Download Grade 1 Rubric and Scoring Guide

Instructions for Administering
Dolly’s Ducks
Suggestions before Dolly’s Ducks Performance Task:

To support part A, B, and C refer to Units of Study, First Grade, Unit 2 on
MyConnect.
 2.1 Whole Class Investigation/Math Task.


Journals 2.1, 2.2, 2.13
Splash! Task (see 2.14)

To support part D refer to Units of Study, First Grade, Unit 4 on MyConnect.
 Good Night, Gorilla Task (see 4.15)

To support part E participate in Puzzled Penguin activities throughout units in
Math Expression.
 Focus on “What’s the error?” discussion and construct viable arguments
and critique reasoning of others
Directions for Administering the Task:
 This performance task should be given to students in a whole group setting where
students are working independently to complete each part of the task.


The task is designed to be given over 2 days if needed.
Each portion should be out loud to students.
Dolly’s Ducks Scoring Guide
Total Points
A
B
C
D
E
Student correctly draws an arrangement of 12.
Student’s numerical response matches their drawing.
Student draws a correct math mountain for a total of 12.
 This may or may not match the numbers chosen for the
partners in section A.
Student writes a correct equation to match their math mountain.
Student’s math mountain and equation matches the information
from task A.
1 point
1 point
1 point
Student uses subtraction to solve the problem.
 Does not necessarily match task A and/or B.
Student uses numbers and pictures to correctly solve their
scenario.
 Even if the student chooses to add, they get a point if
their picture matches their number sentence.
Student uses ducks in the grass information from A to create a
correct subtraction scenario.
1 point
Student correctly draws a picture representing 2 feet per duck
and 4 feet per frog.
Student labels which animal has more feet.
Student writes a sentence stating which animal has more feet.
Student correctly identifies that Dolly’s response is incorrect.
Student gives a reason why Dolly is wrong.
 Acceptable responses might include a number sentence
or that Dolly counted too fast
Student uses numbers and pictures to support their thinking.
Student uses mathematical reasoning to explain what Dolly did
wrong.
 Acceptable responses might include Dolly counted frogs
as having 2 feet or that she forgot a frog
Student explains a way for Dolly to get to the correct answer.
 Acceptable responses might include a picture, an
equation, or a suggestion for Dolly
2 point
1 point
1 point
2 points
3 points
1 point
4 points
2 points
1 point
1 point
1 point
4 points
1 point
1 point
2 points
7 points
2 points
20 points
*This rubric is assessing both math content and mathematical practice standards.
4
The student uses
clear, accurate, and
appropriate
mathematical
representations and
provides an
explanation that
demonstrates a deep
level of
understanding.
20-16 points
3
The student uses
accurate and
appropriate
mathematical
representations and
provides some
explanation of how
each problem was
solved.
10-15 points
2
1
The student’s
mathematical
representations may
be unclear or
inaccurate with
limited explanation of
how each problem was
solved.
The student has little
or no mathematical
representations with
no explanation of how
each problem was
solved.
6-9 points
0-5 points