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FIRST GRADE

2016-2017

Summative Assessment

Administration Manual & Scoring Guide

STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to

be a globally engaged and productive citizen.

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of

public education in North Carolina.

WILLIAM COBEY

Chair :: Chapel Hill – At-Large

A.L. COLLINS

Vice Chair :: Kernersville – Piedmont Triad Region

DAN FOREST

Lieutenant Governor :: Raleigh – Ex Officio

DALE FOLWELL

State Treasurer :: Raleigh – Ex Officio

MARK JOHNSON

Secretary to the Board :: Raleigh

BECKY TAYLOR

Greenville – Northeast Region

REGINALD KENAN

Rose Hill – Southeast Region

AMY WHITE

Garner – North Central Region

OLIVIA OXENDINE

Lumberton – Sandhills Region

GREG ALCORN

Salisbury – Southwest Region

TODD CHASTEEN

Blowing Rock – Northwest Region

WAYNE MCDEVITT

Asheville – Western Region

ERIC DAVIS Charlotte – At-Large

PATRICIA N. WILLOUGHBY Raleigh – At-Large

NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, State Superintendent :: 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs,

employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military

service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to: Deputy State Superintendent ::6368 Mail Service Center, Raleigh, NC 27699-6368 :: Phone: (919) 807-3200 :: Fax: (919) 807-3388

Visit us on the Web :: www.ncpublicschools.org M0117

For feedback about assessment, please send to [email protected] or [email protected]

NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST GRADE 1

First Grade Administration Manual and Scoring Guide

Mathematics Summative Assessment

In response to North Carolina legislative and State Board requirements, the NC Department of

Public Instruction provides Local Education Agencies with state-developed assessments to be

implemented for Kindergarten, First and Second Grades. These assessments are to include

documented, on-going individualized assessments throughout the year and a summative

evaluation at the end of the year. These assessments monitor achievement of benchmarks in

the North Carolina Standard Course of Study for Mathematics.

The intended purposes of these assessments are:

● To provide information about the progress of each student for instructional adaptations and

early interventions.

● To provide next-year teachers with information about the status of each of their incoming

students.

● To inform parents about the status of their children relative to grade-level standards at the

end of the year.

● To provide the school and school district information about the achievement status and

progress of groups of students in grades K, 1, and 2.

These state-developed assessment materials are aligned with the NC Standard Course of Study for Mathematics and may be adopted or modified as appropriate for individual school districts. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Feedback may be sent to NCDPI Mathematics Consultants, Denise Schulz ([email protected]) or Kitty Rutherford ([email protected]).

INTRODUCTION

The First Grade Mathematics Summative Assessment is designed to assess student proficiency

on the standards from the NC Standard Course of Study for Mathematics at the end of the school

year.

The tasks in the student mathematics assessment booklet are designed to mirror tasks and

assessment items that students should be experiencing throughout the year. District leaders

have the option to use the assessment as presented or to adapt the assessment to best meet

student needs and district requirements.

The number of days used to administer the assessment is a district decision or a teacher-based

decision based on each class’ situation. However, the assessment is to be administered at the

end of the school year.


ASSESSMENT MATERIALS

Each student will need a student booklet and a pencil. Each student will also need access to

counters or cubes throughout the assessment. The counters or cubes can be provided to each

student in individual bags or boxes, or they can be located in a central space from which the

children can access as needed.

ASSESSMENT MATERIALS Included Additional Student Booklet ü

Pencil ü

Counters or cubes (approx. 20) ü

Calculators are not used during this assessment.

ADMINISTERING THE ASSESSMENT

Preparing the students

Because the assessment tasks are similar to the tasks used for daily instruction and on-going

formative assessment, no special preparation for students is necessary. However, teachers may

want to explain to the students that these tasks provide a way to see what each student knows

and what each student still needs to learn. The teacher may also want to explain that the

students will need to answer each question on their own, without support from other classmates

or the teacher.

As during daily instruction, students should have a relaxed atmosphere in which to do the tasks.

This assessment is not timed. Students should have as much time as needed, within reason.

