Grade 2 Math Proficiency Rubrics (Revised benchmarks-May ‘09)
A.1.a: Solves problems using a variety of strategies
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately uses problem solving strategies to solve above grade level problems. / The student accurately uses the problem solving strategies taught in class. / The student makes errors when using the problem solving strategies taught in class. / The student needs teacher assistance when using the problem solving strategies taught in class.
* Focus on strategies in Math Expressions
A.1.b: Explains and provides evidence of a solution
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student gives a detailed explanation of how a problem was solved. / The student clearly explains how a problem was solved. / The student makes errors explaining the process used to solve a problem. / The student needs teacher assistance to explain the process used to solve a problem.
Student explanation can include verbal responses, picture representations, demonstration with manipulatives and/or written responses.
B.1.a: Understands place value to 1000
4 – Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately reads, writes, and creates models of three-digit numbers and identifies the value of a number in a given place. In addition, the student clearly demonstrates or explains the connection between the ones, tens and hundreds places.
/ The student accurately reads, writes, and creates models of three-digit numbers and identifies the value of a number in a given place. / The student makes errors when reading, writing or creating models of three-digit numbers or when identifying the value of a number in a given place. / The student needs teacher assistance to read, write or creating models of three-digit numbers or when identifying the value of a number in a given place.
B.1.b: Compares and orders numbers
4 - Advanced
/ 3 - Proficient / 2 - Basic / 1 - MinimalThe student accurately orders sets of numbers 0-1000 and compares numbers using “greater than” and “less than.” In addition, the student explains the relationship between numbers based on place value. / The student accurately orders sets of numbers 0-1000 and compares numbers using “greater than” and “less than.” / The student makes errors when ordering sets of numbers 0-1000 or when using “greater than” and “less than.” / The student needs teacher assistance when ordering sets of numbers of 0-1000 or when using “greater than” and “less than.”
B.1.c: Uses simple fractions to represent parts of a whole
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately writes fractions to describe the given parts of a whole and demonstrates one of the following above grade level expectations:
· comparing fractions
· equivalent fractions
· fraction of a set / The student accurately writes fractions to describe the given parts of a whole. / The student makes errors when writing fractions to describe the given parts of a whole. / The student needs teacher assistance when writing fractions to describe the given parts of a whole.
B.2.a: Adds numbers to 100
4 - Advanced
/ 3 - Proficient / 2 - Basic / 1 - MinimalThe student consistently adds numbers to 100 with accuracy and explains the method used. / The student consistently adds numbers to 100 with accuracy. / The student makes errors when adding numbers to 100. / The student needs teacher assistance to add numbers to 100.
Student explanation can include verbal responses, picture representations, demonstration with manipulatives and/or written responses.
B.2.b: Subtracts numbers to 100
4 - Advanced
/ 3 - Proficient / 2 - Basic / 1 - MinimalThe student consistently subtracts numbers from 100 with accuracy and explains the method used to perform these skills. / The student consistently subtracts numbers from 100 with accuracy. / The student errors when subtracting numbers from 100. / The student needs teacher assistance to subtract the number from 100.
Student explanation can include verbal responses, picture representations, demonstration with manipulatives and/or written responses.
B.2.c: Knows basic addition facts to 18 with speed and accuracy
4 - Advanced
/ 3 - Proficient / 2 - Basic / 1 - MinimalAn advanced proficiency level of four is not applicable to this benchmark. / The student quickly recalls the correct answers for addition facts to 18.
(The goal at 2nd grade is 6 seconds per problem.) / The student makes errors when recalling addition facts to 18. / The student has limited recall of addition facts to 18.
B.2.d: Knows basic subtraction facts to 18 with speed and accuracy
4 - Advanced
/ 3 - Proficient / 2 - Basic / 1 - MinimalAn advanced proficiency level of four is not applicable to this benchmark. / The student quickly recalls the correct answers to subtraction facts to 18.
(The goal at 2nd grade is 6 seconds per problem.) / The student makes errors when recalling subtraction facts to 18. / The student has limited recall of subtraction facts to 18.
B.2.e: Understands the relationship between addition and subtraction
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student demonstrates the relationship between addition and subtraction by listing equations for math mountains (fact families)., and uses this relationship to check answers. / The student demonstrates the relationship between addition and subtraction by listing equations for math mountains (fact families). / The student makes errors when listing equations for math mountains (fact families). / The student needs teacher assistance when listing equations for math mountains (fact families).
C.1.a: Uses geometric terms to classify and describe the features of 3-Dimensional shapes
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately describes the following three-dimensional shapes using the terms: edge, face and corner:
· Cone
· Cube
· Sphere
· Cylinder
· Square Pyramid
· Rectangular Prism
In addition the student provides a detailed comparison of 2 three-dimensional figures. / The student accurately describes the following three-dimensional shapes using the terms: edge, face and corner:
· Cone
· Cube
· Sphere
· Cylinder
· Square Pyramid
· Rectangular Prism / The student makes errors when describing the following three-dimensional shapes using the terms: edge, face and corner:
· Cone
· Cube
· Sphere
· Cylinder
· Square Pyramid
· Rectangular Prism / The student needs teacher assistance when describing the following three-dimensional shapes using the terms: edge, face and corner:
· Cone
· Cube
· Sphere
· Cylinder
· Square Pyramid
· Rectangular Prism
C.1.b: Uses geometric terms to classify and describe the features of 2-Dimensional figures
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately describes two-dimensional figures using the terms: symmetric, congruent and similar. In addition the student provides a detailed comparison of 2 two-dimensional figures. / The student accurately describes two-dimensional figures using the terms: symmetric, congruent and similar. / The student makes errors when describing two-dimensional figures using the terms: symmetric, congruent and similar. / The student needs teacher assistance when describing two-dimensional figures using the terms: symmetric, congruent and similar.
