first grade - nc mathematicsmaccss.ncdpi.wikispaces.net/file/view/2014-2015 1st mid-year...

NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST GRADE 1

FIRST GRADE 2014-2015

Mid-Year Benchmark Assessment

Administration Manual & Scoring Guide


STATE BOARD OF EDUCATION

The guiding mission of the North Carolina State Board of Education is that every public school student

will graduate from high school, globally competitive for work and postsecondary education and prepared

for life in the 21st Century.

WILLIAM COBEY

Chair :: Chapel Hill

A.L. COLLINS

Vice Chair :: Kernersville

DAN FOREST

Lieutenant Governor :: Raleigh

JANET COWELL

State Treasurer :: Raleigh

JUNE ST. CLAIR ATKINSON

Secretary to the Board :: Raleigh

BECKY TAYLOR

Greenville

REGINALD KENAN

Rose Hill

KEVIN D. HOWELL

Raleigh

GREG ALCORN

Salisbury

OLIVIA OXENDINE

Lumberton

JOHN A. TATE III

Charlotte

WAYNE MCDEVITT

Asheville

MARCE SAVAGE

Waxhaw

PATRICIA N. WILLOUGHBY

Raleigh

NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., 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: Dr. Rebecca Garland, Deputy State Superintendent

6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388

Visit us on the Web :: www.ncpublicschools.org M0414

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

http://www.ncpublicschools.org/

mailto:[email protected]

mailto:[email protected]


First Grade Administration Manual and Scoring Guide

Mathematics Mid-Year Benchmark 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: Common Core State Standards 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 Common Core State

Standards 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 Mid-Year Benchmark Assessment is designed to assess student

proficiency on selected standards from the Common Core State Standards for Mathematics at the

mid-year point within the school year. The benchmarks assessed in this document were established

based on research and information from national and state experts, including the Common Core

State Standards authors. Please refer to the 2014-2015 Mid-year Benchmark Assessment Standards

table on page 8 for a description of the benchmark expectations evaluated in this assessment.

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

mid-year point 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

Pencil

Counters or cubes (approx 20)

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.

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 reads 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 in their mathematics assessment booklet, teachers may make notes as

needed about the manner in which students accomplish tasks. For example, a teacher may note if a

student uses counters for simple computation or if the student has an alternative strategy. They may note

if the student works with confidence on all of the tasks or if there some aspects that seem more difficult.

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 circulates, s/he asks the students questions to gain

insight into their understanding and makes notes about students’ 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

students’ 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).

Therefore, this Mid-Year Benchmark 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 Mid-Year Benchmark Assessment is scored using the Proficiency Rubric. As the teacher scores

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

Student Summary form. A Class Summary form is provided to gain a global understanding of the

class’ proficiency and for assisting with instructional groupings and planning.

Scoring Tool Purpose Page #

Proficiency Rubric Used to determine proficiency in performance and

understanding for each task or collection of tasks. Pages 9-13

Student Summary Used for individual students to take notes, share at

conferences, and plan instruction.

Last pages

of student

booklet

Class Summary

Used to compile all students’ proficiency levels

with each task or collection of tasks for

instructional groupings and planning.

Page 14

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 determining the next

instructional steps.

In addition, the teacher needs to look beyond whether an item’s answer is 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.


This assessment addresses student levels of proficiency for each standard, but does not address

whether a student performs above the proficient level. 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 Proficiency Rubric, the teacher summarizes the student’s strengths and areas

of focus for each of the domains on the Student Summary 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 Mid-Year Benchmark Assessment

As stated earlier, the Mid-Year Benchmark 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 15) can help solidify to what degree a

student has reached overall proficiency in mathematics.

SUMMARY

This Mid-Year Benchmark 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.


2014-2015 Mid-Year Benchmark Assessment Standards

First Grade

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Common Core State Standard Mid-Year Benchmark 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.

Solve problem-situations to 12.

Add to/Change Unknown

Take from/Change Unknown

Compare-Difference Unknown (more

and fewer)

Put Together/Take Apart- Addend

Unknown

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. Add and subtract to 10

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

example, subtract 10-8 by finding the number that makes 10 when

added to 8.

Add and subtract within 12.

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 the

relationship between addition and subtraction; and creating equivalent

but easier or known sums.

Add and subtract within 12 using multiple

strategies.

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.

Work with equations to 10.

Explore True/False equations to 10.

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Extend the counting sequence.

1.NBT.1 Count to 120, starting an any number less than 120. In this

range, read and write numerals and represent a number of objects with

a written numeral.

Count and write numbers to 60, crossing

over decades.

Understand place value.

1.NBT.2 Understand that the two digits of a two digit number

represent amounts of tens and ones. Understand the following special

cases:

a. 10 can be thought of as a bundle of ten ones – called a “ten.”

b. 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 (and0 0 ones).

Understand that the two digits of a two-digit

number represents 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 <.

Compare two two-digit numbers

Geo

met

ry Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes versus non-defining

attributes; build and draw shapes to possess defining attributes.

Distinguish rectangles from similar shapes.