Selecting the tasks

The tasks can be administered in a sequence that best fits the learning environment. The tasks

do not need to be administered in the order presented. District leaders(s) may decide a particular

order for assessment administration or the decision may be left to the individual teacher.

However, some tasks may have multiple parts that will need to be administered together.

Administration models

The assessment can be administered in several ways. The District Leader(s) may designate a

uniform administration process for all teachers to follow within the LEA/District or the teachers

may be asked to decide on one or more assessment models to use based on their particular

students and unique situations.

When assessing young children, it is important to remember that they frequently know more than

they can record in traditional, symbolic formats. “Age, fluency with language, and experiences

influence how successful students are likely to write a strong explanation or offer an explanation

orally” (Joyner & Muri, 2011). Therefore, Individual and Small Group are suggested models for

administration.

Whole Class: The teacher reads the directions for each task aloud to the entire class

and all students complete the same items in their student booklet at the same time.


The teacher needs to consider the varying abilities of the students and select

items to be presented in this format that are most likely answered in

approximately the same amount of time. This prevents situations in which

students who need additional time to complete the task are rushed, or students

who are ready to move on to the next question are waiting for other classmates

to finish.

The teacher also needs to ensure that there is an adequate supply of counters

or cubes for each student in the class to use during the assessment.

Small Group: The teacher reads the directions for each task aloud to a small group of students. A small group of students complete the same items in their student booklet at the same time.

This model allows students in the same room to be working on different

assignments or tasks at the same time. Teachers need to read the directions

aloud to the students, so it is possible that some of the students are completing

assessment tasks while other students are working on other classroom tasks

and activities. Teachers may decide to set up various centers/stations of which

the students move through, thus completing many of the assessment tasks after

an entire rotation is completed.

Individual: Depending on the students’ needs, the teacher may opt to read the directions for each task aloud to one student.

This model allows for students who may have been absent from assessment

administration or students who require more one-on-one support for the

completion of the assessment.

The teacher may read aloud all directions and all questions to the students. If a student(s) asks

for clarification, the teacher may reread the directions and questions aloud as often as needed

or may substitute a familiar word for an unfamiliar word (e.g., “number sentence” for

“equation”). However, since the teacher is seeking information about what the student can do

independently, the teacher may not coach or instruct a student on how to answer a question.

Monitoring Students at Work

While students are working, the teacher observes the students carefully and makes notes about

the manner in which each student accomplishes the tasks. The teacher is encouraged to find

out as much as possible about what students are thinking and how they go about working on

tasks. As the teacher works with a student, s/he asks the student questions to gain insight into

his/her understanding and makes notes about student’s responses. For example, the teacher

might say, “Tell me about the picture you have drawn.” or “What are you doing with the

counters?” or “What else can you tell me?” Discussions with students offer rich information

about individual student’s understandings.

If students do not understand a question and ask, “What does this mean?” or say, “I don’t get it,”

the teacher may repeat the directions, substitute a familiar word for an unfamiliar word if

necessary, and say, “Do the best you can.”


SCORING THE ASSESSMENT

What does Proficient mean?

When students are proficient with a particular standard/cluster, then they:

can model and explain the concepts,

use the mathematics appropriately & accurately, and

are fluent and comfortable in applying mathematics.

A benchmark assessment is like a snapshot- it provides a picture of a student’s performance at

one point in time. This snapshot is combined with other “pictures” to create a comprehensive

photo album of a student’s mathematics performance (Joyner, 2012).

This Summative Assessment is designed to provide additional evidence of students’

independent work and will be included with other information gathered about the student. This assessment is not intended to provide a complete picture of a student’s mathematics understandings. When determining overall student proficiency levels, this assessment should

be combined with additional documentation such as student products, formative assessment

tasks, checklists, notes, and other anecdotal information.

Determining Proficiency in Performance and Understanding

The Summative Assessment is scored using the Student Performance Rubric. As the teacher

scores each student’s booklet, the teacher may record notes and observations for that student

on the Student Summary for Conference and Instructional Planning form. A Class Summary

form is provided to gain a global understanding of the class’ proficiency and for assisting with

instructional groupings and planning.

