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 Scoring DefinintionsGrading Rubrics
 Grade 1 Math Scoring Rubric and Curriculum Guide
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Scoring DefinintionsGrading Rubrics
 Grade K Scoring Rubric and Curriculum Guide
 Grade K English Language Arts Scoring Rubric and Curriculum Guide
 Grade 1 Math Scoring Rubric and Curriculum Guide
 Grade 1 English Language Arts Scoring Rubric and Curriculum Guide
 Grade 2 Math Scoring Rubric and Curriculum Guide
 Grade 2 English Language Arts Scoring Rubrics and Curriculum Guide
 Grade 3 Math Scoring Rubric and Curriculum Guide
 Grade 3 English Language Arts Scoring Rubric and Curriculum Guide
 Parent Road Maps
 Curriculum Frameworks Massachusetts Dept. of Education
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Grade 1 Scoring Rubric/Curriculum Guide
Mathematics  Grade 1
Operations and Algebraic Thinking
Mentally adds within 10
Essential Standard/Student Demonstration
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
End of Year Benchmark
Exceeding Standards
Independently and consistently demonstrates fluency for addition beyond 10. Use various mental strategies.
Meeting Standards
Independently demonstrates fluency for addition beyond 10. Use mental strategies such as counting on; making 10 and more; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Working Toward the Standards
With prompting and support demonstrates fluency for addition within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Limited Progress Toward the Standards
Limited or unable to demonstrate fluency for addition within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Operations and Algebraic Thinking
Mentally subtracts within 10
Essential Standard/Student Demonstration
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
End of Year Benchmark
Exceeding Standards
Independently and consistently demonstrates fluency for subtraction beyond 10. Use various mental strategies.
Meeting Standards
Independently demonstrates fluency for subtraction within 10. Use mental strategies such as decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)
Working Toward the Standards
With prompting and support demonstrates fluency for subtraction within 10. Use mental strategies such as decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)
Limited Progress Toward the Standards
Limited or unable to demonstrate fluency for subtraction within 10. Use mental strategies such as decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)
Operations and Algebraic Thinking
Uses a variety of strategies to add and subtract
Essential Standard/Student Demonstration
1.OA.B.3 Apply properties of operations to add. For example, when adding numbers, order does not matter. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). When adding zero to a number, the result is the same number (Identity property of zero for addition). [Note: Students need not use formal terms for these properties]
1.OA.B.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?
1.NBT.C.4 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.6 multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value,
End of Year Benchmark
Exceeding Standards
Independently able to consistently add and subtract beyond 100 using a variety of strategies (properties of operations, unknownaddends, relating addition and subtraction) that are most efficient.
Meeting Standards
Independently able to add and subtract within 100 using a variety of strategies (properties of operations, unknownaddends, relating addition and subtraction)
Working Toward the Standards
With prompting and support is able to add and subtract within 100 using a variety of strategies (properties of operations, unknownaddends, relating addition and subtraction)
Limited Progress Toward the Standards
Limited or unable to add and subtract within 100 using a variety of strategies (properties of operations, unknownaddends, relating addition and subtraction)
Operations and Algebraic Thinking
Solves word problems using addition within 20
Essential Standard/Student Demonstration
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
End of Year Benchmark
Exceeding Standards
Independently and consistently solves word problems using a variety of strategies, in addition, beyond 20. Solves word problems that call for addition of three whole numbers whose sum is less than or equal to numbers beyond 20.
Meeting Standards
Independently solves word problems using a variety of strategies, in addition, within 20. Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
Working Toward the Standards
With prompting and support, solves word problems using a variety of strategies, in addition, within 20. Solves word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
Limited Progress Toward the Standards
Limited or unable to solve word problems using a variety of strategies, in addition, within 20.
Operations and Algebraic Thinking
Solves word problems using subtraction within 20
Essential Standard/Student Demonstration
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem.
