1st Grade Math Rubric
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FIRST GRADE MATH STANDARDS BASED RUBRIC NUMBER SENSE Essential Standard: 1.0 STUDENTS UNDERSTAND AND USE NUMBERS UP TO 100. First Trimester FAR BELOW/BELOW BASIC BASIC ¾ Demonstrates the ability to ¾ Demonstrates the ability to 1.1 count, read and write whole count, read and write whole numbers to 25. numbers below 50. ¾ Shows no ability to compare ¾ Can compare and order whole 1.2 and order whole numbers. numbers to 50, introducing the symbol for equality. ¾ 1.3
Unable to represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions.
Second Trimester FAR BELOW/BELOW BASIC ¾ Count, read and write whole 1.1 numbers to 25.
¾
Inconsistently represents equivalent forms of the same number through the use of physical models, diagrams, and number expressions. BASIC Count, read and write whole numbers to 50.
¾
¾
¾
¾
Unable to compare and order whole numbers to 25.
¾
Compare and order whole numbers to 100, introducing symbol for equality.
¾
¾
Unable to represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions. Make reasonable estimates when comparing numbers up to 15.
¾
Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 10. Make reasonable estimates when comparing numbers to 25.
¾
1.2
1.3
¾ 3.1
¾
¾
¾
8-08
¾
PROFICIENT Demonstrates the ability to count, read and write whole numbers to 50. Can compare and order whole numbers to 50, using the symbols for less than, equal to or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 10. PROFICIENT Demonstrates the ability to count, read and write whole numbers to 100. Can compare and order whole numbers to 100, using the symbols for less than, equal to, or greater than (< = >). Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 20. Make reasonable estimates when comparing larger or smaller numbers.
¾ ¾
¾
¾ ¾
¾
¾
ADVANCED Demonstrates the ability to count, read and write whole numbers above 50. Can compare and order whole numbers above 50, using the symbols for less than, equal to, or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions above 10. ADVANCED Count, read and write whole numbers above 100. Compare and order whole numbers above 100, using the symbols for less than, equal to, or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions above 20. Make reasonable estimates when comparing numbers above 100.
1
Third Trimester: Benchmarks ¾ 1.4 1.5
¾
¾ 3.1
FAR BELOW/BELOW BASIC Unable to count and group objects in ones and tens. Unable to identify and knows the value of coins and shows different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers up to 25.
¾
¾
¾
BASIC Able to make groups of tens and ones but has to go back and count to find out how many altogether. Inconsistently identifies the value of coins and shows different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers to 50.
¾
PROFICIENT Count and group objects in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30+4).
¾
¾
Identify and knows the value of coins and shows different combinations of coins that equal the same value.
¾
¾
Make reasonable estimates when comparing larger or smaller numbers.
¾
ADVANCED Combining groups of ones and tens. Can identify and draw the value of coins and show different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers greater than 100.
NUMBER SENSE Essential Standard: 2.0 STUDENTS DEMONSTRATE THE MEANING OF ADDITION AND SUBTRACTION AND USE THESE OPERATIONS TO SOLVE PROBLEMS. First Trimester ¾
FAR BELOW/BELOW BASIC Knows facts to 5
¾
2.1
BASIC Know the addition and subtraction facts (sums to 10)
¾
PROFICIENT Know the addition facts (sums to 10) and the corresponding subtraction facts and commit them to memory.
¾
¾
Show the meaning of + and – to solve problems.
¾
Show the meaning of + and – to solve problems with sums to 5.
¾
Show the meaning of + and – to solve problems with sums/differences.
¾
¾
Unable to identify on more, one less.
¾
Identify one more, one less to 10.
¾
Identify one more, one less, 10 more, and 10 less than a given number.
¾
2.5
2.3
ADVANCED Knows the addition and subtraction facts above 10.
Demonstrate understanding of inverse relationship of + and – to solve problems with sums and differences. Identify and write one more, one less and 10 more, 10 less to 50.
Second Trimester ¾ 2.1
FAR BELOW/BELOW BASIC Knows facts to 5
¾
BASIC Know the addition and subtraction facts (sums to 20)
8-08
¾
PROFICIENT Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
¾
ADVANCED Knows the addition and subtraction facts above 20.
2
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums to 3.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums to 5.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums above 10.
¾
Identify one more, one less to 15.
¾
Identify one more, one less to 25.
¾
Identify one more, one less, than, 10 more than, and 10 less than a given number.
¾
Identify one more, one less, 10 more, 10 less with numbers to 100.
¾
Unable to solve addition and subtraction problems with one and two digit numbers.
