Counting

Task: Students will count a group of objects aloud using one –

to – one correspondence (pointing to each object while
counting), and be asked to tell how many are in that group.
Students will then be asked to identify the written number that
represents how many are in the group. The students will then be
asked to sequence the groups from most to least and explain why
they placed each group where they did using words such as “more”
and “less”.

Criteria Needs Improvement Adequate Excellent

- + *
Counts with one Does not point to Correctly counts Correctly counts
to one objects while some of the all groups,
correspondence counting. Rote groups, pointing pointing to each
counts. Or, to each object in object in the
points to some of the group while group while
the objects, but counting. Makes counting. Makes
makes many some errors. few or no
counting errors. counting errors.
Identifies how Rarely / Never Sometimes Usually / Always
many are in each
group
Identifies the Rarely / Never Sometimes Usually / Always
written number
that corresponds
to how many
Correctly No groups placed Most groups All groups placed
sequences groups in correct placed in correct in correct
based on quantity sequence, or many sequence, but a sequence.
errors were made. few errors were
made.
Explains Cannot explain Can somewhat Is able to
reasoning for reasoning for explain placement explain placement
placement of placement choices, but of groups,
groups in choices. Does sometimes correctly using
sequence not use terms confuses terms the terms “more”
“more” or “less”, “more” and and “less” in
or uses terms “less”. relationship to
incorrectly. the groups.
 Student Skills
The following rubric evaluates how your student performed while
using the various student skills needed to complete the above
task.
Criteria Needs Improvement Adequate Excellent
- + *
Listens Rarely / Never Sometimes Usually / Always
attentively
Follows Rarely / Never Sometimes Usually / Always
directions
Demonstrates Rarely / Never Sometimes Usually / Always
effort
Uses age- Rarely / Never Sometimes Usually / Always
appropriate
language to
explain learning
or rationale