Tool Purpose Page #

Student Performance Rubric

Used to determine proficiency in performance and

understanding for each task or collection of tasks. Pages 7-16

Student Summary for Conference/ Instructional Planning

Used for individual students to take notes, share at

conferences, and plan instruction.

Pages 19-21

in Student

Book

Class Summary

Used to compile all students’ proficiency levels with

each task or collection of tasks for instructional

groupings and planning.

Page 17

When scoring each student’s response, the teacher needs to pay particular attention to what the

student does and does not understand. Both are equally important. In addition, the teacher

needs to look beyond whether an answer was correct or incorrect by looking carefully at the

types of mistakes that were made. Some mistakes that children make come from a lack of

information. At other times mistakes reflect a lack of understanding. There is logic behind

students’ answers. The teacher must look for the reasons for the responses and identify any

misconceptions that may exist.

The intent of this assessment is to identify a student’s level of proficiency for each standard, but

does not address whether a student performs above the proficient level, or Level IV. There will

be situations where a student may show a greater depth of understanding or more complex


thinking than is addressed on the proficiency rubrics. Teachers should use their professional

judgment in determining whether a student has shown performance and understanding of

mathematical concepts above the level of proficient.

Student Summary

Once the student’s work has been carefully reviewed and the proficiency scores have been

determined using the Student Performance Rubric, the teacher summarizes the student’s

strengths and areas of focus for each of the domains on the Student Summary for Conference and Instructional Planning form. The information on this form can then be used to guide

instruction, to share with families during conferences, to inform support staff, and to discuss in

Professional Learning Communities.

Proficiency Beyond the End-of-Year Benchmark Assessment As stated earlier, the Summative Assessment is one piece of data collected to determine a

student’s mathematics understanding. When determining overall proficiency for a particular

standard or cluster, a variety of evidence is collected. In addition to the collection of evidence,

the following Mathematics Proficiency Levels rubric (page 18) can help solidify to what degree

a student has reached overall proficiency in mathematics.

SUMMARY

This Summative Assessment has been provided to help efforts to conduct on-going assessment

of students. These items and tasks within this assessment are not intended to provide a

complete picture of a student’s mathematics understandings. Combined with additional

documentation, teachers will be able to make inferences about student achievement and support

each student’s development as a competent mathematician.

2016-2017 Summative Assessment Standards

First Grade


O

pera

tions

and

Alg

ebra

ic T

hink

ing

NC Mathematics Standard Assessment

Task Represent and solve problems involving addition and subtraction. 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.

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or

equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to

represent the problem.

Task 1, 2

Task 3

Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction as an unknown-addend problem.

Task 5

Task 5

Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on; making ten; decomposing a number leading to a ten; using the

relationship between addition and subtraction; and creating equivalent but easier or known sums.

Task 4, 5

Task 1, 2

Work with addition and subtraction equations. 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three

whole numbers.

Task 6

Task 4

Num

ber a

nd O

pera

tions

in B

ase

Ten

Extend the counting sequence. 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.

Task 7

Understand place value. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and 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 =.

Task 7

Task 8

Use place value understanding and properties of operations to add and subtract. 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 of 10-90 from multiples of 10 in the range of 10-90, 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 use.

Task 6, 9

Task 10

Task 6, 11

Mea

sure

men

t an

d D

ata

Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly using a third

object.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of

a shorter object end to end; Understand that the length measurement of an object is the number of

same-size length units that span it with no gaps or overlaps.

Task 13

Task 13

Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Task 12

Geo

met

ry Reason with shapes and their attributes.

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.

Task 14

First Grade Student Performance Rubrics 2016-2017


Task 1 OPERATIONS AND ALGEBRAIC THINKING

Problem-Type: Compare/Bigger Unknown

Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,



Add and subtract within 20. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on: making ten; decomposing a number leading to a ten; using relationship

between addition and subtraction; and creating equivalent but easier or known sums.

Answer Key: Reese has 8 more toy cars than Jose. Jose has 7 toy cars. How many toy cars does Reese have? 15 toy cars (e.g., 8 + 7 = □; □ = 8 + 7, 7 + 8 = □ ) Student Work Sample:

Note: Symbols may vary. Equations can be written in a different format, such as 8 + 7 =15. If a student

does not identify the unknown, then a teacher may prompt by asking them to put a box or underline the

unknown. Students may write equations before, during or after solving a problem.

