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Use the Common Core Assessment Record Book to simplify and streamline your classroom data tracking. It is also a great tool to facilitate lesson planning and support parent-teacher conferences.
Common Core Assessment Record BookRESOURCE GUIDE
© Carson-Dellosa
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© Carson-Dellosa CD-104801
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects.
W.2.8 Recall information from experiences or gather
information from provided sources to answer a question.
W.2.9 (Begins in grade 4)
Range of WritingW.2.10 (Begins in grade 3)
W
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1b Build on others’ talk in conversations by linking
their comments to the remarks of others.
SL.2.1c Ask for clarification and further explanation as
needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a
text read aloud or information presented orally or through
other media. SL.2.3 Ask and answer questions about what a speaker
says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in
coherent sentences.
SL.2.5 Create audio recordings of stories or poems; add
drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and
feelings.SL.2.6 Produce complete sentences when appropriate to
task and situation in order to provide requested detail or
clarification.
SL
Conventions of Standard English
L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.1a Use collective nouns.
L.2.1b Form and use frequently occurring irregular plural
nouns.L.2.1c Use reflexive pronouns.
L.2.1d Form and use the past tense of frequently
occurring irregular verbs.
L.2.1e Use adjectives and adverbs, and choose between
them depending on what is to be modified.
L.2.1f Produce, expand, and rearrange complete simple
and compound sentences.
L.2.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing. L.2.2a Capitalize holidays, product names, and
geographic names.
L.2.2b Use commas in greetings and closings of letters.
L.2.2c Use an apostrophe to form contractions and
frequently occurring possessives.
L.2.2d Generalize learned spelling patterns when writing
words.L.2.2e Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
Knowledge of LanguageL.2.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.2.3a Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of
strategies. L.2.4a Use sentence-level context as a clue to the
meaning of a word or phrase.
L.2.4b Determine the meaning of the new word formed
when a known prefix is added to a known word.
L.2.4c Use a known root word as a clue to the meaning of
an unknown word with the same root.
L.2.4d Use knowledge of the meaning of individual words
to predict the meaning of compound words.
L.2.4e Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the meaning of
words and phrases.
L.2.5 Demonstrate understanding of word relationships and
nuances in word meanings.
L.2.5a Identify real-life connections between words and
their use.L.2.5b Distinguish shades of meaning among closely
related verbs and closely related adjectives.
L.2.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to
texts, including using adjectives and adverbs to describe.
L
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Key Ideas and DetailsRL.2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding
of key details in a text.
RL.2.2 Recount stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, or moral.
RL.2.3 Describe how characters in a story respond to major
events and challenges.
Craft and StructureRL.2.4 Describe how words and phrases supply rhythm and
meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including
describing how the beginning introduces the story and the
ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of
characters, including by speaking in a different voice for
each character when reading dialogue aloud.
Integration of Knowledge and Ideas
RL.2.7 Use information gained from the illustrations and
words in a print or digital text to demonstrate understanding
of its characters, setting, or plot.
RL.2.8 (Not applicable to literature)
RL.2.9 Compare and contrast two or more versions of the
same story by different authors or from different cultures.
Range of Reading and Level of Text Complexity
RL.2.10 By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2–3 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
RI
Key Ideas and DetailsRI.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text.
RI.2.2 Identify the main topic of a multiparagraph text as well
as the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Craft and StructureRI.2.4 Determine the meaning of words and phrases in a
text relevant to a grade 2 topic or subject area.
RI.2.5 Know and use various text features to locate key
facts or information in a text efficiently.
RI.2.6 Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images contribute to and clarify a
text. RI.2.8 Describe how reasons support specific points the
author makes in a text.
RI.2.9 Compare and contrast the most important points
presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 By the end of year, read and comprehend
informational texts, including history/social studies, science,
and technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
RF
Phonics and Word Recognition
RF.2.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.2.3a Distinguish long and short vowels when reading
regularly spelled one-syllable words.
RF.2.3b Know spelling-sound correspondences for
additional common vowel teams.
RF.2.3c Decode regularly spelled two-syllable words with
long vowels. RF.2.3d Decode words with common prefixes and
suffixes. RF.2.3e Identify words with inconsistent but common
spelling-sound correspondences.