¾
Inconsistently solves addition and subtraction problems with one and two digit numbers.
¾
Solves addition and subtraction problems with one- and two-digit numbers
¾
Solves addition and subtraction problems with one-, two- and three-digit numbers.
2.2
2.3 2.6
Third Trimester FAR BELOW/BELOW BASIC Demonstrate understanding of inverse relationship between + and –to solve problems with sums to 5. ¾ Unable to show the meaning of addition (putting together, increasing) and subtraction (taking away). ¾ 2.2
2.5
2.6
¾
Unable to solve addition and subtraction problems with one and two digit numbers.
¾
¾
¾
BASIC Demonstrate understanding of inverse relationship between + and –to solve problems with sums to 7. Represent with manipulatives the meaning of addition (putting together, increasing) and subtraction (taking away). Inconsistently solves addition and subtraction problems with one and two digit numbers.
¾
¾
¾
PROFICIENT Demonstrate understanding of inverse relationship between + and – to solve problems with sums to 10. Represent with manipulatives the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Solves addition and subtraction problems with one- and two-digit numbers
¾
¾
¾
ADVANCED Demonstrate understanding of inverse relationship between + and – to solve problems with sums above 10. Apply the meaning of addition and subtraction to story problems and represent with number sentences. Solves addition and subtraction problems with one-, two- and three-digit numbers.
ALGEBRA AND FUNCTIONS
Essential Standard: 1.0 STUDENTS USE NUMBER SENTENCES WITH OPERATIONAL SYMBOLS AND EXPRESSIONS TO SOLVE PROBLEMS. First Trimester ¾ 1.1
FAR BELOW/BELOW BASIC Unable to demonstrate concrete ability to solve number sentences with manipulatives.
¾
BASIC Attempt to solve number sentences using manipulatives involving addition and subtraction.
8-08
¾
PROFICIENT Write and solve number sentences from problem situations that express relationships involving + and -.
¾
ADVANCED Create problem situations involving + and – that might lead to given number sentences.
3
Second Trimester ¾ 1.1
FAR BELOW/BELOW BASIC Do not demonstrated concrete ability to solve number sentences with manipulatives.
¾
BASIC Attempt to solve number sentences using manipulatives involving addition and subtraction.
¾
PROFICIENT Write and solve number sentences from problem situations that express relationships involving + and -.
¾
ADVANCED Create problem situations involving + and – that might lead to given number sentences.
Third Trimester ¾ 1.3
FAR BELOW/BELOW BASIC Can solve story problem only with manipulatives.
¾
BASIC Can solve story problem with manipulatives making connection to number sentence.
¾
PROFICIENT Create problem situations involving + and – that might lead to given number sentences.
¾
ADVANCED Ability to create, write and solve problem situation involving higher level + and –.
MEASUREMENT AND GEOMETRY Essential Standard: 1.0 STUDENTS USE DIRECT COMPARISON AND NONSTANDARD UNITS TO DESCRIBE THE MEASUREMENTS OF OBJECTS. Third Trimester
1.1
1.2
FAR BELOW/BELOW BASIC ¾ Unable to compare length, weight, or volume of two or more objects by using direct comparison or a nonstandard unit. ¾ Unable to tell time to the nearest half hour and relates time to events.
¾
¾
BASIC Is able to compare length, weight, or volume of two or more objects by using direct comparison or a nonstandard unit. Inconsistently tells time to the nearest half hour and relates time to events.
8-08
¾
¾
PROFICIENT Compare of length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. Tells time to the nearest half hour and relates time to events.
¾
¾
ADVANCED Can state exact numerical difference between objects being compared, e.g., How many more than? Can consistently tell time to the nearest half hour and relate time to events
4
MEASUREMENT AND GEOMETRY Essential Standard: 2.0 STUDENTS IDENTIFY COMMON GEOMETRIC FIGURES, CLASSIFY THEM BY COMMON ATTRIBUTES AND DESCRIBE THEIR RELATIVE POSITION IN SPACE. Third Trimester FAR BELOW/BELOW BASIC Identifies triangles, rectangles, squares and circles (including faces of 3 dimensional). ¾ Unable to classify familiar plane and solid objects by common attributes (vertices, angles). ¾ 2.1
2.2
¾
¾
BASIC Identifies and describes triangles, rectangles, squares and circles (including faces of 3 dimensional). Inconsistently classify familiar plane and solid objects by common attributes (vertices, angles).
¾
¾
PROFICIENT Identifies, describes and compares triangles, rectangles, squares and circles (including faces of 3 dimensional). Classify familiar plane and solid objects by common attributes (vertices, angles).