Level 1 The student responds in the following ways:

• Evidence of one of the descriptors in Level 3


• Evidence of two of the descriptors in Level 3

Level 3

The student responds in the following ways:

● Correct Equation (8 + 7 = □; □ = 8 + 7)

AND

● Correct Solution (15 toy cars)

AND

● Solution strategies are based on one of the following:

● Makes a ten

● Counts on from either 8 or 7

● Uses the relationship between addition and subtraction

● Makes a simpler problem




Problem-Type: Compare/Smaller Unknown

Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,



Add and subtract within 20. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on: making ten; decomposing a number leading to a ten; using relationship

between addition and subtraction; and creating equivalent but easier or known sums.

Answer Key: The box of popsicles has 6 fewer cherry popsicles than grape. The box of popsicles has 18 grape popsicles. How many cherry popsicles are in the box? 12 cherry popsicles Acceptable equations can include: 18 - 6 = □ ; 6 + □ = 18; 18 = □ + 6 Student Work Sample:

Note: Symbols may vary. Equations can be written in a different format, such as 6 + □ = 18. If a student

does not identify the unknown, then a teacher may prompt by asking them to put a box or underline the

unknown. Students may write equations before, during or after solving a problem.


● Evidence of one of the descriptors in Level 3


● Evidence of two of the descriptors in Level 3

Level 3


● Correct Equation (18 - 6 = □ ; 6 + □ = 18; 18 = □ + 6)

AND

● Correct Solution (12 cherry popsicles)

AND

● Solution strategies are based on one of the following:

● Makes a ten

● Counts on from 6






Represent and solve problems involving addition and subtraction. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or

equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to

represent the problem.

Answer Key: The teacher bought fish for the new classroom fish tank. She bought 8 red fish, 9 yellow fish, and 1 green fish. How many fish did she buy for the new fish tank? 18 fish (8 + 9 + 1 = □) Addends can be listed in any order. Student Work Sample:

Note: Symbols may vary. Equations can be written in a different format, such as □ = 9 + 1 + 8. If a

student does not identify the unknown, then a teacher may prompt by asking them to put a box or

underline the unknown. Students may write equations before, during or after solving a problem.


● Evidence of one of the descriptors in Level 3


● Evidence of two of the descriptors in Level 3

Level 3


● Correct Equation

(8 + 9 + 1 = □) Addends can be listed in any order.

AND ● Correct Solution (18 fish)

AND ● Solution strategies are based on one of the following:

● Makes a ten


● Uses the commutative property to change the order of the addends





Work with addition and subtraction equations. 1.OA.5 Relate counting to addition and subtraction.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole

numbers.

Answer Key: a. 8 + ? = 17, answer is 9 b. 16 = ? + 9, answer is 7 c. 15 - 10 = ?, answer is 5 d. 14 - ? = 3, answer is 11

Level 1 Correctly answers 0 or 1 of the problems Level 2 Correctly answers 2 or 3 of the problems

Level 3 Correctly answers 4 of the problems

Task 5

OPERATIONS AND ALGEBRAIC THINKING

Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction as an unknown-addend problem.

Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction.

Answer Key: a. True: It does not matter what order I add the three addends. I can make a ten and then add

five more. b. False: If I put the 27 in the box, I could not take 27 away from 19.

Student Work Sample:

Level 1 Correctly answers 0-1 of the true/false statements with 0 accurate explanations. Level 2 Correctly answers 1-2 of the true/false statements with 1 accurate explanation.

Level 3 Correctly answers 2 of the true/false statements with 2 accurate explanations.




Work with addition and subtraction equations. 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false.

