iRubric: Patterning - Gr. 1 rubric

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Patterning - Gr. 1

By the end of Grade 1, students will identify, describe, extend, and create repeating patterns; identify, describe, and extend, through investigation, geometric repeating patterns involving one attribute; identify and extend, through investigation, numeric repeating patterns; describe numeric repeating patterns in a hundreds chart; identify a rule for a repeating pattern; create a repeating pattern involving one attribute; represent a given repeating pattern in a variety of ways.

Rubric Code: WX2628A

By mccnikki

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Subject: Math

Type: Assessment

Grade Levels: K-5

Patterning
	Level 1 (N/A)	Level 2 (N/A)	Level 3 (N/A)	Level 4 (N/A)
Knowledge and Understanding Student demonstrates an understanding of repeating patterns (geometric, numeric, colour), as well as the parts of a pattern (i.e. rule, terms, attributes.)	Level 1 With on-on-one guidance, demonstrates limited understanding of repeating patterns and their parts.	Level 2 With some prompting, can correctly explain or identify repeating patterns, including some of their parts.	Level 3 Usually demonstrates an understanding of repeating patterns, and can explain and identify several of the components that make up said patterns.	Level 4 Consistently and in various contexts demonstrates an understanding of repeating patterns and their various components; including identifying and explaining.
Thinking Student can distinguish a pattern from a non-pattern, spot mistakes in a provided pattern, successfully creating and extending pattern using appropriate strategies.	Level 1 Student needs one-on-one guidance to distinguish patterns, and with assistance can create or extend patterns using limited strategies.	Level 2 With some assistance, student is able to distinguish patterns. Student uses some appropriate strategies to create and extend patterns.	Level 3 Student is usually able to distinguish patterns and uses appropriate strategies to create and extend patterns.	Level 4 Student is able to consistently and confidently distinguish patterns and non-patterns. Student uses effective, appropriate, and innovative strategies for creating and extending patterns.
Communication Student can clearly and accurately describe patterns and pattern components using appropriate mathematical vocabulary (i.e. pattern, repeat, rule, core, term).	Level 1 Student is unable to clearly describe patterns and components.	Level 2 With prompting, student is able to describe patterns and components with some clarity.	Level 3 Clearly describes patterns and components using some appropriate mathematical vocabulary.	Level 4 Student clearly and confidently describes patterns in various contexts, using appropriate mathematical vocabulary.
Application Student can accurately copy a pattern, extend a pattern, describe a pattern, follow a pattern rule, and create their own patterns/pattern rules.	Level 1 With limited effectiveness the student creates, extends, and describes patterns, and follows pattern rules.	Level 2 With some effectiveness the student creates, extends, and describes patterns, and follows pattern rules.	Level 3 With considerable effectiveness the student creates, extends, and describes patterns, and follows pattern rules.	Level 4 Student accurately and highly effectively creates, extends, and describes patterns, and follows pattern rules.

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