Second Grade Math Rubric

Second Grade Math RubricQuarter FourStandard Needs Strengthening Developing Secure ExemplaryMakes sense of, solves,and explains additionand subtractionproblemsStudent uses strategies that areinefficient and error-prone, such ascounting back by ones or using onesto directly model the problem (evenif the answer is correct).Student understands the structureof the problems but makes errors ashe/she counts and keeps track ofquantities.Student can accurately write theequation, solve the problem, andrecord his/her strategy. Strategymust be more advanced than simplycounting by ones.*Student shows consistency with a varietyof problems using advanced strategies.*Student can explain reasoning either inwriting or verbally.Identifies ½ 1/3, and ¼of a region or set ofobject*Student may not understand that½ is 1 of 2 equal parts, 1/3 is 1 of 3equal parts, and ¼ is 1 of 4 equalparts.*Student writes “No, the girlscannot get half.”*Students may identify and colorone of the fractional partsincorrectly, or they may identifyonly two of the three fractions.*Student misinterprets the problemand needs help focusing on what theproblem requires.*Students identify 1/3, ½ and ¼ andcolor rectangles correctly.*Student recognizes that each girlcan get half and will find that eachgirl gets 8 pens.*With prompt: Student creates ownrectangle and label with correct fractionand use different fraction from ½, 1/3, and¼ .*With prompt: Student takes the number54 and writes what half would be.Recognizes andunderstands the valueof digits in the ones,tens, and hundredsplace to 999Demonstrates fluencywith additioncombinations and usesknown combinations toadd several numbers inany orderStudent is beginning to understandthe value of digits in the ones, tens,and hundreds place.Student inconsistently understandsthe value of digits in the ones, tens,and hundreds place.Student consistently and accuratelyunderstands the value of digits in theones, tens, and hundreds place.Student extends and applies knowledge toshow the value of digits in the ones, tens,and hundreds place.*Student needs to figure out all ormost of the combinations. Studenttakes time to figure out theproblems (i.e. using fingers, cubes,number line, etc.)*Correctly answers 12 or less singledigit facts in two minutes.*Student is fluent with some of thecombinations; however, he/she takestime to figure out the problems (i.e.using fingers, etc.)*Correctly answers 13-23 single digitfacts in two minutes.*Student is fluent with all or most ofthe combinations. Student is able toanswer in 5 seconds or less.*Correctly answers 24-39 single digitfacts in two minutes.*Student fluently knows ALL of thecombinations in three seconds or less.*Correctly answers more than 40 singledigit facts in two minutes.Understands conceptsof measurement*Student identifies one reason formeasurement error OR*Student is unable to identify anyreasons.*Student cannot correctly measurethe line.*Student does not have a strategyfor measuring a length longer than12 inches.*Student identifies two differentreasons for measurement error.*Student correctly measures 1problem but makes an error with 1problem.*Student accurately measures theadding machine tape as 17 inches butis unable to explain his/her strategyin writing.*Student identifies three differentreasons for measurement error.*Student correctly measures the lineto be about 5 inches (5 ½ inches or 5¼ inches is acceptable) and about 13centimeters.*Student accurately measures theadding machine tape as 17 inches andcan explain his/her strategy inwriting.*Student identifies more than threedifferent reasons for measurement error.*With prompting, student is able toaccurately measure a length longer than 3feet.

Second Grade Math RubricQuarter FourTells and writes timeusing analog and digitalclocksStudent is beginning to tell time. Student inconsistently tells time. Student consistently and accuratelytells time.Student extends and applies knowledge totell time.