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

Answer Key: a. False: 15 is not equal to 17 b. False: 40 is not equal to 30 c. False: 86 > 68 d. True: 100 = 100

Sample Student Work:

a. Student answered: False, if you had 5 and 10 more it will equal 15, but if you added 2 more, it will equal 17. That will be the wrong answer for 5+5+5

b. Student answered: False, 50-20=40, that is wrong because if I had 50 and taked 20 it will equal 30.

c. Student answered: False, 86 is bigger because 68 has less tens in it; You can’t swap the tens and ones. It doesn’t make it equal.

d. Student answered: True, it’s true because fifty and fifty equal one-hundred and so does sixty and forty; I know that 50+50=100 and 60 is ten more than 50 and 40 is ten less than 50, so it equals 100.

Level 1 Correctly answers 0 or 1 of the true/false statements with 0-1 accurate explanations.

Level 2 Correctly answers 2 or 3 of the true/false statements with 2-3 accurate explanations

Level 3 Correctly answers 4 of the true/false statements with 4 correct explanations.



Task 7 Part 1

NUMBER AND OPERATIONS IN BASE TEN

Extend the counting sequence. 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.

Answer Key: A. 97, 98, 99, 100, 101, 102, 103

B. 114, 115, 116, 117, 118, 119, 120 NOTE: The digits within each number need to be in correct order for the item to be counted correct (Ex.

thirty-four is written as 34, not 43). This response would be considered Level 2. Level 1 Correct continues the counting sequence for no sets of missing numbers.

Level 2 Correct continues the counting sequence for 1 set of missing numbers.

Level 3 Correct continues the counting sequence for 2 sets of missing numbers.

Task 7 Part 2


Understand place value. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

Answer Key: Using pictures or words, explain if 16 and 61 are the same or different. Circle same or different. Different Sample student responses: I know the 1 in 16 represents one group of ten. The 1 in 61 represents 1 one. ORI know the 6 in 61 represents six groups of tens. The 6 in 16 represents 6 ones. OR

OR

Level 1 Student incorrectly identifies that the numbers are the same.

Level 2 Student identifies that the numbers are different, but is unable to provide a correct

explanation. Level 3 Student identifies that the numbers are different with a correct explanation.



Task 8 NUMBER AND OPERATIONS IN BASE TEN

Understand place value. 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 =.

Answer Key: 45 < 54

68 = 60 + 8

70 + 9 > 69 Level 1 Correctly answers 0-1 of the expressions Level 2 Correctly answers 2 of the expressions

Level 3 Correctly answers 3 of the expressions

Task 9


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

Answer Key: 93 68


● Incorrectly solves both problems

AND

● Incorrectly represents the problems.

Level 2


● Correctly solves and represents one of the two problems

OR

● Accurately solves both problems but incorrectly represents the problems with pictures,

numbers, and/or words

OR

● Inaccurately solves both problems but correctly represents the problems with pictures,

numbers, and/or words

Level 3


● Correctly solves both problems

AND

● Correctly represents the problems using pictures, numbers, and/or words



Task 10 NUMBER AND OPERATIONS IN BASE TEN

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

Teacher reads each equation to the student: Problem A: 83 + 10 (repeat) Problem B: 17 + 10 (repeat) Problem C: 50 – 10 (repeat) Problem D: 74 – 10 (repeat)

Answer Key:

a. 83 + 10 = 93

b. 17 + 10 = 27

c. 50 – 10 = 40

d. 74 – 10 = 64

Note: Some students may need to write down the equations. However, this standard requires students to

solve mentally (no tools). Level 1 Correctly answers 0 or 1 of the problems using only mental strategies.

Level 2 Correctly answers 2 or 3 of the problems using only mental strategies.

Level 3 Correctly answers 4 of the problems using only mental strategies.

Task 11


Use place value understanding and properties of operations to add and subtract. 1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90, 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.

Answer Key: 40

Strategies may vary

Level 1

The student responds in the following way:

● Incorrectly solves the problem

AND

● Incorrectly uses place value relationships to represent the problem

OR

● Answer is omitted


● Correctly solves the problem

OR

● Correctly uses place value relationships to accurately represent the problem

Level 3


● Correctly solves the problem

AND

● Correctly uses place value relationships to accurately represent the problem



Task 12 MEASUREMENT AND DATA

Tell and write time

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

Answer Key: a. 1:30 b. 11:00 c. 6:00 d. 9:30

Level 1 Correctly writes 0-1 of the given times Level 2 Correctly writes 2-3 of the given times

Level 3 Correctly writes 4 of the given times

Task 13

MEASUREMENT AND DATA

Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly using a third object.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a

shorter object end to end; Understand that the length measurement of an object is the number of same-

size length units that span it with no gaps or overlaps.