RF.2.3f Recognize and read grade-appropriate irregularly
spelled words.
FluencyRF.2.4 Read with sufficient accuracy and fluency to support
comprehension. RF.2.4a Read grade-level text with purpose and
understanding.
RF.2.4b Read grade-level text orally with accuracy,
appropriate rate, and expression on successive readings.
RF.2.4c Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
W
Text Types and Purposes
W.2.1 Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words
to connect opinion and reasons, and provide a concluding
statement or section.
W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
W.2.3 Write narratives in which they recount a well-
elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a
sense of closure.
Production and Distribution of Writing
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by
revising and editing.
W.2.6 With guidance and support from adults, use a variety
of digital tools to produce and publish writing, including in
collaboration with peers.
Language Arts Standards At a Glance
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Standards CrosswalkFourth Grade Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. • Interpretamultiplicationequationasacomparison. • Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison. • Solvemultistepwordproblemsinvolvingwholenumbersusingthefouroperations,including
problems in which remainders must be interpreted. • Representmulti-stepwordproblemsusingequationswithavariable.Gain familiarity with factors and multiples. • Findallfactorpairsforawholenumberintherange1–100. • Understandthatawholenumberisamultipleofeachofitsfactors. • Determinewhetheragivenwholenumberintherange1–100isprimeorcomposite.Generate and analyze patterns. • Generateanumberorshapepatternthatfollowsagivenrule.Sixth Grade
Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. • Writeandevaluatenumericalexpressionsinvolvingwhole-numberexponents. • Read,write,andevaluateexpressionsinvolvingvariables. • Identifythepartsofanexpression:sum,term,product,factor,quotient,coefficient. • Evaluateanexpressionwhengivenaspecificvalueforthevariable. • Usethepropertiesofoperationstogenerateequivalentexpressions. • Identifyequivalentexpressions.Reason about and solve one-variable equations and inequalities. • Understandexpressionsasfindingthevalue(s)thatmakethemtrue. • Usevariablestosolvereal-worldproblems. • Solveproblemsbywritingandsolvingequationswithpositiverationalnumbersintheforms
x + p = q and px = q. • Understandinequalitiesashavinginfinitesolutions. • Writeinequalitiesintheformx > c or x < c to represent problems. • Representsolutionsofinequalitiesonanumberline.Represent and analyze quantitative relationships between dependent and independent variables. • Usevariablestowriteequationsrepresentingindependentanddependentvariables. • Understandtherelationshipbetweenindependentanddependentvariables.____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________
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Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.5.
OA.
A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions
without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
5.O
A.B.
3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
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Operations and Algebraic Thinking
© 2014, Carson-Dellosa Publishing, LLC. The purchase of this material entitles the buyer to reproduce worksheets and activities for classroom use only—not for commercial resale. Reproduction of these materials for an entire school or district is prohibited. No part of this book may be reproduced (except as noted above), stored in a retrieval system, or transmitted in any form or by any means (mechanically, electronically, recording, etc.) without the prior written consent of Carson-Dellosa Publishing, LLC.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Standards CrosswalkFourth Grade Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. • Interpretamultiplicationequationasacomparison. • Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison. • Solvemultistepwordproblemsinvolvingwholenumbersusingthefouroperations,including
problems in which remainders must be interpreted. • Representmulti-stepwordproblemsusingequationswithavariable.Gain familiarity with factors and multiples. • Findallfactorpairsforawholenumberintherange1–100. • Understandthatawholenumberisamultipleofeachofitsfactors. • Determinewhetheragivenwholenumberintherange1–100isprimeorcomposite.Generate and analyze patterns. • Generateanumberorshapepatternthatfollowsagivenrule.Sixth Grade
Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. • Writeandevaluatenumericalexpressionsinvolvingwhole-numberexponents. • Read,write,andevaluateexpressionsinvolvingvariables. • Identifythepartsofanexpression:sum,term,product,factor,quotient,coefficient. • Evaluateanexpressionwhengivenaspecificvalueforthevariable. • Usethepropertiesofoperationstogenerateequivalentexpressions. • Identifyequivalentexpressions.Reason about and solve one-variable equations and inequalities. • Understandexpressionsasfindingthevalue(s)thatmakethemtrue. • Usevariablestosolvereal-worldproblems. • Solveproblemsbywritingandsolvingequationswithpositiverationalnumbersintheforms
x + p = q and px = q. • Understandinequalitiesashavinginfinitesolutions. • Writeinequalitiesintheformx > c or x < c to represent problems. • Representsolutionsofinequalitiesonanumberline.Represent and analyze quantitative relationships between dependent and independent variables. • Usevariablestowriteequationsrepresentingindependentanddependentvariables. • Understandtherelationshipbetweenindependentanddependentvariables.____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________
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Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects.
