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iRubric: Counting and Cardinality Assessment rubric

iRubric: Counting and Cardinality Assessment rubric

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Counting and Cardinality Assessment 
P1.1 Demonstrate an understanding of numbers with proficiency to rote count, order, compare, subitize, match objects to and write numbers.
Rubric Code: J2372WC
By SETAP433
Ready to use
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Counting and Cardinality-Kindergarten Standard
Demonstrate an understanding of numbers with proficiency to rote count, order, compare,
subitize, match objects to and write numbers.
 

Below the Standard

1 pts


Approaching the Standardard

2 pts


Meets the Standard

3 pts


Exceeds the Standard

4 pts

Count by 100

Count to 100 by ones and tens.
1

Student is not able to count by ones and tens to 100. Student requires full teacher support.
2

Student can count by ones and tens to 50 without prompting, Student can count by ones and tens to 100 with teacher support.
3

Student can count by ones and tens to 100.
4

Student can count to 100 by ones and tens. Student can do this without teacher support.
Count Forward

Count forward beginning from a given number within the known sequence (instead of having to begin at one.
1

Student cannot count forward from a given number within the known sequence. Student requires full teacher support
2

Student is can count forward from a given number within the known sequence. Student can do this with teacher support.
3

Student can count forward beginning from a given number within the known sequence; not having to begin at one.
4

Student can count forward beginning from a given number within the known sequence; not having to begin at one. Student can do this without teacher support
Read and Write

Read and write numerals from 0 to 20.
1

Student is not able to write numerals from 0 to 20. Student requires full teacher support.
2

Student can read and write numerals from 0 to 20. Student can do this with teacher support.
3

Student can read and write numerals from 0 to 20.
4

Student can read and write numerals from 0 to 20. Student can do this without teacher support.
Understanding

Understand the relatiionship between numbers and quantities; connect counting to cardinality.
1

Student cannot understand the relationship between numbers and quantities, connect counting to cardinality. Student requires full teacher support.
2

Student can count forward beginning from a given number within the known sequence; not having to begin at one Student can do this with teacher support.
3

Student can count forward beginning from a given number within the known sequence; not having to begin at one.
4

Student can count forward beginning from a given number within the known sequence; not having to begin at one. Student can do this without teacher support.
Count to Answer

Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects
1

Student cannot count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student requires full teacher support.
2

Student can ount to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this with teacher support.
3

Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
4

Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this without teacher support.
Identify

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to
ten objects.
1

Student cannot count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student requires full teacher support.
2

Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this with teacher support.
3

Student can ount to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects
4

Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular
array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this without teacher support.
Compare Two Numbers

Compare two numbers between 1 and 10 presented as written numerals.
1

Student cannot compare two numbers between 1 and 10 presented as written numerals. Student requires full teacher support.
2

Student can compare two numbers between 1 and 10 presented as written numerals. Student can do this with teacher support.
3

Student can compare two numbers between 1 and 10 presented as written numerals.
4

Student can compare two numbers between 1 and 10 presented as written numerals. Student can do this without teacher support.



Keywords:
  • Counting and Cardinality



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