Answer Key: Part A: C, A, B

Part B: Paperclip A, provides an explanation that refers to the length measurement such as, Paperclip A is three units long and Paperclip B is two units long.

Level 1 The student responds in 0 or 1 of the following ways:

● Correctly orders the pencils

● Correctly identifies Paperclip A as the longer paperclip

● Provides an adequate explanation about the length of the paperclips

Level 2 The student responds in 2 of the following ways:




Level 3

The student responds in 3 of the following ways:






Task 14 GEOMETRY

1.G.3 Partition circles and rectangles into 2 and 4 equal shares, describing 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.

Answer Key: Part A: Accept any partition into halves. Students should describe 2 equal pieces as halves. They may also use the terms: two of or half of.

Part B: Accept any partition of the first circle into halves, and accept any partition of the second circle into fourths. Students explain when there are more equal shares, the size of the shares gets smaller.

Level 1

The student responds in 0-2 of the following ways:

● Correctly partitions rectangles into halves

● Correctly explains that halves are 2 equal pieces

● Correctly partitions the first circle into halves

● Correctly partitions the second circle into fourths

● Correctly explains that when there are more parts, the pieces are smaller.

Level 2

The student responds in 3-4 of the following ways:






Level 3

The student responds in ALL of the following ways:






First Grade Class Summary Mathematics Summative Assessment


NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA

GEO-METRY OPERATIONS AND ALGEBRAIC THINKING

1.OA.1 1.OA.6

1.OA.1 1.OA.6 1.OA.2

1.OA.5 1.OA.8

1.OA.3 1.OA.4 1.OA.5

1.OA.7 1.NBT.4 1.NBT.6 1.NBT.1 1.NBT.2 1.NBT.3 1.NBT.4 1.NBT.5 1.NBT.6 1.MD.3

1.MD.1 1.MD.2 1.G.3

Student Name Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Part 1

Task 7 Part 2 Task 8 Task 9 Task 10 Task 11 Task

12 Task 13

Task 14


Mathematics Proficiency Levels

SELD

OM

Level I Limited Performance and Understanding

• Exhibits minimal understanding of key mathematical ideas at grade level • Rarely demonstrates conceptual understanding • Seldom provides precise responses • Seldom uses appropriate strategies • Consistently requires assistance and alternative instruction • Uses tools inappropriately to model mathematics

INC

ON

SIST

ENT

Level II Not Yet Proficient in Performance and Understanding

• Inconsistently uses tools appropriately and strategically • Demonstrates inconsistent understanding of key mathematical ideas at

grade level • Demonstrates inconsistent conceptual understanding of key mathematical

ideas at grade level • Inconsistent in understanding and application of grade level appropriate

strategies • Depends upon the assistance of teacher and/or peers to understand and

complete tasks • Needs additional time to complete tasks • Applies models of mathematical ideas inconsistently

CO

NSI

STEN

T

Level III Proficient in Performance and Understanding

• Consistently demonstrate understanding of mathematical standards and cluster at the grade level

• Consistently demonstrates conceptual understanding • Consistently applies multiple strategies flexibly in various situations • Understands and fluently applies procedures with understanding • Consistently demonstrates perseverance and precision • Constructs logical mathematical arguments for thinking and reasoning • Uses mathematical language correctly and appropriately

BEY

ON

D

Level IV Advanced in Performance and Understanding

• Consistently demonstrates advanced conceptual mathematical understandings

• Consistently generates tasks that make connections between and among mathematical ideas

• Consistently applies strategies to unique situations • Consistently demonstrates confidence to approach tasks beyond the

proficiency level for grade • Consistently initiates mathematical investigations

2016-2017 1st grade summative administration …maccss.ncdpi.wikispaces.net/file/view/2016-2017 1st...

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