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iRubric: Kindergarten - Counting and Cardinality rubric

iRubric: Kindergarten - Counting and Cardinality rubric

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Kindergarten - Counting and Cardinality 
Kindergarten - Counting and Cardinality
Rubric Code: SX3BB78
By jsciarratta
Draft
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Kindergarten
Counting and Cardinality
  Limited

1 pts

Progressing

2 pts

Meets

3 pts

Exceeds

4 pts

K.CC.4a

When counting objects, say the number names , pairing each object with one and only one number name and each number name with one and only one object.
Limited

Student is limited in
understanding the
relationship between
number and
quantities.
Progressing

Student begins to
understand the
relationship between
number and quantities and needs some prompting.
Meets

Student understands
the relationship
between number and
quantities with no prompting.
Exceeds

Student understands the relationship between number and quantities and can explain the relationship independently.
K.CC.4b

Understand that the last number name said tells the number of objects counted. Understands that the number of objects counted is the same regardless of their arrangement or the order in which they were counted.
Limited

Student's ability to count objects up to 5 is limited.Student is also unable to understand that the last number name said tell the number of objects counted.
Progressing

Student is able to count objects, and begins to understand that the last number name said tell the number of objects counted with prompting.
Meets

Student is able to count objects, and is able to understand that the last number name said tell the number of objects counted with no prompting.
Exceeds

Student is able to count objects, and to understand that the last number name said tell the number of objects counted and can give an explanation independently.
K.CC.4c

Understand that each successive number name refers to a quantity that is one larger.
Limited

Student's knowledge and understanding of successive number names up to 10 (quantity that is one larger) is limited.
Progressing

Student's knowledge and understanding of successive number names up to 10 (quantity that is one larger)is developing.
Meets

Student has adequate knowledge and understanding of successive number names up to 10 (quantity that is one large).
Exceeds

Student has a deeper knowledge and understanding of successive number names up to 10 ( quantity that is one larger) and can give an explanation.
K.CC.5

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Limited

Student is not able to count and answer how many without full prompting.
Progressing

Student is able to
answer how many
with some prompting.
Meets

Student is able to
answer how many with no prompting.
Exceeds

Student is able to
answer how many with no prompting and is able to give an explanation independently.


Following directions
Limited

Student cannot follow directions and complete math project without full prompting.
Progressing

Student is able to follow directions and complete math project with some prompting.
Meets

Student is able to follow directions and complete math with minimal prompting.
Exceeds

Student is able to follow directions and complete math project independently.



Keywords:
  • Counting Cardinality

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