The First Grade Mathematics Mid-year Assessment Tasks are scored using the following Proficiency Rubric.

Task 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

1) 47, 48, 49, 50, 51, 52

2) Counts 44 triangles and writes the number “44”.

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 a Level

II. As first graders learn to understand that the position of each digit in a number impacts the

quantity of the number, they become more aware of the order of the digits when they write

numbers. For example, a student may write “17” and mean “71”. Through teacher demonstration,

opportunities to “find mistakes,” and questioning, students become precise as they write numbers to

120. For example, “I am reading this and it says seventeen. Did you mean seventeen or seventy-

one? How can you change the number so that it reads seventy-one?”

Students may self-correct and still be given full credit.

Level I The student responds in 0 of the following ways:

Correctly writes the sequence of 5 numbers after 47.

Accurately writes “44” for the number of triangles.

Level II The student responds in 1 of the following ways:



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



Task 2 NUMBER AND OPERATIONS IN BASE TEN

Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of ten 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 =.

ANSWER

KEY

<

<

=

>

Level I The student correctly answers 0-1 of the items.

Level II The student correctly answers 2-3 of the items.

Level III The student correctly answers 4 of the items.


Task 3

OPERATIONS AND ALGEBRAIC THINKING

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.

Problem-Type: Put Together/Take Apart – Addend Unknown


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

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

ANSWER

KEY 6 red apples

Level I The student is unable to solve the problem and show their thinking.

Level II The student can solve the problem OR show their thinking.

Level III The student can solve the problem AND show their thinking.

Task 4







Problem-Type: Add To/Change Unknown



ANSWER

KEY 7 children




=


Task 5







Problem-Type: Take From/Change Unknown



ANSWER

KEY 2 paintbrushes




Task 6 OPERATIONS AND ALGEBRAIC THINKING






Problem-Type: Compare/Difference Unknown- “How many fewer?” version



Work with Addition and Subtraction equations.

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

whole numbers. For example, determine the unknown number that makes the equation true in each

of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

ANSWER

KEY 5 pencils





Task 7







Problem-Type: Compare/Difference Unknown- “How many more” version



Work with Addition and Subtraction equations.

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

whole numbers. For example, determine the unknown number that makes the equation true in each

of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

ANSWER

KEY 6 rocks




Task 8


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.

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.

ANSWER

KEY

4)

A. True

Possible justifications could include: 10 = 4 + 6; 6 + 4 = 10; both sides

have equal values (amounts or quantities)

B. False

Possible justifications could include 10 - 3 = 7 not 6 or 3 + 6 = 9 not 10;

both sides are not equal.

C. True

Possible justifications could include: 5 + 2 is 7 and 9 - 2 is 7; both sides

have equal values (amounts or quantities)

NOTE: In order for an item to be counted correct, it must have all parts of the item correct. For

example, Item A must state false and provide sound reasoning in order to be counted correct.

Level I The student correctly answers 0-1 of the items.

Level II The student correctly answers 2 of the items.

Level III The student correctly answers 3 of the items.


Task 9

GEOMETRY

Reason with shapes and their attributes. 1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes

to possess defining attributes.

ANSWER

KEY

A. No

B. No

C. Yes

D. No

E. Yes

F. No

G. No

H. Yes

Students correctly draw a rectangle and describe defining attributes correctly.

For example: rectangles are closed shapes, 4 sides, 4 angles, etc…

Level I The student correctly identifies 0-3 of the shapes and attempts to draw and describe a

rectangle but does not use defining attributes. Color, size, and orientation are not

defining attributes.

Level II The student correctly identifies 4-6 of the shapes; correctly draws and describes a

rectangle using 1 defining attribute. Color, size, and orientation are not defining

attributes.

Level III The student correctly identifies ALL of the shapes; correctly draws and describes a

rectangle using defining attributes: it is a closed shape with four sides and four angles;

all four sides can be the same size; “square angle” or right angle. Color, size, and

orientation are not defining attributes.


First Grade Class Summary Mathematics Mid-Year Benchmark Assessment

Number and

Operations in Base

Ten

Operations and Algebraic Thinking Geometry

Extend the

Counting

Sequence

1.NBT.1

Understand

Place Value

1.NBT.2

1.NBT.3

Represent

and solve

problems

involving

addition and

subtraction.

1.OA.1

Add and

Subtract

within 20.

1.OA.4

1.OA.6

Represent and solve

problems involving

addition and subtraction.

1.OA.1

Add and Subtract within

20.

1.OA.6

Represent and solve

problems involving

addition and subtraction.

1.OA.1

Add and Subtract within 20.

1.OA.6

Work with addition and

Subtraction equations.

1.OA.8

Understand

and apply

properties or

operations and

the

relationship

between

addition and

subtraction.

1.OA.3

1.OA.7

Reason with

shapes

and their

attributes

1.G.1

Student Names Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9


Mathematics Proficiency Levels

SE

LD

OM

Level 1

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

SIS

TE

NT

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

NS

IST

EN

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

BE

YO

ND

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

first grade - nc mathematicsmaccss.ncdpi.wikispaces.net/file/view/2014-2015 1st mid-year...

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