and flexibility. “Know
from memory” should
not focus only on timed
tests and repetitive
practice, but ample
experiences working
with manipulatives,
pictures, arrays,word
problems, and numbers
to internalize the basic
facts.
Terms for students:
compare
greater than
less than
equal to
With significant teacher
support the student can
compare two digit
numbers using the >,=,
and < symbols.
Progressing toward
the standard
The student can fluently
compare two digit
numbers using the >,=,
and < symbols.
Meets the standard
Exceeds the
(proficient)
standard
The student can fluently
compare three digit
numbers using the >,=,
and < symbols.
The student can fluently
compare beyond 1000
using the >,=, and <
symbols.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can add and subtract within 1000 using place value strategies.
CCSS: 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction, relate the
strategy to a written method. Understanding the use of place value and need to compose or decompose
tens or hundreds.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Concrete models
include base ten and
number lines.
Using a standard
algorithm of carrying or
borrowing is not an
expectation at this
grade level.
With significant teacher
support the student can
add and subtract within
within 100 (using
concrete models to
communicate) with and
without regrouping.
Progressing toward
the standard
The student can add
and subtract within
within 100 (using
concrete models to
communicate) with and
without regrouping.
Meets the standard
Exceeds the
(proficient)
standard
The student can add
and subtract within
within 1,000 (using
concrete models to
communicate) with and
without regrouping.
The student can add
and subtract within
1,000 (using concrete
models to
communicate) with and
without regrouping.
Example: 354 + 287 = _
The student can add or
subtract within 1000
with ease by using an
algorithm or strategy
based on place value.
The student can use
multiple strategies, such
as applying the
commutative or
associate property.
I started at 354 and jumped
200. I landed on 554. I then
made 8 jumps of 10 and
landed on 634. I then jumped
6 to land on 640. Then I
jumped 1 more and landed
on 641. 354 + 287 = 641
(student shows this on a
number line)
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can measure and estimate lengths using units such as inches, feet,
centimeters and meters.
CCSS: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
When Second Grade students
are provided with
opportunities to create and
use a variety of rulers, they
can connect their
understanding of nonstandard units from First
Grade to standard units in
second grade. For example
helping student move through
accurate use of the following
types of rulers:
With significant teacher
support the student can
order objects by length,
can measure using nonstandard units.
Progressing toward
the standard
The student can order
objects by length, can
measure using nonstandard units. They
may use some of the
units of measurement
accurately, but not all.
Meets the standard
Exceeds the
(proficient)
standard
The student can
accurately estimate,
measure and record
lengths in inches, feet,
centimeters and meters.
The student can
measure and record
accurate measurements
in inches, feet,
centimeters, and meters
using halves, and
quarters.
By the end of Second Grade,
students will have also
learned specific
measurements as it relates to
feet, yards and meters:
! There are 12 inches in a
foot.
! There are 3 feet in a yard.
! There are 100 centimeters
in a meter.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can relate addition and subtraction to length.
CCSS: 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are
given the same units by using drawings (such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Terms for students:
inch
foot
yard
centimeter
meter
ruler
yardstick
meter stick
measuring tape
estimate
length
equation
number line
point
With significant teacher
support the student can
solve addition and
subtraction word
problems within 50
involving lengths that
are given in the same
units by using drawings
and equations to
represent the problem
and solution.
Progressing toward
the standard
The student can solve
addition and subtraction
word problems within 50
involving lengths that
are given in the same
units by using drawings
and equations to
represent the problem
and solution.
Meets the standard
Exceeds the
(proficient)
standard
The student can solve
addition and subtraction
word problems within
100 involving lengths
that are given in the
same units by using
drawings and equations
to represent the problem
and solution.
The student can solve
addition and subtraction
word problems within
100 involving lengths
that are given in the
same units by using two
or more strategies to
represent the problem
and solution.
The student begins to
understand the concept
of measuring area as it
relates to addition and
multiplication (can begin
to measure areas by
placing one inch square
tiles on a shape and
counting them).
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can tell and write time to the nearest five minutes using analog and digital
clocks.
CCSS: 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, a.m and p.m.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Terms for students:
clock
hand
minute
hour
a.m.
p.m.
analog clock
digital clock
quarter ‘til
quarter past
quarter hour
half hour
past
til
after
until
With significant teacher
support the student can
tell and record time from
analog and digital
clocks to the nearest
hour, half hour including
AM and PM.
Progressing toward
the standard
The student can tell and
record time from analog
and digital clocks to the
nearest hour, half hour
including AM and PM.
Meets the standard
Exceeds the
(proficient)
standard
The student can tell and
record time from analog
and digital clocks to the
nearest five minutes
including AM and PM.
The student can tell and
record time from analog
and digital clocks to the
nearest minute and/or
seconds including AM
and PM.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can solve word problems involving money.
CCSS: 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
¢ symbols appropriately
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
toward standard
Terms for students:
quarter
dime
nickel
dollar
cent(s)
$
heads
tails
With significant teacher
support the student can
solve word problems
involving nickels. dimes,
and quarters using the
dollar sign and cents
sign appropriately.
Progressing toward
the standard
The student can solve
word problems involving
nickels. dimes, and
quarters using the dollar
sign and cents sign
appropriately.
Meets the standard
Exceeds the
(proficient)
standard
The student can solve
word problems involving
dollar bills, quarters,
dimes, nickels and
pennies using the dollar
sign and cents sign
appropriately.
The student can solve
word problems involving
dollar bills, quarters,
dimes, nickels and
pennies using the dollar
sign and cents sign
appropriately, including
making correct change
and going beyond $10.
2nd Grade Rubrics! !
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Content Area: Math
Report Card Language: The student can divide circles and rectangles into two, three, or four equal parts.
CCSS: 2.G.3 Partition circles and rectangle into two, three, or four equal shares, describe the shares using
the words halves, thirds, half of, a third of, etc. and describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical wholes need not have the same shape.
Performance Levels for Reported Standards
Evidence/Notes
Limited progress
toward standard
Students should be
given many opportunities
to explore this concept
with paper strips and
other models.
Halves
Thirds
Half of
Fourths
Quarter of
With significant teacher
support the student can
partition and label
halves of a whole.
Progressing toward
the standard
The student can
partition and label
halves of a whole.
Meets the standard
Exceeds the
(proficient)
standard
The student can partition
and label halves, thirds
and fourths of a whole.
The student shows an
understanding that
fractional parts may not
be symmetrical.
The student can
partition and label
halves, thirds and
fourths on three or more
polygons.
Example: Partition each
rectangle into fourths in
different ways
The student can
express the area of
each part as a unit
fraction of the whole.
For example, can
partition a shape into 4
parts with equal area
and describe the area of
each part as 1/4 of the
area of the shape.