¾
¾
ADVANCED Can compare and contrast how the unit of measuring affects the total numbers, e.g., I need more paper clips than pencils. Classify, compare and contrast familiar plane and solid objects by common attributes (vertices, angles).
STATISTICS, DATA ANALYSIS, AND PROBABILITY Essential Standard: 1.0 STUDENTS ORGANIZE, REPRESENT, AND COMPARE DATA BY CATEGORY ON SIMPLE GRAPHS AND CHARTS. First Trimester ¾ 1.2
FAR BELOW/BELOW BASIC Read and interpret data from various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
BASIC Represent data using various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
PROFICIENT Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts and picture graphs.
¾
ADVANCED Create real picture graphs from student-collected data. Read and interpret tally graphs. Students generate complex questions regarding the graph.
Second Trimester ¾ 1.2
FAR BELOW/BELOW BASIC Read and interpret data from various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
BASIC Represent data using various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
8-08
¾
PROFICIENT Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts and picture graphs.
¾
ADVANCED Create real picture graphs from student-collected data. Read and interpret tally graphs. Students generate complex questions regarding the graph.
5
STATISTICS, DATA ANALYSIS, AND PROBABILITY Essential Standard: 2.0 STUDENTS SORT OBJECTS AND CREATE AND DESCRIBE PATTERNS BY NUMBERS, SHAPES, SIZES, RHYTHMS, OR COLORS. First Trimester: Benchmarks
2.1
FAR BELOW/BELOW BASIC ¾ Unable to describe, extend, and explain ways to get to a next element in simple repeating patterns.
¾
BASIC Describe, extend and explain ways to get to a next element in simple repeating patterns with the focus on rhythmic, color, and shape.
¾
PROFICIENT Describe, extend and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
¾
ADVANCED Describe, extend and explain ways to get to a next element in complex repeating patterns (e.g., rhythmic, numeric, color, and shape).
Third Trimester: Benchmarks ¾ 2.1
FAR BELOW/BELOW BASIC Unable to describe, extend, and explain ways to get to a next element in simple repeating patterns.
¾
BASIC Describe, extend and explain ways to get to a next element in simple repeating patterns with the focus on rhythmic, color, and shape.
8-08
¾
PROFICIENT Describe, extend and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
¾
ADVANCED Describe, extend and explain ways to get to a next element in complex repeating patterns (e.g., rhythmic, numeric, color, and shape).
6
Unable to represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions.
Second Trimester FAR BELOW/BELOW BASIC ¾ Count, read and write whole 1.1 numbers to 25.
¾
Inconsistently represents equivalent forms of the same number through the use of physical models, diagrams, and number expressions. BASIC Count, read and write whole numbers to 50.
¾
¾
¾
¾
Unable to compare and order whole numbers to 25.
¾
Compare and order whole numbers to 100, introducing symbol for equality.
¾
¾
Unable to represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions. Make reasonable estimates when comparing numbers up to 15.
¾
Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 10. Make reasonable estimates when comparing numbers to 25.
¾
1.2
1.3
¾ 3.1
¾
¾
¾
8-08
¾
PROFICIENT Demonstrates the ability to count, read and write whole numbers to 50. Can compare and order whole numbers to 50, using the symbols for less than, equal to or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 10. PROFICIENT Demonstrates the ability to count, read and write whole numbers to 100. Can compare and order whole numbers to 100, using the symbols for less than, equal to, or greater than (< = >). Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions to 20. Make reasonable estimates when comparing larger or smaller numbers.
¾ ¾
¾
¾ ¾
¾
¾
ADVANCED Demonstrates the ability to count, read and write whole numbers above 50. Can compare and order whole numbers above 50, using the symbols for less than, equal to, or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions above 10. ADVANCED Count, read and write whole numbers above 100. Compare and order whole numbers above 100, using the symbols for less than, equal to, or greater than. Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions above 20. Make reasonable estimates when comparing numbers above 100.
1
Third Trimester: Benchmarks ¾ 1.4 1.5
¾
¾ 3.1
FAR BELOW/BELOW BASIC Unable to count and group objects in ones and tens. Unable to identify and knows the value of coins and shows different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers up to 25.
¾
¾
¾
BASIC Able to make groups of tens and ones but has to go back and count to find out how many altogether. Inconsistently identifies the value of coins and shows different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers to 50.
¾
PROFICIENT Count and group objects in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30+4).
¾
¾
Identify and knows the value of coins and shows different combinations of coins that equal the same value.
