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You are on page 1of 34

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[14] to add 2). 0.00 No

0 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 33.33 No

1 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 33.33 No

1 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Proficient

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[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).

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.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[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).

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.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/14/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 33.33 No

1 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[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).

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.

[8,9] amounts of tens and ones. Understand the following as special 50.00 No

1 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 0.00 No

0 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

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

[14] to add 2). 0.00 No

0 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 100.00 Yes

3 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/13/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Proficient

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

[14] to add 2). 100.00 Yes

1 out of 1

CCSS.MA.1.1.OA.6 Add and subtract within 20, demonstrating fluency for addition

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

Student Assessment Overview Student

Date Taken: 3/9/17 12:00 AM

Site: Bennion Elementary School

Teacher: Johnson-Sten

Proficiency Level: Advanced

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

[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).

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

[7,18] read and write numerals and represent a number of objects with a 100.00 Yes

2 out of 2

written numeral.

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

2 out of 2

cases:

[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

[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

[10,11,19] categories; ask and answer questions about the total number of 66.67 No

2 out of 3

data points, how many in each category, and how many more or

less are in one category than in another.

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