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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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 0.00 No
0 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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
 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.
 100.00 Yes
1 out of 1

 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

 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-
 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
 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

 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