¾
¾
Make reasonable estimates when comparing larger or smaller numbers.
¾
ADVANCED Combining groups of ones and tens. Can identify and draw the value of coins and show different combinations of coins that equal the same value. Make reasonable estimates when comparing numbers greater than 100.
NUMBER SENSE Essential Standard: 2.0 STUDENTS DEMONSTRATE THE MEANING OF ADDITION AND SUBTRACTION AND USE THESE OPERATIONS TO SOLVE PROBLEMS. First Trimester ¾
FAR BELOW/BELOW BASIC Knows facts to 5
¾
2.1
BASIC Know the addition and subtraction facts (sums to 10)
¾
PROFICIENT Know the addition facts (sums to 10) and the corresponding subtraction facts and commit them to memory.
¾
¾
Show the meaning of + and – to solve problems.
¾
Show the meaning of + and – to solve problems with sums to 5.
¾
Show the meaning of + and – to solve problems with sums/differences.
¾
¾
Unable to identify on more, one less.
¾
Identify one more, one less to 10.
¾
Identify one more, one less, 10 more, and 10 less than a given number.
¾
2.5
2.3
ADVANCED Knows the addition and subtraction facts above 10.
Demonstrate understanding of inverse relationship of + and – to solve problems with sums and differences. Identify and write one more, one less and 10 more, 10 less to 50.
Second Trimester ¾ 2.1
FAR BELOW/BELOW BASIC Knows facts to 5
¾
BASIC Know the addition and subtraction facts (sums to 20)
8-08
¾
PROFICIENT Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
¾
ADVANCED Knows the addition and subtraction facts above 20.
2
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums to 3.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums to 5.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems.
¾
Demonstrate understanding of inverse relationship of + and – to solve problems with sums above 10.
¾
Identify one more, one less to 15.
¾
Identify one more, one less to 25.
¾
Identify one more, one less, than, 10 more than, and 10 less than a given number.
¾
Identify one more, one less, 10 more, 10 less with numbers to 100.
¾
Unable to solve addition and subtraction problems with one and two digit numbers.
¾
Inconsistently solves addition and subtraction problems with one and two digit numbers.
¾
Solves addition and subtraction problems with one- and two-digit numbers
¾
Solves addition and subtraction problems with one-, two- and three-digit numbers.
2.2
2.3 2.6
Third Trimester FAR BELOW/BELOW BASIC Demonstrate understanding of inverse relationship between + and –to solve problems with sums to 5. ¾ Unable to show the meaning of addition (putting together, increasing) and subtraction (taking away). ¾ 2.2
2.5
2.6
¾
Unable to solve addition and subtraction problems with one and two digit numbers.
¾
¾
¾
BASIC Demonstrate understanding of inverse relationship between + and –to solve problems with sums to 7. Represent with manipulatives the meaning of addition (putting together, increasing) and subtraction (taking away). Inconsistently solves addition and subtraction problems with one and two digit numbers.
¾
¾
¾
PROFICIENT Demonstrate understanding of inverse relationship between + and – to solve problems with sums to 10. Represent with manipulatives the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Solves addition and subtraction problems with one- and two-digit numbers
¾
¾
¾
ADVANCED Demonstrate understanding of inverse relationship between + and – to solve problems with sums above 10. Apply the meaning of addition and subtraction to story problems and represent with number sentences. Solves addition and subtraction problems with one-, two- and three-digit numbers.
ALGEBRA AND FUNCTIONS
Essential Standard: 1.0 STUDENTS USE NUMBER SENTENCES WITH OPERATIONAL SYMBOLS AND EXPRESSIONS TO SOLVE PROBLEMS. First Trimester ¾ 1.1
FAR BELOW/BELOW BASIC Unable to demonstrate concrete ability to solve number sentences with manipulatives.
¾
BASIC Attempt to solve number sentences using manipulatives involving addition and subtraction.
8-08
¾
PROFICIENT Write and solve number sentences from problem situations that express relationships involving + and -.
¾
ADVANCED Create problem situations involving + and – that might lead to given number sentences.
3
Second Trimester ¾ 1.1
FAR BELOW/BELOW BASIC Do not demonstrated concrete ability to solve number sentences with manipulatives.
¾
BASIC Attempt to solve number sentences using manipulatives involving addition and subtraction.
¾
PROFICIENT Write and solve number sentences from problem situations that express relationships involving + and -.
¾
ADVANCED Create problem situations involving + and – that might lead to given number sentences.
Third Trimester ¾ 1.3
FAR BELOW/BELOW BASIC Can solve story problem only with manipulatives.