End of Year Benchmark
Exceeding Standards
Independently and consistently solves word problems using a variety of strategies, in subtraction, beyond 20. Solves word problems that call for subtraction of three whole numbers whose sum is less than or equal to numbers beyond 20.
Meeting Standards
Independently solves word problems using a variety of strategies, in subtraction, within 20. Solves word problems that call for subtraction of three whole numbers whose sum is less than or equal to 20.
Working Toward the Standards
With prompting and support, solves word problems using a variety of strategies, in subtraction, within 20. Solves word problems that call for subtraction of three whole numbers whose sum is less than or equal to 20.
Limited Progress Toward the Standards
Limited or unable to solve word problems using a variety of strategies, in subtraction, within 20.
Numbers and Operations in Base Ten
Reads, writes and represents numbers to 120
Essential Standard/Student Demonstration
1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
End of Year Benchmark
Exceeding Standards
Independently and consistently counts beyond 120, starting at any number less than 120. Able to read and write numerals and represent a number of objects with a written numeral.
Meeting Standards
Independently counts to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Working Toward the Standards
With prompting and support, able to count to 120, starting at any number less than 120. In this range, with prompting and support, read and write numerals and represent a number of objects with a written numeral.
Limited Progress Toward the Standards
Limited or unable to count to 120, starting at any number less than 120. In this range, unable to read and write numerals and represent a number of objects with a written numeral.
Numbers and Operations in Base Ten
Understands that two digit numbers are made of tens and ones
Essential Standard/Student Demonstration
1.NBT.B.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 10 can be thought of as a bundle of ten ones—called a "ten."
 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
End of Year Benchmark
Exceeding Standards
Independently and consistently shows understanding that the two digits of a twodigit number represent amounts of tens and ones. Consistently applies special cases (listed in standard ac)
Meeting Standards
Independently understands that the two digits of a twodigit number represent amounts of tens and ones. Understands special cases (listed in standard ac)
Working Toward the Standards
With prompting and support, able to understand that the two digits of a twodigit number represent amounts of tens and ones. Understand special cases (listed in standard ac)
Limited Progress Toward the Standards
Limited or unable to show understanding that the two digits of a twodigit number represent amounts of tens and ones, or apply special cases (listed in standard ac)
Numbers and Operations in Base Ten
Compares two digit numbers
Essential Standard/Student Demonstration
1.NBT.B.3 Compare two twodigit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
End of Year Benchmark
Exceeding Standards
Independently and consistently compares numbers greater than twodigit based on the meanings of the hundreds, tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Meeting Standards
Independently compares two twodigit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Working Toward the Standards
With prompting and support, compares two twodigit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Limited Progress Toward the Standards
Limited or unable to compare two twodigit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Numbers and Operations in Base Ten
Mentally adds and subtracts 10 from a twodigit number
Essential Standard/Student Demonstration
1.NBT.C.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
End of Year Benchmark
Exceeding Standards
Independently and consistently is able to mentally find 10 more or 10 less than numbers beyond twodigits, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
Meeting Standards
Independently when given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identifies arithmetic patterns of 10 more and 10 less than using strategies based on place value.
Working Toward the Standards
With prompting and support, given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
Limited Progress Toward the Standards
Unable to mentally find 10 more or 10 less than the twodigit number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
Measurement and Data
Determines and compares the length of objects
Essential Standard/Student Demonstration
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
End of Year Benchmark
Exceeding Standards
Independently and consistently able to order three or more objects by length; compare the lengths of two or more objects indirectly by using a third object. Able to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Meeting Standards
Independently able to order three objects by length; compare the lengths of two objects indirectly by using a third object. Able to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Working Toward the Standards
With prompting and support, able to order three objects by length; compare the lengths of two objects indirectly by using a third object. Able to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Limited Progress Toward the Standards
Limited or unable to order three objects by length; compare the lengths of two objects indirectly by using a third object. Unable to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Measurement and Data
Tell and write time to the hour and half hour
Essential Standard/Student Demonstration
1.MD.B.3 Tell and write time in hours and halfhours using analog and digital clocks.
