Component/Level

Unsatisfactory
Does not understand the concept (0)

Struggling
Developing
Recognizes problems but doesn't know what
to do (1)
Attempts to solve (2)

Applying
Uses intentional strategies to
solve (3)

Proficient
Provides extra information regarding
problem (4)

COUNTING AND CARDINALITY

Know number names and the count sequence.

Pearl
Counts by 1's and misses less
than skips less than 3
numbers. Counts by 10s, has a
few errors, but self corrects.

Count to 100 by ones and by tens

Cannot count at all

Can count to 10 or 20 but not beyond

Counts by 1s, but misses more

than 10 numbers. Counts by 10's
up to at least 50

Count forward beginning form a given number

within the known sequence (instead of having to
begin at 1)

Does not begin with right number

Begins with right number, counts up, but

skips numbers, may even go backwards

Begins with right number and

Begins with one to count the whole counts up making less than 2
thing.
mistakes

Write numbers from 0 to 20. Represent a number

of objects with a written number 0 - 20 (with zero
representing a count of no objects)
Count to tell the number of objects.

Only writes scribbles, no pattern is obvious

Understand the relationship between numbers and

quantities; connect counting to cardinality (one to
one correspondence; number is the same no
matter what order they are in; each succesive
number is bigger than the last).
Does not have one-to-one correspondence
Count to answer "how many?" questions about as
many as 20 things arraged in a line, a rectangular
array, or a circle, or as many as 10 things in a
scattered configuration, given a number from 1 20, count out that many objects
Cannot count the objects merely says "lots"
Compare numbers.
Identify whether the number of objects in one
group is greater than, less than, or equal to the
number of objects in another group, e.g., by using
matching and counting strategies.
Is not able to compare two groups at all

Begins with right number and is able to

count forward with little or no assistance
from manipulatives.

Is able to write at least three

numbers that label objects, but
does not always label them
correctly.

Is able to write numbers in

standard notation that
correctly labels what is being
used.

Can label numbers past 20 in standard

notation correctly

Counts correctly one way, but struggles

when the objects are moved around

Same as 4

Same as 4

Able to count with one to one

correspondence even when objects are
moved around

Is able to count all objects with no errors

Guesses to mention if one is bigger or

smaller, but does not provide a reason why.

Knows that one is bigger than the

other, by looking at it

Is able to accurately state if

one is bigger than the other
and uses strategies to explain Can accurately label groups as bigger,
why
smaller, or equal to

Does not understand written numerals

Has a concept of some numbers but not all

Can compare numbers but

struggles with one or two of them

Can compare numbers

between 1 and 10 with less
than one error

Does not understand the concept

Begins by using strategies, but gets

destracted or doesn't finish the problem

Is able to represent basic

addition and subtraction
Is able to perform simple addition equations and explain their
and subtraction equations with less answers correctly with less
than three errors
than one error

Solve addition and subraction word problems, and

add and subract within 10, e.g., by using objects
or drawing to represent the problem.
Does not understand the concept

Begins the problem, and demonstrates

knowledge of the problem getting bigger or
smaller, but does not know what to do

Can set up the problem, and

Is able to set up the problems and answer the addition or
attempts to solve, does not always subtraction problem with less
report the right answer
than three errors

Decompose numbers less than or equal to 10 into

pairs in more than one way, e.g., by using objects
or drawings, and record each decomposition by a
drawing or equation (e.g., 5 = 2 +3 and 5 = 4+1) Does not understand the concept

Attempts to decompose numbers, but cannot Is able to break down numbers

explain what is happening
with teacher assitence

For any number from 1 to 9, find the number that

makes 10 when added to the given number, e.g.,
by using objects or drawing, and record the
answer with a drawing or equation.
Does not understand the concept

Adds numbers to the first number but

occasionally goes past 10 or is just short

Is able to add the correct number

most times, making less than 3
errors

Is able to add the correct

number all times and explain Is able to add the correct number to get
their answer using an equation to 10 always, and is able to write the
or drawing.
equation in multiple ways

Uses manipulatives to find the answer

Says numbers quickly, but

occasionally answers incorrectly

Same as 4

Compare two numbers between 1 and 10

presented as written numerals
OPERATIONS & ALGEBRAIC THINKING
Addition = putting together and adding to.
Subtraction = taking apart and taking from
Represent addition and subraction with objects,
fingers, mental images, drawings, sounds (e.g.
claps), acting out situations, verbal explanations,
expressions, or equations.

Fluently add and subtract within 5

Does not understand the concept
NUMBERS AND OPERATIONS
Work with numbers 11 - 19 to gain foundations for
place value.
Compose and decompose numbers from 11 to 19
into ten ones and some futher ones, e.g., by using
objects or drawings and record each commposition
or decomposition by a drawing or equation (Such
as 18 = 10 + 8); understand that these numbers
are composed of ten ones and one, two, three,
four, five, six, seven, eight, or nine ones.
Does not undertand the concept
MEASUREMENT & DATA
Describe and compare measurable attributes

Solves all addition and subtraction

problems correctly and fluently

n/z

did not observe

anything that would
indicate one way or the
other

not there
Was given a quantity of objects and
able to correctly label them. She
would stop and think about the
number, and then write the
number correctly. He '9' and '7'
were written backwards. Her '2'
was inconsistently written the right
3 way and then backwards like in '20'

Was able to count all objects given

4 to her and correctly label them.

When given a number, Aleah

would think about it, and then
ultimately begin at one to count
2 all the numbers.

not there

Was given various

quantities of numbers
and was able to
correctly identify them
and label them. She will
still sometimes write
3 her '1' backwards.

