Second Grade Report Card Teacher Rubric Mathematics

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Beverly Matthews
5 years ago
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1 Mathematics Numbers and Operations Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Understands and uses Can do none or one of the Can do two or more but not all of Can consistently and place value in problem following: Represent numbers the following and begins to use in independently do all of the independently does all of solving. (M2N1 a,b) using a variety of models, problem solving: Represent following and use in problem Meets, and can do the diagrams, and number numbers using a variety of models, solving: Represent numbers same with numbers sentences. (e.g., 4703 diagrams, and number sentences. using a variety of models, beyond thousands. represented as , (e.g., 4703 represented as diagrams, and number 47 hundreds +3, or , 47 hundreds +3, or sentences. (e.g., , ). Understand the 4, ). Understand the represented as relative magnitude of relative magnitude of numbers , 47 hundreds numbers using 10 as a unit, using 10 as a unit, 100 as a unit, or +3, or 4, ). 100 as a unit, or 1000 as a 1000 as a unit. Represent 2-digit Understand the relative unit. Represent 2-digit numbers with drawings of tens and magnitude of numbers using numbers with drawings of tens and ones, and 3- digit numbers with drawings of hundreds, tens, and ones. ones, and 3- digit numbers with drawings of hundreds, tens, and ones. 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2- digit numbers with drawings of tens and ones, and 3- digit numbers with drawings of hundreds, tens, and ones. Connects symbols; interprets =,, <,>, and uses boxes or blanks to represent a missing value.(m2n5 a) Can do none or one of the Can do two or more, but not all of following: use boxes or the following: use boxes or blanks blanks to represent a missing to represent a missing value. value. Represent problem Represent problem solving solving situations using =,, situations using =,, <,>. <,>. Can consistently and independently do all of the following: use boxes or blanks to represent a missing value. Represent problem solving situations using =,, <,>. 1 7/25/2011

2 Numbers and Operations Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Counts money and makes change (M2N1 c) Can do none or one of the following: Use money as a Can do two or more but not all of the following: Use money as a Can consistently and independently do all of the medium of exchange. Make medium of exchange. Make change following: Use money as a change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. Makes reasonable Does none of the following: estimates and uses inverse Understand and use the relationships in problem inverse relationship between solving. (M2N2 b, e) addition and subtraction to solve problems and check solutions. Estimate to determine if solutions are reasonable for addition and subtraction.. Does one of the following: Understand and use the inverse relationship between addition and subtraction to solve problems and check solutions. Estimate to determine if solutions are reasonable for addition and subtraction.. independently does both of the following: Understand and use the inverse relationship between addition and subtraction to solve problems and check solutions. Estimate to determine if solutions are reasonable for addition and subtraction.. Models, identifies, labels, and compares fractional parts (M2N4 a,b) Can do none or one of the Can do two or more, but not all of following: model, identify, the following: model, identify, and and label and compare label and compare fractions fractions (thirds, sixths, (thirds, sixths, eighths and eighths and tenths) and tenths) and fractional parts of fractional parts of sets. sets. Recognize all fractional Recognize all fractional parts parts as a whole (ex. 4/4=1 whole) as a whole (ex. 4/4=1 whole) independently does all of independently does all of the following: model, Meets, and can do the identify, and label and same with fractions compare fractions (thirds, beyond tenths. sixths, eighths and tenths) and fractional parts of sets. Recognize all fractional parts as a whole (ex. 4/4=1 whole) 2 7/25/2011

