Unit 1: Sorting and Patterning

Name: / Date:

Grade 2

Ongoing Observations Checklist

Cluster 1: Lesson 1 / Cluster 1: Lesson 2 / Cluster 1: Lesson 3
Name / Explains strategies for 3 addends / Uses “find 10” strategy / Adds 3 addends correctly / Develops an adding strategy / Recognizes many adding strategies / Explains preferred strategy / Uses 10-frames and 100- chart to add 10 / Adds multiples of 10 / Recognizes a pattern when adding 10s
KU/CM / KU/AP / AP / T/UC / T/KU / KU / KU/AP / AP / KU

KU - Knowledge and Understanding T - Thinking CM - Communication AP - Application

Unit 4: Exploring Addition and Subtraction

Name: / Date:

Grade 2

Ongoing Observations Checklist

Cluster 1: Lesson 4 / Cluster 2: Lesson 5 / Cluster 2: Lesson 6
Name / Describes his or her strategies / Uses basic facts to add larger numbers / Identifies patterns in addition / Develops a sub-traction strategy / Recog-nizes many sub-traction strategies / Relates addition and sub-traction / Explains sub-traction strategies / Uses basic facts to subtract from numbers / Subtracts 1-digit from
2-digit numbers
KU/CM / KU/AP / KU / T/KU / T/KU / KU / KU / AP / AP

KU - Knowledge and Understanding T - Thinking CM - Communication AP - Application

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Unit 4: Exploring Addition and Subtraction

Name: / Date:

Grade 2

Performance Task Rubric

Knowledge/Skills / Level 1 / Level 2 / Level 3 / Level 4
Knowledge and Understanding
• shows understanding by:
– using numbers, pictures, or words to demonstrate addition and subtraction / shows limited understanding by:
– using numbers, pictures, or words to demonstrate addition and subtraction / shows some understanding by:
– using numbers, pictures, or words to demonstrate addition and subtraction / shows considerable understanding by:
– using numbers, pictures, or words to demonstrate addition and subtraction / shows an in-depth understanding by:
– using numbers, pictures, or words to demonstrate addition and subtraction
Thinking
• plans and carries out appropriate strategies to:
– create and solve addition and subtraction problems that complete the task (add to 53; subtract, beginning with 53) / uses a few simple strategies with limited success to create and solve addition and subtraction problems / uses some appropriate strategies with some success to create and solve addition and subtraction problems / uses appropriate strategies with considerable success to create and solve addition and subtraction problems / uses appropriate, often innovative, strategies with a high degree of success to create and solve addition and subtraction problems
Application of procedures
• Accurately applies skills to:
– add and subtract
2-digit numbers (to 53), using concrete materials (may also be able to add and subtract 1-digit and 2-digit numbers mentally) / makes major errors/omissions in:
– adding and subtracting 2-digit numbers / makes several minor errors/omissions in:
– adding and subtracting 2-digit numbers / makes few minor errors/omissions in:
– adding and subtracting 2-digit numbers / makes very few or no errors/ommisions in:
– adding and subtracting 2-digit numbers
Communication
• explains reasoning and procedures in written, visual, forms clearly, using appropriate mathematical language / unable to explain mathematical thinking clearly; rarely uses appropriate mathematical language; limited effectiveness / explains mathematical thinking with some clarity and appropriate mathematical language; some effectiveness / explains mathematical thinking with considerable clarity and appropriate mathematical language; considerable effectiveness / explains mathematical thinking clearly and precisely using the most appropriate mathematical language; a high degree of effectiveness

This page may have been modified from its original.

Unit 4: Exploring Addition and Subtraction

Name: / Date:

Grade 2

Exploring Addition and
Subtraction Rubric

This rubric can be used to assess and summarize children’s achievement of Unit expectations.

Knowledge/Skills / Level 1 / Level 2 / Level 3 / Level 4
Knowledge and Understanding
• shows understanding of:
– ways of representing whole numbers
– addition strategies (make 10; use basic facts; see number patterns)
– subtraction strategies (use one fact to find another)
– the relationship between addition and subtraction / shows limited understanding of:
– ways of representing whole numbers
– addition and subtraction strategies
– the relationship between addition and subtraction / shows some understanding of:
– ways of representing whole numbers
– addition and subtraction strategies
– the relationship between addition and subtraction / shows considerable understanding of:
– ways of representing whole numbers
– addition and subtraction strategies
– the relationship between addition and subtraction / shows a high degree of understanding of:
– ways of representing whole numbers
– addition and subtraction strategies
– the relationship between addition and subtraction
Thinking
• uses appropriate strategies, including concrete materials, pictures, estimation, and mental math, to pose and solve problems involving addition and subtraction / with limited understanding, uses limited appropriate strategies to pose and solve problems involving addition and subtraction / with some understanding, uses some appropriate strategies to pose and solve problems involving addition and subtraction / with considerable understanding, uses appropriate strategies to pose and solve problems involving addition and subtraction / with a high degree of understanding, uses appropriate, often innovative, strategies to pose and solve problems involving addition and subtraction
Application
• mentally adds and subtracts 1- and 2-digit whole numbers
• recalls addition and subtraction facts to 18
• adds and subtracts
2-digit numbers to 100, using concrete materials
• adds and subtracts money amounts to 100 cents / makes major errors/omissions in:
– mentally adding and subtracting 1- and 2-digit whole numbers
– recalling addition and subtraction facts to 18
– adding and subtracting
2-digit numbers to 100, using concrete materials
– adding and subtracting money amounts to 100 cents / makes several minor errors/omissions in:
– mentally adding and subtracting 1- and 2-digit whole numbers
– recalling addition and subtraction facts to 18
– adding and subtracting
2-digit numbers to 100, using concrete materials
– adding and subtracting money amounts to 100 cents / makes few minor errors/omissions in:
– mentally adding and subtracting 1- and 2-digit whole numbers
– recalling addition and subtraction facts to 18
– adding and subtracting
2-digit numbers to 100, using concrete materials
– adding and subtracting money amounts to 100 cents / makes very few or no errors/omissions in:
– mentally adding and subtracting 1- and 2-digit whole numbers
– recalling addition and subtraction facts to 18
– adding and subtracting
2-digit numbers to 100, using concrete materials
– adding and subtracting money amounts to 100 cents
Communication
• explains reasoning and procedures clearly using appropriate mathematical terms (add, subtract, join) / unable to explain reasoning and procedures clearly; rarely uses appropriate terms; limited effectiveness / explains reasoning and procedures with some clarity and use of appropriate terms; some effectiveness / explains reasoning and procedures with considerable clarity and use of appropriate terms; considerable effectiveness / explains reasoning and procedures clearly and precisely using the most appropriate terms; a high degree of effectiveness
Name: / Date:

Grade 2

Unit Summary

Note that some cells may be blank. Also, you may prefer to enter only Overall achievement in each row, rather than identifying a specific level for each category of achievement.

Most Consistent Level of Achievement*

Strand:
Number Sense and Numeration / Knowledge and Understanding / Thinking / Application /

Communication

Overall

Ongoing Observations
Strategies Tool Kit
(Lesson 7)
Portfolio or work samples; conferences
Performance task
(Lesson 8)

Achievement Level for reporting on this strand

*Use Ontario Achievement Levels R, 1, 2, 3, 4.

Self-assessment:
Strengths:
Needs:
Next steps:

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