MATHEMATICS SAMPLE #2
MATHEMATICS SAMPLE #2
K-3 Mathematics Standards of Learning Achievement Record
Student Name:____________________________________
School:_______________________________________ School Year: Grade K:____ Grade 1:____ Grade 2:____ Grade 3:____
Levels of Performance Scoring Rubric:
4. Exceeds the Standard (Student demonstrated knowledge and skills 94% or more of the time.)
3. Meets the Standard (Student demonstrated knowledge and skills 80% or more of the time.)
2. 2. Partially Meets the Standard (Student demonstrated knowledge and skills 70% or more of the time.)
1. Inadequate or No Understanding of the Standard (Student demonstrated knowledge and skills less than 70% of the time.)
|RECORD OF INTERVENTION / REMEDIATION SERVICES |
|DATE |EXPLANATION OF SERVICES AND RESULTS |DURATION OF SERVICES |
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|Grade K |Score |Grade 1 |Score |Grade 2 |Score |Grade 3 |Score |
|( Number & Number Sense | |( Number & Number Sense | |( Number & Number Sense | |( Number & Number Sense | |
|K.2 The student, given a set containing 15| |1.2 The student will count forward by | |2.2 The student will | |3.2 The student will recognize and use the| |
|or fewer concrete objects, will | |ones, twos, fives, and tens to 100 and | | a) identify the ordinal | |inverse relationships between | |
|a) tell how many are in the set by | |backward by ones from 30. | | positions first through twentieth, | |addition/subtraction and | |
|counting the number of objects orally;| | | |using an ordered set of objects; and | |multiplication/division to complete basic | |
|b) write the numeral to tell how many | | | | b) write the ordinal | |fact sentences. The student will use these| |
|are in the set; and | | | | numbers. | |relationships to solve problems. | |
|c) select the corresponding numeral | | | | | | | |
|from a given set of numerals. | | | | | | | |
|K.3 The student, given an ordered set of | |1.3 The student will identify the parts of| |2.3 The student will | |3.3 The student will: | |
|ten objects and/or pictures, will indicate| |a set and/or region that represent | |a) identify the parts of a set and/or | |a) name and write fractions (including | |
|the ordinal position of each object, first| |fractions for halves, thirds, and fourths | |region that represent fractions for halves,| |mixed numbers) represented by a model; | |
|through tenth, and the ordered position of| |and write the fractions. | |thirds, fourths, sixths, eighths, and | |b) model fractions (including mixed | |
|each object. | | | |tenths; | |numbers) and write the fractions’ names; | |
| | | | |b) write the fractions; and | |and | |
| | | | |c) compare the unit fractions for halves,| |c) compare fractions having like and | |
| | | | |thirds, fourths, sixths, eighths, and | |unlike denominators, using words and | |
| | | | |tenths. | |symbols (>, ................
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