¾
BASIC Can solve story problem with manipulatives making connection to number sentence.
¾
PROFICIENT Create problem situations involving + and – that might lead to given number sentences.
¾
ADVANCED Ability to create, write and solve problem situation involving higher level + and –.
MEASUREMENT AND GEOMETRY Essential Standard: 1.0 STUDENTS USE DIRECT COMPARISON AND NONSTANDARD UNITS TO DESCRIBE THE MEASUREMENTS OF OBJECTS. Third Trimester
1.1
1.2
FAR BELOW/BELOW BASIC ¾ Unable to compare length, weight, or volume of two or more objects by using direct comparison or a nonstandard unit. ¾ Unable to tell time to the nearest half hour and relates time to events.
¾
¾
BASIC Is able to compare length, weight, or volume of two or more objects by using direct comparison or a nonstandard unit. Inconsistently tells time to the nearest half hour and relates time to events.
8-08
¾
¾
PROFICIENT Compare of length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. Tells time to the nearest half hour and relates time to events.
¾
¾
ADVANCED Can state exact numerical difference between objects being compared, e.g., How many more than? Can consistently tell time to the nearest half hour and relate time to events
4
MEASUREMENT AND GEOMETRY Essential Standard: 2.0 STUDENTS IDENTIFY COMMON GEOMETRIC FIGURES, CLASSIFY THEM BY COMMON ATTRIBUTES AND DESCRIBE THEIR RELATIVE POSITION IN SPACE. Third Trimester FAR BELOW/BELOW BASIC Identifies triangles, rectangles, squares and circles (including faces of 3 dimensional). ¾ Unable to classify familiar plane and solid objects by common attributes (vertices, angles). ¾ 2.1
2.2
¾
¾
BASIC Identifies and describes triangles, rectangles, squares and circles (including faces of 3 dimensional). Inconsistently classify familiar plane and solid objects by common attributes (vertices, angles).
¾
¾
PROFICIENT Identifies, describes and compares triangles, rectangles, squares and circles (including faces of 3 dimensional). Classify familiar plane and solid objects by common attributes (vertices, angles).
¾
¾
ADVANCED Can compare and contrast how the unit of measuring affects the total numbers, e.g., I need more paper clips than pencils. Classify, compare and contrast familiar plane and solid objects by common attributes (vertices, angles).
STATISTICS, DATA ANALYSIS, AND PROBABILITY Essential Standard: 1.0 STUDENTS ORGANIZE, REPRESENT, AND COMPARE DATA BY CATEGORY ON SIMPLE GRAPHS AND CHARTS. First Trimester ¾ 1.2
FAR BELOW/BELOW BASIC Read and interpret data from various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
BASIC Represent data using various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
PROFICIENT Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts and picture graphs.
¾
ADVANCED Create real picture graphs from student-collected data. Read and interpret tally graphs. Students generate complex questions regarding the graph.
Second Trimester ¾ 1.2
FAR BELOW/BELOW BASIC Read and interpret data from various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
¾
BASIC Represent data using various types of graphs (e.g., using pictures, bar graphs, tally charts, real graphs, and picture graphs).
8-08
¾
PROFICIENT Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts and picture graphs.
¾
ADVANCED Create real picture graphs from student-collected data. Read and interpret tally graphs. Students generate complex questions regarding the graph.
5
STATISTICS, DATA ANALYSIS, AND PROBABILITY Essential Standard: 2.0 STUDENTS SORT OBJECTS AND CREATE AND DESCRIBE PATTERNS BY NUMBERS, SHAPES, SIZES, RHYTHMS, OR COLORS. First Trimester: Benchmarks
2.1
FAR BELOW/BELOW BASIC ¾ Unable to describe, extend, and explain ways to get to a next element in simple repeating patterns.
¾
BASIC Describe, extend and explain ways to get to a next element in simple repeating patterns with the focus on rhythmic, color, and shape.
¾
PROFICIENT Describe, extend and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
¾
ADVANCED Describe, extend and explain ways to get to a next element in complex repeating patterns (e.g., rhythmic, numeric, color, and shape).
Third Trimester: Benchmarks ¾ 2.1
FAR BELOW/BELOW BASIC Unable to describe, extend, and explain ways to get to a next element in simple repeating patterns.
¾
BASIC Describe, extend and explain ways to get to a next element in simple repeating patterns with the focus on rhythmic, color, and shape.
8-08
¾
PROFICIENT Describe, extend and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
¾
ADVANCED Describe, extend and explain ways to get to a next element in complex repeating patterns (e.g., rhythmic, numeric, color, and shape).
6
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