W.2.8 Recall information from experiences or gather
information from provided sources to answer a question.
W.2.9 (Begins in grade 4)
Range of WritingW.2.10 (Begins in grade 3)
W
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1b Build on others’ talk in conversations by linking
their comments to the remarks of others.
SL.2.1c Ask for clarification and further explanation as
needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a
text read aloud or information presented orally or through
other media. SL.2.3 Ask and answer questions about what a speaker
says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in
coherent sentences.
SL.2.5 Create audio recordings of stories or poems; add
drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and
feelings.SL.2.6 Produce complete sentences when appropriate to
task and situation in order to provide requested detail or
clarification.
SL
Conventions of Standard English
L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.1a Use collective nouns.
L.2.1b Form and use frequently occurring irregular plural
nouns.L.2.1c Use reflexive pronouns.
L.2.1d Form and use the past tense of frequently
occurring irregular verbs.
L.2.1e Use adjectives and adverbs, and choose between
them depending on what is to be modified.
L.2.1f Produce, expand, and rearrange complete simple
and compound sentences.
L.2.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing. L.2.2a Capitalize holidays, product names, and
geographic names.
L.2.2b Use commas in greetings and closings of letters.
L.2.2c Use an apostrophe to form contractions and
frequently occurring possessives.
L.2.2d Generalize learned spelling patterns when writing
words.L.2.2e Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
Knowledge of LanguageL.2.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.2.3a Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array of
strategies. L.2.4a Use sentence-level context as a clue to the
meaning of a word or phrase.
L.2.4b Determine the meaning of the new word formed
when a known prefix is added to a known word.
L.2.4c Use a known root word as a clue to the meaning of
an unknown word with the same root.
L.2.4d Use knowledge of the meaning of individual words
to predict the meaning of compound words.
L.2.4e Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the meaning of
words and phrases.
L.2.5 Demonstrate understanding of word relationships and
nuances in word meanings.
L.2.5a Identify real-life connections between words and
their use.L.2.5b Distinguish shades of meaning among closely
related verbs and closely related adjectives.
L.2.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to
texts, including using adjectives and adverbs to describe.
L
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Standards Crosswalk
Fourth Grade Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems.
• Interpretamultiplicationequationasacomparison.
• Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison.
• Solvemultistepwordproblemsinvolvingwholenumbersusingthefouroperations,including
problems in which remainders must be interpreted.
• Representmulti-stepwordproblemsusingequationswithavariable.
Gain familiarity with factors and multiples.
• Findallfactorpairsforawholenumberintherange1–100.
• Understandthatawholenumberisamultipleofeachofitsfactors.
• Determinewhetheragivenwholenumberintherange1–100isprimeorcomposite.
Generate and analyze patterns. • Generateanumberorshapepatternthatfollowsagivenrule.
Sixth GradeExpressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions.
• Writeandevaluatenumericalexpressionsinvolvingwhole-numberexponents.
• Read,write,andevaluateexpressionsinvolvingvariables.
• Identifythepartsofanexpression:sum,term,product,factor,quotient,coefficient.
• Evaluateanexpressionwhengivenaspecificvalueforthevariable.
• Usethepropertiesofoperationstogenerateequivalentexpressions.
• Identifyequivalentexpressions.Reason about and solve one-variable equations and inequalities.
• Understandexpressionsasfindingthevalue(s)thatmakethemtrue.
