Second Grade – revised 11-16-2015
Content Rubric—Claim 1
2.NBT.A Understand place
value.
2.NBT.A.1 Understand that the three
digits of a three-digit number
represent amounts of
hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand
the following as special cases:
a. 100 can be thought of as a
bundle of ten tens – called a
“hundred.”
0
1
2
Does Not Meet Standard Yet
Level 0 students show
inconsistent or no
understanding of place
value.
Level 1 students show little
understanding of place
value by:
 Minimally completing
part of the task correctly,
but not enough to
demonstrate his/her
knowledge and skill with
place value.
Level 2 students show a
partial understanding of
place value by:
 Finding 2 combinations
(other than those given
by Lamar and Siri) for
the number 124.
3
4
Meets Standard
Exceeds Standard
Level 3 students show a
good understanding place
value by:
Level 4 students show a
thorough understanding of
place value by:
 Accurately finding 3-4
combinations for the
number 124 (other than
those given by Lamar
and Siri).
 Accurately finding 5 or
more combinations for
the number 124 (other
than those given by
Lamar and Siri).
OR
 Finding 1 combination
for the number 124
using both tens and
ones correctly.
The students should not use any of the combinations sited in the problem to count toward their number of combinations.
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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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)
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Task Specific Rubric
Lamar and Siri Make 124 (2nd 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:
Level 2 students
demonstrate a partial ability
to clearly and precisely
construct viable arguments
in support of his or her
reasoning by:
Level 3 students
demonstrate an ability to
clearly and precisely
construct a viable argument
in support of his or her
reasoning by:
 Stating whether or not
they have or not found
all the ways.
Or
 Stating that they have or
have not found all the
ways.
 Stating that they have or
have not found all the
ways.
 Stating that they have or
have not found all the
ways.
 Gives a flawed
explanation of place
value and the various
ways they made sense of
the underlying patterns
while decomposing and
recomposing in the baseten system.
 Provides an incomplete
explanation, connecting
place value and the
various ways they made
sense of the underlying
patterns while
decomposing and
recomposing in the
base-ten system.
 Explaining or
connecting place value
and the various ways
he/she made sense of
the underlying patterns
while decomposing and
recomposing in the
base-ten system.
 Attempting to explain
his/her work, but the
examples don’t
necessarily support
student reasoning,
however they are still
mathematically viable.
Level 4 students
demonstrate a thorough
ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning by:
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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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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