Would occasionally confuse the

order of the numbers in 11 - 20
(for example write 13 as 31), but
during post assessment was able
to write most numbers correctly,
only confusing the 20 with 02. Her
2 was inconsistently the right way
and then the wrong way. Her 3
3 and 4 was also written backwards.

not there

Was able to count all

objects given to her
and correctly label
4 them.

Was able to count all objects

given to her and correctly label
4 them.

When asked to solve word

problems, Pearl was able to
distribute objects to represent the
problem and then accurately solve
the problem. She needed many
prompts during the process, but
3 always gave the correct answer.

not there

When talked through

how to set it up,
Racheal was able to
solve simple word
problems with objects
and answer the
3 question correctly.

When talked through how to set it

up, Racheal was able to solve
simple word problems with
objects and answer the question
3 correctly.

Is able to fluently and with automaticity

answer all equations that add and
subtract with 5

Is able to breake the number down

Is able to break the number down into a into a group of 10 and the
group of 10 and the remaining ones, but remaining ones, and accuratley
portrays the equation, making less
than one error while doing so

Is able to break the number into a group of 10

and the remaining ones and always writes the
correct equation

Is able to identify more than four

measurable characterstics on an object

Is able to identify two - three

attributes of objects of a single
object

Directly compare two objects with a measurable

attribute in common, to see which objects has
"more of" / "less of" the attribute, and describe the
difference. For example, directly compare the
heights of two children and describe one child as
taller/shorter.
Does not understand the concept

Is able to identify the characteristic, but

struggles when asked to compare

Is able to compare two objects

Is able to compare two objects Is able to compare two objects and
when given a characteristic to look and describe the difference
describe the characteristic using correct
for
most of the time
language

Same 4

Is able to classify all objects into

given categories, but struggles to
sort them by count

Is able to classify all objects

into given categories and sort
them by count, making less
than one error

Is able to classify all objects into given

categories and sort them by count with
100% accuracy

Self-corrects when they

misname a shape or tells
wrong position

Able to describe shapes and relative

positions without errors

Cannot describe shape or position

Knows the shape or position, but not both

together

Is able to identify the shapes and

positions correctly but has errors
sometimes

Cannot name shape

Can only name shape when it is in the right

orientation, and in a familiar size

Self-corrects when the

abel to identify the shapes but has misname a shape that is a
errors
different size or orientation

Cannot differentiate between two and threedimensional shapes

Can only name shape when it is twodimensional or three-dimensional, not both

able to identify two and three

dimensional shapes with errors

Analyze and compare two - and three-dimensional

shpaes, in different sizes and orientations, using
informal language to describe their similarities,
differences, parts (e.g., number of sides and
vertices/"corners") and other attributes (e.g.,
having sides of equal length).
Does not understand the concept

Can only identify them as two-or threedimensional shapes without being able to
describe similarities

Self-corrects when they are

able to describe limited similarities, incorrect about comaring the
may use incorrect names
shapes

Model shapes in the world by building shapes from

components (e.g., sticks and clay balls) and
drawing shapes
Does not understand the concept

Begins to build or draw shape, does not

complete

their
similarities
noshapes
errors in the
Able to
correctly with
model
Self-corrects when they have
world by building shapes from
able to draw or model components inaccurately drawn or modeled components and drawing shapes with no
incorrectly without self-correction the shapes
errors

Compose simple shapes to form larger shpaes. For

example, "Can you join these two triangles with ful
sides touching to make a rectangle?"
Does not understand the concept

Can identify shapes that pieces form, but

cannot not put the shapes together

able to put shapes together, but

does not form the correct given
shape

Identify shapes as two-dimensional (lying in a

plan, "flat") or three dimentionsl ("solid").
Analyze, compare, create, and compose shapes.

comments

Is able to represent all addition and

subtraction

Is able to define one measurable

characteristic of objects

Correctly name shapes regardless of their

orientations or overall size

Aleah

Undestands all written numerals up to and

beyond 10

Describe measurable attributes of objects, such as

length or weight. Describe several measurable
attributes of a single object.
Does not understand the concept

Describe objects in the environment using names

of shpaes, and describe the relative positions of
these objects using terms such as above, below,
beside, infront of, behind, and next to.

Post-Assessment Data 15 July 2016

comments
Rachael
Comments

Is able to break down numbers

less than or equal to 10,
Is able to break down numbers equal to or
making less than one error.
less than 10 fluently with no errors

Is able to make groups of 10 and then some, does not accurately portray so in an
but doesn't always express it.
equation

Classify objects into given categories, count the

numbers of objects in each category and sort the
categories by count. (categories less than or equal
Is able to classify some objects, but fails to
to 10).
Does not understand the concept
classify all given objects
GEOMETRY
Indentify and describe shapes (squares, circles, triangles, rectables, hexagons, cubes, cones, cylinders, and spheres).

Summer

Is able to count to 100 by 1's fluently and

with no errors, is able to count by 10's
fluently with no errors, May even count
above 100.

Is able to write some numbers, but not as

describing anything.

Can count out objects, but occasionally skips Can count objects in the line, but
a few numbers
struggles when they are scattered Same as 4

comments

Self-corrects when they

misname a two or threedimensional shape

self-corrects when they form

the wrong shape

Able to describe shapes regardless of

their orientations or overall size without
any errors
Able to correctly identify two and threedimensional shapes without any errors

Able to correctly compare the two and

three-dimensional shapes to describe

abel to compose simple shapes to form

larger shapes without any errors

This concept was not taught explicitly, nor was it emphasized. However, during instruction, they were exposed to this pattern through various activities
where twenty blocks were given and they were separated into lines with 10 in each.