Kinder
Content Rubric—Claim 1
K.NBT.A: Work with
numbers 11-19 to gain
foundations for place value.
K.NBT.A Compose and decompose
numbers from 11 to 19 into
ten ones and some further
ones, e.g., by using objects
or drawings, and record
each composition or
decomposition by a drawing
or equation (such as 18 =
10 + 8); understand that
these numbers are
composed of ten ones and
one, two, three, four, five,
six, seven, eight, or nine
ones.
0
1
2
Does Not Meet Standard Yet
Level 0 students show
inconsistent or no
understanding and skill with
numbers 11-19 to gain
foundations for place value
by not:
 Finding number
combinations of 12.
Level 1 students show little
understanding and skill with
numbers 11-19 to gain
foundations for place value
by:
 Minimally completing
part of the task correctly,
but not enough to
demonstrate
understanding and skill
with place value.
OR
Level 2 students show a
partial understanding and
skill with numbers 11-19 to
gain foundations for place
value by:
 Finding 3-4 of the
number combinations of
12 (without showing 12
as ten ones and 2 more
ones).
3
4
Meets Standard
Exceeds Standard
Level 3 students show a
good understanding and
skill with numbers 11-19 to
gain foundations for place
value by:
 Finding 5-6 of the
number combinations of
12 (Including 10 cows in
one pen and 2 in the
other).
Level 4 students show a
thorough understanding and
skill with numbers 11-19 to
gain foundations for place
value by:
 Accurately finding all
seven combinations of
12
 Was clearly able to
decompose and
interpret 12 as 10 ones
and 2 more ones.
 Finding 1-2
combinations of the
number 12.
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
Cows in aPen (Kinder)
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
that he/she was sure
his/her work was
complete the examples
don’t necessarily
support student
reasoning, but are
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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