3 Numbers and Operations Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Solves three digit addition Does none or one of the Does two of the following: Does all of Meets and NOTE: Students do not need to memorize the and subtraction problems (M2N2a,c,d) following: Correctly add and subtract two whole numbers up to three digits each with regrouping, use mental math strategies such as benchmark numbers to solve problems, use basic properties of addition to simplify problems. Correctly add and subtract two whole numbers up to three digits each with regrouping, use mental math strategies such as benchmark numbers to solve problems, use basic properties of addition to simplify problems. independently does all of the following: Correctly adds and subtracts two whole numbers up to three digits each with regrouping, uses mental math strategies such as benchmark numbers to solve problems, uses basic properties of addition to simplify problems. can add 3 or more whole numbers of 4 or more digits each. properties of addition in second grade, they need to understand them through manipulation of number/objects. Students need to add and subtract using models such as number lines, hundred charts, manipulatives, base ten blocks, tens frames to perform the calculations and be able to represent these on paper. Evidence: GADOE tasks, teacher observation, teacher anecdotal records, unit assessment, Exemplars, Understands multiplication Does none or one of the as repeated addition. Uses following: uses repeated repeated addition, arrays, addition, arrays, and skip Does two or more, but not all of the following: uses repeated addition, arrays, and skip counting and counting by multiples counting to multiply one-digit to multiply one-digit numbers; to correctly multiply 1- numbers; Constructs Constructs multiplication table digit numbers and multiplication table using the using the strategies above; Uses construct the multiplication table. Uses the multiplication table (grid) to determine the product of two numbers. Uses repeated strategies above; Uses the multiplication grid to determine a product of two numbers; divides a large collection of objects correctly using repeated the multiplication grid to determine a product of two numbers; divides a large collection of objects correctly using repeated subtraction, equal sharing and forming equal groups subtraction, equal sharing, subtraction, equal sharing and determines factors for and forming equal groups to divide large collections of objects and determine and forming equal groups and multiplication determines factors for multiplication factors for multiplication. (M2N3) independently does all of the following: uses repeated and division of whole addition, arrays, and skip counting to multiply onedigit numbers; Constructs multiplication table using the strategies above; Uses the multiplication grid to determine a product of two numbers; divides a large collection of objects correctly using repeated subtraction, equal sharing and forming equal groups and determines factors for multiplication Does all of meets, and can explain multiplication numbers to another. 3 7/25/2011

4 Geometry Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Describes and classifies Can do none or one of the Can do two or more, but not all of plane geometric figures (2- following: describe and the following: describe and independently can do all of independently draws and dimensional) and their angles (M2G1) classify plane geometric figures, triangle, square, classify plane geometric figures, triangle, square, rectangle, the following: describe and classify plane geometric classifies plane geometric figures rectangle, trapezoid, trapezoid, quadrilateral, pentagon, figures, triangle, square, including scalene, quadrilateral, pentagon, hexagon and irregular polygonal rectangle, trapezoid, isosceles and equilateral hexagon and irregular shapes according to the number of quadrilateral, pentagon, triangles polygonal shapes according to the number of edges, vertices and angles, and sizes of angles (right, obtuse, and acute) edges, vertices and angles, and sizes of angles (right, obtuse, and acute) hexagon and irregular polygonal shapes according to the number of edges, vertices and angles, and sizes of angles (right, obtuse, and acute) Describes and classifies Does none or one of the solid geometric figures (3- following: describe and dimensional) (M2G2) classify solid geometric figures prisms, cylinders, cones and spheres according to the number of edges vertices and the number and shape of faces and angles, recognize the (plane) shapes of faces of a geometric solid and count the number of faces of each type. Recognize the shape of an angle as a right angle, an obtuse, or an acute angle. Does two or more, but not all of the following: describe and classify solid geometric figures prisms, cylinders, cones and spheres according to the number of edges vertices and the number and shape of faces and angles, recognize the (plane) shapes of faces of a geometric solid and count the number of faces of each type. Recognize the shape of an angle as a right angle, an obtuse, or an acute angle. independently Does all of independently draws and the following: describe and classifies solid geometric classify solid geometric figures and identifies figures prisms, cylinders, and explains their cones and spheres according properties. to the number of edges vertices and the number and shape of faces and angles, recognize the (plane) shapes of faces of a geometric solid and count the number of faces of each type. Recognize the shape of an angle as a right angle, an obtuse, or an acute angle. 4 7/25/2011

