SRPSD Grade 1 Math Rubrics - Srsd119.ca

SRPSD Grade 1 Math RubricsPart A: Number StrandN1.1a Say the whole number sequence 0 to 100 by 1s forward between any two givennumbers.Beginning (1)Approaching (2)Proficiency (3)64, 65, 66, 67, 68 100Mastery (4)88, 89,52, 53, 54, 55, 56, 10099 10027, 28N1.1b Say the whole number sequence 100 to 0 by 1s backward between any twogiven numbers.Beginning (1)Approaching (2)Proficiency (3)57, 56, 55, 54, 42Mastery (4)79, 7824, 23, 22, 21,.1919, 18N1.1c Say the whole number 0 to 20 by 2s forward starting at 0.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)0,2, , , , , , , 12,16,, , 208,N1.1d Say the whole number 0 to 100 by 5s forward starting at 0.Beginning (1)Approaching (2)Proficiency (3)0,5, .100Mastery (4)35,95,20,N1.1e Say the whole number 0 to 100 by 10s forward starting at 0.Beginning (1)Approaching (2)Proficiency (3)0, 10, 20, , 100Mastery (4)30,60,80,

SRPSD Grade 1 Math RubricsN1.2 Recognize at a glance (subitize) and name familiar arrangements of 1 – 10objects, dots, and pictures.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.3a Demonstrate an understanding of counting by indicating the last number saididentifies “how many”.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.3b Demonstrate an understanding of counting by showing any set has only onecount using the counting on strategy.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.3c Demonstrate an understanding of counting by using parts or equal groups tocount sets.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.4 Represent and describe whole numbers to 20 concretely, pictorially, andsymbolically. (Written)Beginning (1)Approaching (2)Proficiency (3)Mastery (4)18 1 1718 9 9

SRPSD Grade 1 Math RubricsN1.5 Compare sets containing up to 20 elements to solve problems using referentsand one-to-one.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.6 Estimate quantities to 20 by using referents.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.7 Demonstrates concretely, physically, and pictorially, how whole numbers can berepresented by a variety of equal groupings with and without singles. (Written)Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.8 Identify the number up to 20 that is one more, two more, one less, and two lessthan a given number.Beginning (1)Approaching (2)Proficiency (3)One more than 12?Two more than 9?One less than 4?Two less than 14?12 1 9 2 4 -1 14 – 2 ORMastery (4)6 dogs2 go away1 comes backHow many dogs arethere?

SRPSD Grade 1 Math RubricsN1.9a Demonstrates an understanding of addition of numbers with answers to 20concretely, pictorially, physically, and symbolically by:Beginning (1)Approaching (2)Proficiency (3)Mastery (4)DO ONE YOURSELF!N1.9b Demonstrates an understanding of subtraction of numbers with answers to 20concretely, pictorially, physically, and symbolically by:Beginning (1)Approaching (2)Proficiency (3)Mastery (4)DO ONE YOURSELF!N1.10a Describe and use mental mathematics strategies (memorization not intended)to determine basic addition facts to 18.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)N1.10b Describe and use mental mathematics strategies (memorization not intended)to determine basic subtractions facts to 18.Beginning (1)Approaching (2)Proficiency (3)Mastery (4)

SRPSD Grade 1 Math RubricsPart B: Pattern & Relations StrandP1.1 Demonstrate an understanding of a repeating pattern (two to four elements)Beginning (1)With support the studentcan create a pattern.Approaching (2)The student is able to maketheir own pattern butcannot explain why it is apattern.Proficiency (3)The student canindependently create arepeating pattern andexplain why it is a pattern.Mastery (4)The student is able tofind and correct anerror in a pattern.P1.2 Translate repeating patterns from one form of representation to another.Beginning (1)With teacherassistance the studentcan translate arepeating pattern.Approaching (2)The student is able totranslate a repeating patternbut requires an initial teacherprompt. The student haspartial understanding of theconcept of translating butcannot always do it correctly.Proficiency (3)The student canindependently translate arepeating pattern from oneform of representation toanother. (colour to shape,action to sound )Mastery (4)The student canexplain why theirpattern has beentranslated from oneform to another.P1.3 Describe equality as a balance and inequality as an imbalance, concretely,physically, and pictorially (0 – 20).Beginning (1)With teacher assistancethe student can createequal and unequalgroups.Approaching (2)The student is able tocreate equal or unequalgroups. They mayrequire some promptingto begin.Proficiency (3)The student canindependently create equaland unequal groupsconcretely, physically, andpictorially.Mastery (4)The student can explainthe process used todetermine whether twoconcrete sets are equalor unequal.P1.4 Record equalities using the equal symbol. *(this outcome/rubric could fit in withaddition question. Two rubrics, one qu estion.) (Written)Beginning (1)With teacher assistancethe student is able torecord an equality usingthe equal symbol.Approaching (2)The student is able to recordan equality with teacherprompting. There may bemistakes in their work.Proficiency (3)The student is able toindependently recordan equality using theequal symbol.Mastery (4)The student canrewrite an equality bymoving the equal signto the other side.Part C: Shape & Space StrandSS1.1 Demonstrates an understanding of measurement as a process of comparing .Beginning (1)With teacher assistancethe student is able toorder and compareobjects.Approaching (2)The student is able toorder objects but isunable to verballycompare them.Proficiency (3)The student is able toindependently order,compare, and makestatements ofcomparison.Mastery (4)The student can compareitems in their environmentaccording to length, height,mass, volume, capacity or areaand explain their reasoning.SS1.2 Sort 3-D objects and 2-D shapes using one attribute, and explain the sortingrule.Beginning (1)With teacher assistancethe student is able to sortthe shapes may be able toexplain the sorting rule.Approaching (2)The student is able tosort the objects but isunable to explain theirsorting rule.Proficiency (3)The student is able toindependently sort andexplain their sortingrule.Mastery (4)The student is able todetermine the sortingrule when given two presorted sets.SS1.3 Replicate composite 2-D shapes and 3-D objects.Beginning (1)With continuous teacherassistance the student isable to replicate a givencomposite 2-D shape and3-D object.Approaching (2)The student is able toreplicate a givencomposite 2-D shape and3-D object with someteacher prompting.Proficiency (3)The student is able toindependently replicatea given composite 2-Dshape and 3-D object.Mastery (4)The student is able toexplain a strategy toverify that theirreplication is accurate.SS1.4 Compare 2-D shapes to parts of 3-D objects in the environment.Beginning (1)With teacher assistancethe student is able toidentify something intheir environment tomatch a given 2-D shape.Approaching (2)The student is able toidentify something in theirenvironment to match agiven 2-D shape when theteacher narrows the choicesto a small number of objects.Proficiency (3)The student is able toindependently identifyobjects in theirenvironment thatmatch a given 2-Dshape.Mastery (4)The student is able toexplain the similaritiesand differencesbetween the 2-D and 3D objects.

SRPSD Grade 1 Math Rubrics

SRPSD Grade 1 Math Rubrics Part A: Number Strand N1.1a Say the whole number sequence 0 to 100 by 1s forward between any two given . SS1.1 Demonstrates an understanding of measurement as a process of comparing.