• Usevariablestosolvereal-worldproblems.
• Solveproblemsbywritingandsolvingequationswithpositiverationalnumbersintheforms
x + p = q and px = q. • Understandinequalitiesashavinginfinitesolut
ions.
• Writeinequalitiesintheformx > c or x < c to represent problems.
• Representsolutionsofinequalitiesonanumberline.
Represent and analyze quantitative relationships between dependent and independent variables.
• Usevariablestowriteequationsrepresentingindependentanddependentvariables.
• Understandtherelationshipbetweenindependentanddependentvariables.
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Reason with shapes and their attributes.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
G
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Represent and solve problems involving addition and subtraction.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.Add and subtract within 20.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends. 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
NB
T
Understand place value.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
2.NBT.A.1a 100 can be thought of as a bundle of ten tens—called a “hundred.”2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
MD
Measure and estimate lengths in standard units.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.Relate addition and subtraction to length.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Represent and interpret data.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Math Standards At a Glance
The Common Core Assessment Record Book
The color of each section corresponds with the color of the record section of that anchor or domain later in the book.
Individual math domains and English language arts anchors are presented in full.
Crosswalks for each anchor and domain present a complete picture of what students should already know and what they need to prepare for in the coming year.
The At-a-Glance standards pages at the front of the book place all of the Common Core standards at your fingertips for quick and easy reference.
Color-coded sections with prominent titles allow simple and straightforward access to each anchor and domain.
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Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
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Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
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Use place value understanding to round multi-digit whole numbers to any place.
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Fluently add and subtract multi-digit whole numbers using the standard algorithm.
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Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit nubers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
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Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Note: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
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Standards CrosswalkThird Grade Number and Operations in Base Ten Use place value understanding and properties of operations to perform multi-digit arithmetic. • Roundwholenumberstothenearest10or100. • Fluentlyaddandsubtractwithin1000. • Multiplyone-digitwholenumbersbymultiplesof10from10–90.
Fifth GradeNumber and Operations in Base Ten Understand the place value system. • Understandthateachplacevalueistentimeslargerthantheplacetotheright,andone-tenthas
large as the place to the left. • Explainpatternsinthenumberofzerosinaproductwhenmultiplyingbyapowerof10,andinthe
placementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10. • Usewhole-numberexponentstodenotepowersof10. • Readandwritedecimalstothousandthsusingbase-tennumerals,words,andexpandedform. • Comparetwodecimalstothethousandthsplaceusing>,=,and<. • Rounddecimalstoanyplace.Perform operations with multi-digit whole numbers and with decimals to hundredths. • Fluentlymultiplymulti-digitwholenumbers. • Findwhole-numberquotientsbydividinguptofour-digitdividendsbytwo-digitdivisors. • Add,subtract,multiply,anddividedecimalstothehundredthsplace.
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Number and Operations in Base Ten
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The student record pages are designed to simplify the assessment of student proficiencies throughout the year.
Reproducible pages at the back of each record book will complement your Common Core assessment needs. Additional reproducible pages are provided at the end of this resource guide. A Standard Record and Planning sheet is provided on page 6 for recording the dates a standard is taught and corresponding classroom proficiency. A Student Self-Assessment sheet and accompanying graph are provided on pages 7 and 8.
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Cara Avery
- struggles with comparing unknowns
- needs supportwith wordproblems
- successfulwith all typesof problems
- needs helpdecoding wordproblems
- struggles with subtraction
- struggles with two-step problems
- needs supportwith multi-stepproblems
1 1 2 2 3 3 3 4 1 2 2 3 2 3 3 4 3 3 44
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10/152/3
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9/69/8
10/152/3
Luis Diaz Sam Edwards Jayla Smith Robin Bauer
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Supplement student data with short notes on progress and issues. Coordinate notes with assessment dates by using a different color for each new data point and note.
Record the date of each assessment. Or, use a section for each quarter of the year.
Record individual proficiencies at each date. Refer to page 4 for a variety of recording options.
Record student names across the tops of the pages. You may choose to use numbers to maintain student privacy if the record book will be used during parent-teacher conferences.