5 Data Analysis and Probability Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Creates and interprets Can do none or one of the Can do two or more, but not all of graphs. (M2D1 a, b) following: create, organize the following: create, organize and independently does all of and display data using display data using pictographs, the following: create, pictographs, Venn diagrams, bar graphs, picture graphs, Venn diagrams, bar graphs, picture organize and display data graphs, simple charts and tables to using pictographs, Venn simple charts and tables to record results with scales of 1, 2, diagrams, bar graphs, record results with scales of and 5. Know how to interpret picture graphs, simple 1, 2, and 5. Know how to picture graphs, Venn diagrams, and charts and tables to record interpret picture graphs, Venn diagrams, and bar graphs. bar graphs. results with scales of 1, 2, and 5. Know how to interpret picture graphs, Venn diagrams, and bar graphs. 5 7/25/2011

6 Measurement Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Tells time(m2m2) Can do none or one of the following: tell time to the nearest five minutes, know Can do two or more, but not all of the following: tell time to the nearest five minutes, know independently does all of the following: tell time to Does all of Meets, and can determine elapsed time. relationships of units of time relationships of units of time such the nearest five minutes, such as number of seconds in as number of seconds in a minute, a minute, minutes in an hour, minutes in an hour, and hours in a know relationships of units of time such as number of and hours in a day. day. seconds in a minute, minutes in an hour, and hours in a day. Estimates and measures length by determining appropriate unit and tool for measuring. (M2M1 a,b, c) Does none or one of the Does two or more, but not all of following; knows standard the following; knows standard units of inch, foot, yard, and units of inch, foot, yard, and metric units of cm and metric units of cm and meter, and meter, and measures length measures length to the nearest to the nearest inch or cm. inch or cm. Compares the Compares the relationship of relationship of one unit to another one unit to another by by measuring objects twice using measuring objects twice different units each time. using different units each Estimate lengths, and then time. Estimate lengths, and measure to determine if then measure to determine if estimations were reasonable. estimations were reasonable. Determine an appropriate tool and Determine an appropriate unit for measuring. tool and unit for measuring. Does all of Meets and independently does all of consistently and the following; knows independently measures standard units of inch, foot, to the nearest 1/4 inch, yard, and metric units of cm 1/2 inch and to the and meter, and measures millimeter length to the nearest inch or cm. Compares the relationship of one unit to another by measuring objects twice using different units each time. Estimate lengths, and then measure to determine if estimations were reasonable. Determine an appropriate tool and unit for measuring. Estimates and measures temperature (Fahrenheit) (M2M3) Does none of the following Determine a reasonable temperature for a given situation; read a thermometer. Does one of the following Determine a reasonable temperature for a given situation; read a thermometer. Reads and makes independently does all of reasonable estimates of the following Determine a temperature in Celsius reasonable temperature for and Fahrenheit. a given situation; read a thermometer. estimates and measures temperature (F) and determines reasonableness 6 7/25/2011

7 Process Standards Emerging (1) Progressing (2) Meets (3) Exceeds (4) Comments/Evidence Uses mathematical language to express, connect ideas, record and solve problems(m3p1, M3P2, M3P3, M3P4, Minimal ability to solve problems in math and other content areas, evaluates mathematical argument, expresses ideas using Inconsistently solves problems in math and other content areas, evaluates mathematical argument, expresses ideas using precise mathematical language, independently solves problems in math and other content areas, evaluates mathematical arguments, independently Solve problems (using appropriate technology). Reason and evaluate Chooses appropriate strategy to solve problems; Supports an argument for the way they solved a problem (Or how not to solve) ; Uses mathematical language; performance assessments; Summarizing activities; makes M3P5) precise mathematical understands how mathematical expresses ideas using mathematical arguments. connections across content areas; language, understands how mathematical ideas connect ideas connect and applies mathematical techniques in other precise mathematical language, understands how Communicate mathematically. Make Demonstrates understanding of how mathematical ideas interconnect; demonstrates and applies mathematical areas, records mathematical ideas mathematical ideas connect connections among understanding of mathematical processes with techniques in other areas, records mathematical ideas with pictures, words, models with pictures, words, models and symbols and applies mathematical techniques in other areas, records mathematical ideas mathematical ideas and to other disciplines. Represent mathematics models and representations; Uses a process for problem solving and symbols with pictures, words, models in multiple ways. and symbols (PLEASE SEE GPS for elements linked to Process Standards) 7 7/25/2011

Georgia Standards Alignment Grades One through Twelve

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