Mathematical responses have two or more major errors or minor errors in most parts.Student meets most problem requirements.Student demonstrates fair understanding of the number concepts with minor errors.Number representations are provided but have some errors in logic or lack of detail.Mathematical responses are correct in two or three of the five parts.Student meets all problem requirements.Student demonstrates good understanding of the number concepts.Number representations are generally correct but not completely clear.Mathematical responses are correct in four of the five parts.Student demonstrates thorough understanding of the number concepts.Number representations are correctly and clearly displayed.Mathematical responses are all correct in all five parts.Student response: _ and _ is the same as _ Teacher draws dots to represent student spill Responds correctly for Animal Spill Yes No Performance Assessment Key and Scoring Rubric:Īssessment Recording Sheet and Completed Sample: Use your notes on the Assessment Recording Sheet and any other observations to assign a score using the Performance Assessment Scoring Rubric.Use the Assessment Recording Sheet to record students’ performance ( M-K-1_Performance Assessment Materials.doc). Have students tell you how the number is represented.Įxample: Student verbally completes the phrase “_ and _ is the same as _.” Students look to see how many animals are on/off the picture. Have students shake and spill the counters onto the story mat. Give the student a story board and six to ten counters. Animal Spill (see directions for Animal Spill in Lesson 3).They can represent it differently on the ten-frame, take the counters off the ten-frame and group them, make two groups with the counters, etc.Ĭircle YES if the student correctly represents the number another way.Ĭircle NO if the student does not represent the number another way. Ask students to represent the number of dogs in another way.Ask the student to count the counters on the ten-frame out loud.Ĭircle YES if the student correctly counts the number of counters.Ĭircle NO if the student does not count the number correctly.Have students use counters to represent the number of dogs on a ten-frame.Ĭircle YES if the student correctly represents the number.Ĭircle NO if the student does not represent the number correctly.Write the number on the Assessment Recording Sheet. Give each student a number of dogs based upon the number you want to assess. The number represents how many dogs they have. Ask students to pull a number card from a bowl/bag.doghouse story board ( M-K-1_Performance Assessment Materials.doc)ĭirections: Use the Assessment Recording Sheet to record students’ answers.ten-frames ( M-K-1_Performance Assessment Materials.doc).dog number cards 5 –12 ( M-K-1_Performance Assessment Materials.doc).counters (dog- or bone-shaped if possible).If one kite blew away there would be kites left. Two less than the number shown by the counters isģ kites and kites is the same as 5 kites. What number does the ten-frame show? 6ġ1. Circle the number that shows the total number of fish.ħ. Now circle the number of blocks in the stack.Ģ. If one kite blew away there would be _kites left. Two less than the number shown by the counters is _.ģ kites and _ kites is the same as 5 kites. _ stars and _ stars is the same as _ stars.ġ1. Color in boxes to show 1 more than 6 apples. Draw a line to match each number to a set.Ĥ raisins and 3 raisins is the same as raisins.ħ. Circle the number that shows the total number of fish.ģ. Circle the number of blocks in the stack. (This assessment should be read aloud to students.) Short-Answer Items: Backyard Bugs TM Set of 72 (useful for counting activities) can be purchased at.Elementary and Middle School Mathematics: A Developmental Approach by Van de Walle, 2009.Heinemann (cognitively-guided instruction), 2003. Thinking Mathematically by Thomas Carpenter, Megan Franke, and Linda Levi.The M & M’s Counting Book by Barbara Barbieri McGrath.How Many, How Many, How Many by Rick Walton.The Gummy Candy Counting Book by Amy & Richard Hutchings.The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Sas standards