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Kindergarten

Counting and Cardinality Assessment

Know number names and the count sequence. Count to tell the number of objects. Compare numbers.

Rubric Code: W2372X2

By SETAP433

Draft

Public Rubric

Subject: Math

Type: Assessment

Grade Levels: K-5

Counting and Cardinality-Kindergarten Standard
	Below the Standard 1 pts	Approaching the Standardard 2 pts	Meets the Standard 3 pts	Exceeds the Standard 4 pts
Count to 100 by ones and tens.	1 Student is not able to count by ones and tens to 100. Student requires full teacher support.	2 Student can count by ones and tens to 50 without prompting, Student can count by ones and tens to 100 with teacher support.	3 Student can count by ones and tens to 100.	4 Student can count to 100 by ones and tens. Student can do this without teacher support.
Count forward beginning from a given number within the known sequence (instead of having to begin at one.	1 Student cannot count forward from a given number within the known sequence. Student requires full teacher support	2 Student is can count forward from a given number within the known sequence. Student can do this with teacher support.	3 Student can count forward beginning from a given number within the known sequence; not having to begin at one.	4 Student can count forward beginning from a given number within the known sequence; not having to begin at one. Student can do this without teacher support
Read and write numerals from 0 to 20.	1 Student is not able to write numerals from 0 to 20. Student requires full teacher support.	2 Student can read and write numerals from 0 to 20. Student can do this with teacher support.	3 Student can read and write numerals from 0 to 20.	4 Student can read and write numerals from 0 to 20. Student can do this without teacher support.
Understand the relatiionship between numbers and quantities; connect counting to cardinality.	1 Student cannot understand the relationship between numbers and quantities, connect counting to cardinality. Student requires full teacher support.	2 Student can count forward beginning from a given number within the known sequence; not having to begin at one Student can do this with teacher support.	3 Student can count forward beginning from a given number within the known sequence; not having to begin at one.	4 Student can count forward beginning from a given number within the known sequence; not having to begin at one. Student can do this without teacher support.
Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects	1 Student cannot count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student requires full teacher support.	2 Student can ount to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this with teacher support.	3 Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.	4 Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this without teacher support.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to ten objects.	1 Student cannot count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student requires full teacher support.	2 Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this with teacher support.	3 Student can ount to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects	4 Student can count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects. Student can do this without teacher support.
Compare two numbers between 1 and 10 presented as written numerals.	1 Student cannot compare two numbers between 1 and 10 presented as written numerals. Student requires full teacher support.	2 Student can compare two numbers between 1 and 10 presented as written numerals. Student can do this with teacher support.	3 Student can compare two numbers between 1 and 10 presented as written numerals.	4 Student can compare two numbers between 1 and 10 presented as written numerals. Student can do this without teacher support.

Keywords:

Counting

Subjects:

Math

Types:

Assessment

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