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# Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Alawwad, Malak

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 12 out of 22 points (55% Correct)

Proficiency Level: Below Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 0.00 No
0 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 1 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 50.00 No
1 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 0.00 No
0 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 0.00 No
0 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
1 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 2 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Alzahrani, Rama

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 22 out of 22 points (100% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 3 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 4 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Bailey, Michael

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 19 out of 22 points (86% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 5 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 50.00 No
1 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 6 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Brainich, Kaidyn

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 22 out of 22 points (100% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 7 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 8 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Carrillo, Alex

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 18 out of 22 points (82% Correct)

Proficiency Level: Proficient

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 9 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
1 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 10 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Cordova, Harmony

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 17 out of 22 points (77% Correct)

Proficiency Level: Proficient

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 11 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 0.00 No
0 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 12 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Feller, Olivia

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 12 out of 22 points (55% Correct)

Proficiency Level: Below Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 0.00 No
0 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 13 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 50.00 No
1 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 50.00 No
1 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 0.00 No
0 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 14 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Garner, Erik

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 12 out of 22 points (55% Correct)

Proficiency Level: Below Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 15 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 50.00 No
1 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 0.00 No
0 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 0.00 No
0 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 16 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Holstine, Melina

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 17 out of 22 points (77% Correct)

Proficiency Level: Proficient

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 17 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 0.00 No
0 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 18 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Matlock, Jadea

Date Taken: 3/14/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 14 out of 22 points (64% Correct)

Proficiency Level: Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 0.00 No
0 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 19 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 0.00 No
0 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
1 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 20 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Randall, Taylee

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 21 out of 22 points (95% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 21 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 22 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Samuel, Epeneto

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 2 out of 22 points (9% Correct)

Proficiency Level: Below Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 0.00 No
0 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 0.00 No
0 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 0.00 No
0 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 50.00 No
1 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 23 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 0.00 No
0 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 0.00 No
0 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 0.00 No
0 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 0.00 No
0 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
0 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 24 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Scarber, Noelle

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 21 out of 22 points (95% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 25 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 26 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Selah, Trinity

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 11 out of 22 points (50% Correct)

Proficiency Level: Below Basic

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 0.00 No
0 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 0.00 No
0 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 0.00 No
0 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 0.00 No
0 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 27 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 50.00 No
1 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 50.00 No
1 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 0.00 No
0 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 28 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Trawick, Sarah

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 22 out of 22 points (100% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 100.00 Yes
2 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 29 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
3 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 30 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Trinidad, Angel

Date Taken: 3/13/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 16 out of 22 points (73% Correct)

Proficiency Level: Proficient

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 100.00 Yes
1 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 0.00 No
0 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 31 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 0.00 No
0 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three
2 out of 3
data points, how many in each category, and how many more or
less are in one category than in another.

## Generated on 04/04/2017 by Illuminate Education Page 32 of 34

Student Assessment Overview Student

## Assessment Title: SLCSD Interim 3 2016-2017 MA Grade 1 Valenzuela, Luis

Date Taken: 3/9/17 12:00 AM
Site: Bennion Elementary School
Teacher: Johnson-Sten

## Overall Score: 19 out of 22 points (86% Correct)

Standard Performance
Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.1 Use addition and subtraction within 20 to solve word problems
[1,2] involving situations of adding to, taking from, putting together, 50.00 No
1 out of 2
taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
CCSS.MA.1.1.OA.2 Solve word problems that call for addition of three whole numbers
[20] whose sum is less than or equal to 20, e.g., by using objects, 100.00 Yes
3 out of 3
drawings, and equations with a symbol for the unknown number
to represent the problem.
CCSS.MA.1.1.OA.3 Apply properties of operations as strategies to add and subtract.
[12] 100.00 Yes
1 out of 1

[13] 0.00 No
0 out of 1

## CCSS.MA.1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2

[14] to add 2). 100.00 Yes
1 out of 1

[3,4] and subtraction within 10. Use strategies such as counting on; 100.00 Yes
2 out of 2
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

## Generated on 04/04/2017 by Illuminate Education Page 33 of 34

Standard Description Score % Correct Mastered ?
CCSS.MA.1.1.OA.8 Determine the unknown whole number in an addition or
[5,6] subtraction equation relating three whole numbers. 100.00 Yes
2 out of 2

CCSS.MA.1.1.NBT.1 Count to 120, starting at any number less than 120. In this range,
[7,18] read and write numerals and represent a number of objects with a 100.00 Yes
2 out of 2
written numeral.

## CCSS.MA.1.1.NBT.2 Understand that the two digits of a two-digit number represent

[8,9] amounts of tens and ones. Understand the following as special 100.00 Yes
2 out of 2
cases:

CCSS.MA.1.1.NBT.4 Add within 100, including adding a two-digit number and a one-
[15] digit number, and adding a two-digit number and a multiple of 10, 100.00 Yes
1 out of 1
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MA.1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than
[16] the number, without having to count; explain the reasoning used. 100.00 Yes
1 out of 1

## CCSS.MA.1.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

[17] the range 10-90 (positive or zero differences), using concrete 100.00 Yes
1 out of 1
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and
explain the reasoning used.
CCSS.MA.1.1.MD.4 Organize, represent, and interpret data with up to three