Collinsville School District #10  First Grade Math Rubric Trimester 3

MATHEMATICS

Domain: Operations and Algebraic Thinking

Initiating

Developing

Secure

Represent and solve problems involving addition and subtraction

1.OA.1: Beginning to use addition within 10 to solve word problems involving situations of adding to, putting together, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.1: Use addition within 10 to solve word problems involving situations of adding to, putting together, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction

Not assessed

Add and Subtract within 20

Not assessed

Work with Addition and Subtraction equations

Not assessed

Domain: Numbers and Operations in Base Ten

Initiating

Developing

Secure

Extend the counting sequence

Cannot independently perform the tasks in the “developing”   column for this quarter.

1.NBT.1: Count to 100, starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.

Because the skill of “counting back” precedes subtraction concepts, students need to:

Count back from any number in the range of 20 – 1.

1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Student needs to maintain mastery of counting to 120, starting at any number less than 120 and in this range, reading and writing numerals and representing a number of objects with a written numeral.

Count backward from any number in the range 120 – 1.

Understand place value

Cannot independently perform the tasks in the “developing” column for this quarter.

Understands the additive property of place value. For example, 24 is composed of 20 and 4.

1.NBT.2: Also understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1. 10 can be thought of as a bundle of ten ones—called a ―ten.‖ (Known as unitizing.)
2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

(c) The numbers 10, 20, 30, 40, 50, 60,

70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Understands the additive property of place value. For example, 24 is composed of 20 and 4.

1.NBT.2: Also understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1. 10 can be thought of as a bundle of ten ones— called a ―ten.‖ (Known as unitizing.)
2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

(c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90

refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract

Cannot independently perform the tasks in the “developing” column for this quarter.

  1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.6: Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), 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 and explain the reasoning used.

Domain: Measurement & Data

Measures lengths indirectly and by iterating length units

Not assessed

Tell and write the time (hour and half hour)

Cannot independently perform the tasks in the “developing” column for this quarter

1.MD.3: Tell time in hours using analog clocks.

1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data

Not assessed

Domain: Geometry

Reason with shapes and their attributes

Cannot independently perform the tasks in the

“developing”   column for this quarter.

1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided – triangles are closed figures with three straight sides) versus non- defining attributes (e.g., color, orientation, overall size).

1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided – triangles are closed figures with three straight sides) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes.

1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.3

1.G.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.