End of Year Benchmark
Exceeding Standards
Independently and consistently tells and writes time in increments of hours, halfhours, and quarters using analog and digital clocks.
Meeting Standards
Independently tells and writes time in hours and halfhours using analog and digital clocks.
Working Toward the Standards
With prompting and support is able to tell and write time in hours and halfhours using analog and digital clocks.
Limited Progress Toward the Standards
Limited or unable to tell and write time in hours and halfhours using analog and digital clocks.
Measurement and Data
Represents and interprets data
Essential Standard/Student Demonstration
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
End of Year Benchmark
Exceeding Standards
Independently and consistently is able to organize, represent, and interpret data within more than three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Meeting Standards
Independently able to organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Working Toward the Standards
With prompting and support, able to organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Limited Progress Toward the Standards
Limited or unable to organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Measurement and Data
Solves word problems using coins
Essential Standard/Student Demonstration
1.MD.D.5 Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to five pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems (up to 100¢).
End of Year Benchmark
Exceeding Standards
Independently and consistently identifies the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Finds equivalent values (e.g., a nickel is equivalent to five pennies). Uses appropriate notation (e.g., 69¢). Uses the values of coins in the solutions of problems (up to 100¢). Identified the values of some U.S. bills and know their comparative values.
Meeting Standards
Independently identifies the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Finds equivalent values (e.g., a nickel is equivalent to five pennies). Uses appropriate notation (e.g., 69¢). Uses the values of coins in the solutions of problems (up to 100¢).
Working Toward the Standards
With prompting and support, identifies the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Finds equivalent values (e.g., a nickel is equivalent to five pennies). Uses appropriate notation (e.g., 69¢). Uses the values of coins in the solutions of problems (up to 100¢).
Limited Progress Toward the Standards
Limited or unable to identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Unable to find equivalent values (e.g., a nickel is equivalent to five pennies). Unable to use appropriate notation (e.g., 69¢). Unable to use the values of coins in the solutions of problems (up to 100¢).
Geometry
Recognizes and draws shapes
Essential Standard/Student Demonstration
1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes.
1.G.A.2 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [Note: Students do not need to learn formal names such as "right rectangular prism"]
End of Year Benchmark
Exceeding Standards
Independently and consistently able to distinguish between defining one or more attributes vs. nondefining attributes, compare 2D and 3D shapes to create a composite shape, and compose a new shape from the composite shape.
Meeting Standards
Independently able to distinguish between defining attributes vs. nondefining attributes, to compare 2D and 3D shapes create a composite shape, and compose a new shape from the composite shape.
Working Toward the Standards
With prompting and support is able to distinguish between defining attributes vs. nondefining attributes, compare 2D and 3D shapes to create a composite shape, and compose a new shape from the composite shape.
Limited Progress Toward the Standards
Limited or unable to distinguish between defining attributes vs. nondefining attributes, compare 2D and 3D shapes to create a composite shape, and compose a new shape from the composite shape.
Geometry
Partitions shapes into equal parts
Essential Standard/Student Demonstration
1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases: half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
End of Year Benchmark
Exceeding Standards
Independently and consistently partitions circles and rectangles into equal shares beyond two and four equal shares, describes the shares using words, describes the whole as parts of the number of shares, and understand for these examples that decomposing into more equal shares creates smaller shares.
Meeting Standards
Independently partitions circles and rectangles into two and four equal shares, describes the shares using the words halves, fourths, and quarters, and use the phrases: half of, fourth of, and quarter of. Describes the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Working Toward the Standards
With prompting and support, partitions circles and rectangles into two and four equal shares, describes the shares using the words halves, fourths, and quarters, and use the phrases: half of, fourth of, and quarter of. Describes the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Limited Progress Toward the Standards
Limited or unable to partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases: half of, fourth of, and quarter of. Unable to describe the whole as two of, or four of the shares. Does not understand for these examples that decomposing into more equal shares creates smaller shares.