C.1.c: Manipulates shapes and figures (slides, flips, and turns)
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student identifies slides, flips, and turns, and predicts the outcome of multiple transformations. / The student identifies slides, flips, and turns. / The student makes errors when identifying slides, flips, and turns. / The student needs teacher assistance when identifying slides, flips, and turns.
D.1.a: Applies linear measurement
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately measures the length of objects using metric or customary units and correctly chooses which unit of measure is appropriate to use in various situations. In addition, the student is able to make conversions within either form of measurement. / The student accurately measures the length of objects using metric or customary units and correctly chooses which unit of measure is appropriate to use in various situations. / The student makes errors when measuring the length of objects using metric or customary units or when choosing which unit of measure is appropriate to use in various situations. / The student needs teacher assistance when measuring the length of objects using metric or customary units or when choosing which unit of measure is appropriate to use in various situations.
D.1.b: Tells time to 5 minute intervals
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately reads and writes time to the hour, half-hour and five-minute intervals on digital and analog clocks. Student also tells time to the minute. / The student accurately reads and writes time to the hour, half-hour and five-minute intervals on digital and analog clocks.
/ The student makes errors when reading and writing time to the hour, half-hour, and five-minute intervals on digital and/or analog clocks.
/ The student needs teacher assistance when reading and writing time to the hour, half-hour, and five-minute intervals on digital and/or analog clocks.
D.1.c: Understands elapsed time to the nearest hour
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately determines the amount of elapsed time to the five-minute interval when more than an hour has passed. / The student accurately determines the amount of elapsed time to the hour. / The student makes errors when determining the amount of elapsed time to the hour. / The student needs teacher assistance when determining the amount of elapsed time to the hour.
D.1.d: Counts mixed sets of coins to one dollar
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately counts the value of mixed sets of coins to $3.00. / The student accurately counts the value of mixed sets of coins to $1.00. / The student makes errors when determining the value of mixed sets of coins to $1.00. / The student needs teacher assistance when determining the value of mixed sets of coins to $1.00.
E.1.a: Predicts the outcome of an event as more, less, or equally likely to occur
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student makes a reasonable prediction on the likelihood that an event is more, less or equally likely to occur and explains their rationale. / The student makes a reasonable prediction on the likelihood that an event is more, less or equally likely to occur. / The student makes errors when making a reasonable prediction on the likelihood that an event is more, less or equally likely to occur. / The student needs teacher assistance when making a reasonable prediction on the likelihood that an event is more, less or equally likely to occur.
E.2.a: Reads, interprets, and draws conclusions using graphs
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student independently makes simple summary statements, compares data from bar and picture graphs, and makes predictions about agraph’s information. / The student independently makes simple summary statements and compares data from bar and picture graphs. / The student makes errors when making simple summary statements or when comparing data from bar and picture graphs. / The student needs teacher assistance when making simple summary statements or when comparing data from bar and picture graphs.
E.2.b: Creates simple graphs with labels
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student develops a survey, collects data, and uses it to create simple bar or picture graphs including appropriate labels. / The student uses data from a table and creates simple bar and picture graphs including appropriate labels. / The student makes errors when using data from a table to create simple bar and picture graphs including appropriate labels. / The student needs teacher assistance when using data from a table to create simple bar and picture graphs including appropriate labels.
For a graph to be complete, the student will need to include title, labels, symbols and key.
F.1.a: Understands growing, repeating, and extending patterns
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student identifies, creates, and explains patterns, and makes a prediction when the pattern is extended beyond the given framework. / The student independently identifies, creates, and explains patterns. / The student makes errors when identifying, creating, or explaining patterns. / The student needs teacher assistance when creating, extending, and explaining patterns.
(Patterns with repeating numbers and growing. An example of a repeating number pattern is 2, 4, 6, or counting by 5’s. An example of a growing pattern is O X O XX O XXX O XXXX or 1, 2, 1, 3, 1, 4, 1, 5. For a four, the student would be able to predict a future event in a pattern—“If the pattern extended to the 12th item, it would be ___.)
F.2.a: Understands how to balance an equation by determining the missing value(s)
4 - Advanced
/ 3 - Proficient / 2 – Basic / 1 - MinimalThe student accurately solves simple open-ended sentences involving addition and subtraction when the unknown(s) occurs in any position AND identifies the strategies used to solve the unknown. / The student accurately solves simple open-ended sentences involving addition and subtraction when the unknown(s) occurs in any position. / The student makes errors when solving simple open-ended sentences when the unknown(s) occurs in any position. / The student needs teacher assistance to solve simple open-ended sentences when the unknown(s) occurs in any position.
E:\COMMON\Curriculum-Instruction-Assessment\Assessment\Math\Grade 2\Grade 2 Math Proficiency Rubrics-Revised August 08.Doc