Standards Based Report Cards Learning Target Rubrics MATH GRADE 2 Standard/Essential Outcome

1.

Demonstrate mastery of basic addition and subtraction facts (09).

Standard/Essential Outcome

2. Read, write, compare, order, and represent whole numbers up to 1000.

Learning Target

2

3

Student is inconsistent with answering facts accurately.

Student can consistently answer facts accurately with no time constraints.

Student can consistently and accurately answer facts within one minute.

I can answer 25 subtraction Student is inconsistent facts (0-9) in one minute with answering facts with 92% accuracy. accurately.

Student can consistently answer facts accurately with no time constraints.

Student can consistently and accurately answer facts within one minute.

I can answer 25 addition facts (0-9) in one minute with 92% accuracy.

Learning Target I can read numbers up to 1,000.

I can write numbers up to 1,000.

1

1 Student reads single digit numbers with 90% accuracy level and 2-digit numbers up to 50% accuracy. Student writes single digit numbers with 90% accuracy level and 2-digit numbers up to 50% accuracy.

2 Student reads 2-digit numbers with 90% accuracy and 3-digit numbers up to 50% accuracy. Student writes 2-digit numbers with 90% accuracy and 3-digit numbers up to 50% accuracy.

3 Student consistently reads 3-dgit numbers with 90% accuracy.

Student consistently writes 3-dgit numbers with 90% accuracy.

I can compare two numbers up to 1,000. I can put numbers in correct order up to 1,000.

I can show a number up to 1,000 in 3 different ways.

I can tell the value of each digit in a 3 digit number.

Standard/Essential Outcome

Learning Target I can identify and continue number patterns.

3. Recognize, create, describe and use number patterns.

I can find the missing numbers in a number sentence and use it to solve real world problems.

Student consistently compares single and double digit numbers accurately. Student consistently orders single and double digit numbers accurately.

Student can compare some 3 digit numbers, but not consistently.

Student can consistently compare 3 digit numbers accurately.

Student can order some 3 digit numbers, but not consistently.

Student can consistently order 3 digit numbers accurately. Student can show three or more ways to make a 3-digit number – such as using place value, expanded form, standard form, and/or written words.

Student can show one way to make a 3-digit number.

Student can show two ways to make a 3-digit number.

Student can identify the digits in the ones and tens place.

Student can identify the digit in the ones, tens and hundreds place. Plus, student can tell the value of those digits with 50% accuracy.

Student can identify the value of each digit in a 3digit number with 90% accuracy.

2 Student can identify various number patterns but cannot consistently continue those patterns.

3 Student can identify and continue various number patterns starting at any given number.

Student can find the unknowns of a real-world problem by creating a number sentence with 80% accuracy.

1 Student can identify and continue number patterns that count by 2, 5, and 10 starting at 0. Student can recognize the important information needed to solve real-world problems, but unable to use the information consistently.

Standard/Essential Outcome

Learning Target I can find the value of a set of coins.

4.

Find the value of a group of coins up to $1.00.

Standard/Essential Outcome

Tell time to the quarter hour and distinguish between a.m. and p.m.

2

3

Student can count some sets of coins up to $1.00, but not consistently.

Students can consistently count various sets of coins up to $1.00.

I can show a given amount of money in 2 or more ways.

Student is inconsistent in showing a given amount of money.

Student consistently can show one way to make a given amount of money.

Student consistently can show 2 or more ways of making a given amount of money.

Learning Target

1 Student can consistently tell time to the hour and half hour.

2 Student can tell time to the quarter hour, but not consistently.

3 Student can consistently tell time to the quarter hour.

Student can identify a.m. as “morning” and p.m. as “evening”.

Students can correctly identify some events Students can correctly within a day, but is identify events within a inconsistent in identifying day using a.m and p.m. all events.

I can tell time to the quarter hour. 5.

1 Student can name and identify the value of penny, nickel, dime, and quarter.

I can tell the difference between a.m. and p.m.

Standard/Essential Outcome

6. Add and subtract two-digit numbers when solving real world problems.

Standard/Essential Outcome

7. Identify, describes, compares and classifies basic shapes.

Learning Target

1

2 Student can add some 2Student can add 2-digit I can regroup to add two digit numbers when numbers when digit numbers. regrouping is needed, but regrouping is not needed. not consistently. Student can subtract Student can subtract 2some 2-digit numbers I can regroup to subtract digit numbers when when regrouping is two-digit numbers. regrouping is not needed. needed, but not consistently. Student can decide when Student can solve real to add or subtract to I can decide when to add or world problems when solve real world subtract to solve word mixed operation problems, but teacher problems. (choosing to + or -) is not support is needed to find needed. key words.

Learning Target

1

2

I can identify plane figures including trapezoid, hexagon, pentagon and quadrilateral.

Student can identify basic shapes – circle, square, rectangle and triangle.

Student can identify basic shapes, plus some additional shapes.

I can describe the number of sides and vertices of plane shapes.

Student can describe the number of sides of a plane shape.

I can identify solid shapes including sphere, cube, Student can identify pyramid, rectangular prism, some solid shapes. cylinders and cone.

Student can describe the number of sides and vertices, but with some inaccuracy. Student can identify all solid shapes, but needs choices to choose from for support.

3 Student can, consistently, add 2-digit numbers with and without grouping. Student can consistently subtract 2-digit numbers with and without grouping. Student can consistently decide when to add or subtract to accurately solve real world problems.

3 Student can identify plane figures including trapezoid, hexagon, pentagon and quadrilateral. Student can describe the number of sides and vertices of plane shapes. Student can identify all solid shapes, without support.

I can describe the number of edges, vertices and faces of solid shapes.

I can tell how shapes are alike and different.

Standard/Essential Outcome 8.

Uses tools to accurately measure length.

Learning Target I can measure objects to the nearest inch or centimeter.

Student recognizes that solid shapes have different parts, but cannot name them Student can describe either a similarity or difference of two solid shapes.

1 Student can measure objects when ruler has only one system of markings. (inches OR centimeters)

Student can identify edges, vertices and faces of solid shapes, but does not accurately apply this knowledge. Student can describe a similarity, but only uses the characteristic of one of the shapes when comparing a difference. Example – A cone will roll, a cube will not.

2 Student can measure objects, but sometimes confuses inches and centimeters.

Student can describe the number of edges, vertices and faces of solid shapes. Student can describe similarities and differences of solid shapes, using characteristics of both shapes.

3 Student can accurately measure objects and distinguish between inches and centimeters.