A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 1.NBT.1 The student is unable to complete any one sequence of numbers. The student completes at least one sequence. The student completes at least one sequence, as well as at least two numbers in each additional sequence. OR The student completes two or more sequences correctly. The student identifies all numbers in the sequences: 16, 17, 18, 19, 20 39, 38, 37, 36, 35, 34 36, 37, 38, 39, 40 23, 22, 21, 20, 19 2 1.NBT.2 The student does not demonstrate understanding of tens and ones and is unable to complete more than one answer correctly. The student demonstrates inconsistent understanding of tens and ones, completing only two answers correctly. The student demonstrates some understanding of most aspects of tens and ones, completing at least three answers correctly. The student completes all correctly: 3–1 (or 2–11; 0–31) 1–9 (or 0–19) 26 15 3 1.NBT.3 The student demonstrates little or no understanding of number sequence and orders one number. OR The student shaded at least one of the two pairs for Part (b) correctly. The student demonstrates limited understanding of the sequence of numbers as greater or less than each multiple of 10, ordering at least two numbers correctly. Or, for Part (b), the student shaded at least one of the two pairs correctly. The student demonstrates some understanding of the sequence of numbers as greater or less than each multiple of 10, correctly ordering three or four numbers. For Part (b), the student shaded at least one of the two pairs correctly. The student correctly orders numerals: 0 3 10 19 20 22 29 30 35 40 Accurately shaded 2 and 9 (ones) 2 and 3 (tens)
4 1.NBT.2 The student does not demonstrate understanding of tens and ones within a given number and is unable to complete any section correctly. The student demonstrates inconsistent understanding of tens and ones within a given number, answering one section correctly. The student demonstrates understanding of most aspects of tens and ones within a given number, answering at least two sections correctly. The student identifies any correct interpretation of each quantity. For example, Part (a) is accurate with answers such as 0 tens 39 ones, 2 tens 19 ones, etc. Typical answers may be as follows: 3 tens 9 ones 4 tens 0 ones 23 ones 5 1.NBT.2 The student does not demonstrate understanding of the equivalent representations of tens and ones and is unable to match any equal amounts. The student demonstrates limited understanding of the equivalent representations of tens and ones, matching one equal amount. The student demonstrates some understanding of the equivalent representations of tens and ones, matching two equal amounts. The student matches all four equal amounts as follows: 21 = 2 tens 1 one 4 tens = 40 ones 36 ones = 3 tens 6 ones 12 ones = 1 ten 2 ones 6 1.NBT.3 The student demonstrates limited ability to compare numbers, correctly comparing one or none of the four sets of numbers. The student demonstrates some ability to compare numbers, (e.g., identifying greater but not less), correctly comparing two of the four sets of numbers. The student demonstrates the ability to compare most numbers, correctly comparing three of the four comparisons. The student correctly identifies the following: The greater numbers as 40 33 The lesser numbers as 20 12 7 1.NBT.2 1.NBT.3 The student is unable to use symbols to compare numbers and is unable to correctly answer any of the four comparisons. The student has limited ability to use symbols to compare numbers, correctly answering one of the four comparisons. The student has some ability to use symbols to compare numbers, correctly answering two or three of the four comparisons. The student correctly answers: > > < <
10 1.NBT.2 The student’s answer is incorrect, and there is no evidence of reasoning. The student’s answer includes some indication of understanding either the connection between 30 and 3 tens or 20 and 2 tens, but the student does not follow through with this thinking to correctly answer the question. The student’s answer is correct, but there is no explanation. OR The student’s explanation is mathematically correct and rooted in an understanding of place value, but there is an error in the student’s transcription of the numerals or other calculation error that leads to an incorrect explanation. The student correctly does the following: Draws or writes to explain that Beth is correct. Demonstrates that 30 = 3 tens and 20 = 2 tens. 11 1.NBT.4 1.NBT.6 The student demonstrates little or no ability to add or subtract two-digit numbers to 40, answering two or fewer questions correctly. The student demonstrates some ability to add (or subtract) two-digit numbers, answering at least four of eight correctly, and demonstrates misunderstandings in place value. The student demonstrates the ability to add (and subtract) two-digit numbers, answering at least six of eight correctly, or uses sound process throughout with, at most, four calculation errors. The student correctly: Solves 36 2 tens 21 10 37 20 20 3 tens 2 ones (or 32) Represents process to accurately solve through drawings, number bonds, or the arrow way. The notation demonstrates use of a sound strategy for adding or subtracting.