Math - Grade K Scoring Rubric Guide
Barnstable Public Schools
Mathematics - Kindergarten
Counting & Cardinality - Counts to tell number of objects
Essential Standard/Student Demonstration
K.CC.B4 Understands the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing
each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one
larger.
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
End of Year Benchmark
Exceeding Standards: Consistently counts to tell the number of objects in a scattered configuration, a line, a rectangular array and a circle beyond 20 items, using synchrony, one-to-one tagging, and some sort of organization. Has cardinality. Knows the number of objects is the same regardless of their arrangement.
Meeting Standards: Counts to tell the number of objects in a scattered configuration, a line, a rectangular array and a circle for up to 20 items, using synchrony, one-to-one tagging, and some form of organization. Has cardinality. Knows the number of objects is the same regardless of their arrangement.
Working Toward the Standards:With prompting and support, counts to tell the number of objects in a scattered configuration and line for up to 20 items using one-to-one tagging, synchrony and some form of organization. Has cardinality. May or may not know that the number of objects is the same regardless of their arrangement.
Limited Progress Toward the Standards: Unable to count to tell the number of objects for up to 20 items.
Counting & Cardinality - Can write the number (0-20) for objects counted
Essential Standard/Student Demonstration
K.CC.A.3 Writes the numbers from 0-20.
End of Year Benchmark
Exceeds Standards: Can consistently represent a count with written numerals beyond 20.
Meeting Standards: Can represent a count with written numerals 0 to 20.
Working Toward the Standards: Using a model, can represent a count with written numerals from 0 to 20.
Limited Progress Toward the Standards: Not able to use a model to represent a count for all written numerals 0 to 20.
Counting & Cardinality - Knows the number sequence to 100
Essential Standard/Student Demonstration
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1)
End of Year Benchmark
Exceeding Standards: Consistently produces the forward number word sequence, from any given number beyond 100.
Meeting Standards: Can produce the forward number word sequence for any given number within 100.
Working Toward the Standards: With prompting and support, produces the forward number word sequence from any given number within 100.
Limited Progress Toward the Standards: Produces limited forward number word sequence, from any given number less than 50.
Operations and Algebraic Thinking - Uses two numbers to make ten
Essential Standard/Student Demonstration
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
End of Year Benchmark
Exceeding Standards: Consistently uses objects or drawings to make “number pairs” for all numbers greater than 10, in more than one way (and/or uses more complex equations ex: 3+3+3+2=11) and records their thinking with drawings or equations.
Meeting Standards: Uses objects or drawings to make “number pairs” for all numbers less than or equal to 10, in more than one way, and records the “number pair” by drawing or equation.
Working Toward the Standards: With prompting and support, uses objects or drawings to make “number pairs” for all numbers less than or equal to 10, in only one way and may or may not record the “number pair” by drawing or equation.
Limited Progress Toward the Standards: Uses objects or drawings to make “number pairs” for all numbers less than or equal to 5, in only one way and may or may not record the “number pair” by drawing or equation.
Operations and Algebraic Thinking - Solves word problems to 10
Essential Standard/Student Demonstration
K.OA.A.1 Represents addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps) acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
End of Year Benchmark
Exceeding Standards: Consistently represents and solves “add to”, “take from”, and “put together/take apart” as well as other word problem situations beyond 10.
Meeting Standards: Represents and solves “add to”, “take from”, and “put together/take apart” word problem situations within
10.
Working Toward the Standards: With prompting and support, represents and solves “add to” and “take from” word problem situations within 10 and may or may not be able to solve “put together/take apart” word problem situations within
10.
Limited Progress Toward the Standards: Represents and solves “add to” and/or “take from” word problem situations within 5.
Operations and Algebraic Thinking - Fluently adds within 5
Essential Standard/Student Demonstration
End of Year Benchmark
Exceeding Standards: Consistently adds beyond 5, including zero, using efficient mental strategies or known facts.
Meeting Standards: Adds within 5, including zero, using efficient mental strategies or known facts.
Working Toward the Standards: With prompting and support, adds within 5, including zero.
Limited Progress Toward the Standards: Unable to add within 5, including zero.
Operations and Algebraic Thinking - Fluently subtracts within 5
Essential Standard/Student Demonstration
End of Year Benchmark
Exceeding Standards: Consistently subtracts beyond 5, including zero, using efficient mental strategies or known facts.
Meeting Standards: Subtracts within 5, including zero, using efficient mental strategies or known facts.
Working Toward the Standards: With prompting and support, subtracts within 5, including zero.
Limited Progress Toward the Standards: Unable to subtract within 5, including zero.
Numbers & Operations in Base Ten -
Builds and breaks apart numbers between 11-19 into tens and ones
Essential Standard/Student Demonstration
End of Year Benchmark
Exceeding Standards: Consistently explains (with objects or drawings) the ten structure of numbers beyond 19 and records the structures using a drawing or an equation.
Meeting Standards: Explains (with objects or drawings) the ten structure of the numbers 11 – 19 and records the structures using a drawing or an equation.
Working Toward the Standards: With prompting and support, explains (with objects or drawings) the ten structure of some of the numbers 11 – 19 and records the structures using a drawing or an equation.
Limited Progress Toward the Standards: Unable to explain the ten structure of any numbers 11 – 19.
Measurement and Data - Describes and compares objects
Essential Standard/Student Demonstration
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
End of Year Benchmark
Exceeding Standards: Consistently and independently describes several measurable attributes of a single object and compares more than two objects with a measurable attribute in common.
Meeting Standards: Describes several measurable attributes of a single object and compares two objects with a measurable attribute in common.
Working Toward the Standards: With prompting and support, describes several measurable attributes of a single object. May or may not be able to compare two objects with that common attribute.
Limited Progress Toward the Standards: Describes at least 1 measurable attribute of a single object.
Measurement and Data - Classifies and counts objects
Essential Standard/Student Demonstration
K.MD.B.3 Classify objects and count the number of objects in each category.
End of Year Benchmark
Exceeding Standards: Consistently and independently classifies objects and counts the number of objects in each category (greater than 10) and sorts the categories by count.
Meeting Standards: Classifies objects and counts the number of objects in each category (up to and including 10) and sorts the categories by count.
Working Toward the Standards: With prompting and support, classifies objects and counts the number of objects in each category (up to and including 10). May or may not be able to sort the categories by count.
Limited Progress Toward the Standards: Classifies objects and counts the number of objects in each category (up to and including 8). May or may not be able to sort the categories by count.
Geometry - Identify, describe, compare, and create 2 and 3 dimensional shapes
Essential Standard/Student Demonstration
K.G.A. 1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2 Correctly name shapes regardless of their orientation or overall size.
K.G.A.3 Identify shapes as two-dimensional or three-dimensional.
K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.B.5 Model shapes in the world by building shapes from components.
K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
End of Year Benchmark
Exceeding Standards: Consistently names, describes, compares and represents additional two-dimensional and three-dimensional shapes with drawings and materials, such as a rhombus, trapezoid, octagon, pentagon, prism, pyramid etc.
Meeting Standards: Names, describes, compares and represents two-dimensional and three-dimensional shapes with drawings and materials. (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres)
Working Toward the Standards: With prompting and support, names, describes and compares two-dimensional and three-dimensional shapes using oral language. May or may not be able to represent them with drawings and materials. (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres)
Limited Progress Toward the Standards: Able to name and describe some two-dimensional shapes and three-dimensional shapes.