This page may be used as an expansion of the recording pages if more space is needed. It may also be used to allow students to record self-assessment data for specific standards throughout the year.
This page is intended as an assessment page and may be included as part of a student portfolio. On a copy of the page, record a prompt to assess a specific standard. Then, make copies for the class. Have students use the space at the bottom of the page to respond to the prompt. See page 5 for more information on using a portfolio system.
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Name _____________________________________________________ Date _________________________
Standard ____________________________________________________________________________________________
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The Common Core Assessment Record Book
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Recording Systems
The record books allow for a variety of recording methods. Several options are detailed below so you may choose the recording system that works best for you. Each system may be matched to the rubric at the bottom of the page to simplify assessing a student’s level.
• The numbered rubric system uses the numbers 0 or 1 through 4 to assess students on a sliding scale. Numbers at the lower end show the least proficiency, while a 4 means that a student is completely proficient at a skill.
0, 1, 2, 3, 4
• A check mark system uses different check marks to record proficiency. An X shows that students have had little to no success with the skill. A check minus, check, or check plus show increasing proficiency with the skill.
7, 3–, 3+,
• A lettered system uses abbreviations to record assessments. From least to most proficient, a student may be assessed at NI (needs improvement), S (satisfactory), G (good), or E (excellent).
NI, S, G, E
• A lettered grading system may be used if one is already in place for report cards. Students are graded with a letter from A to F, which often corresponds to a number grade on a 7- or 10-point scale from 0–100.
F, D, C, B, A
• A numbered grading system is common in the upper grades and may already be in use. Students are assigned a number grade from 0–100 that represents the percentage correct on an assessment or an average of several graded assignments.
0 –100
Rubrics are often helpful to assess students’ skills when many levels of understanding are possible. See below for a sample rubric to follow when assessing students’ proficiency.
0 Even with help, the student doesn’t understand.
1 The student is beginning to understand but is still unable to complete the task.
2 The student can complete the task with help.
3 The student can complete the task without help.
4 The student is able to explain his thinking and teach the skill to others.
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Student portfolios are a collection of student work. Portfolios are most useful if they include work spanning the entire year, although starting a portfolio system at any point in the year can be beneficial. They may include a variety of work and may be teacher-directed, student-directed, or a combination of both. Think about the purpose you would like student portfolios to serve, and let that guide your decisions throughout the implementation process.
A portfolio system can be extremely useful in the Common Core classroom because it gives a broader picture of a student’s success or challenges with standards throughout the year. In conjunction with the Common Core Assessment Record Book, a portfolio can be beneficial in planning individual goals and interventions for students, and in engaging other staff and parents in the process.
A student portfolio system can be a valuable addition to an assessment program since it adds depth and meaning to the numbers or letters assigned to a student’s proficiency. Some of the advantages of using a portfolio system include:
• It supports a teacher’s assessment of a student’s skill level.
• It allows administrators, parents, and support staff to better understand a student’s skill level and decide on necessary interventions.
• It gives a detailed view of a student’s progress over time.
• It can include a variety of documentation, such as work samples, anecdotal notes, and assessments.
• It gives students ownership over their goals and progress.
While implementing portfolio systems can seem overwhelming, here are several solutions and suggestions for beginning and maintaining one:
• Use pizza boxes, magazine holders, or three-ring binders to store portfolio work.
• To save space, consider keeping digital portfolios by scanning or taking photos of student work. Save the files to a folder designated for each student.
• Allow students to choose work to add to their portfolios.
• You may also choose to have students reflect on why they kept each piece of work. Make copies of reflection prompts such as I enjoyed…, I struggled with…, or, At first I…, then I… Have students complete these and staple them to the pieces of work before adding them to the portfolios.
• Jot anecdotal evidence on self-stick notes as it occurs. At the end of each day or week, place the notes inside a file folder included in each student’s portfolio.
• Include students in parent-teacher conferences by allowing them to guide their guardians through their work.
The Portfolio System
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Standard Record and Planning
Standard:
Date LessonPercent Meeting
Percent Not
Meeting
Students Needing More Support
Additional Notes
Student Self-Assessment
Standard How I Did How I Did How I Did How I Did
Date: Date: Date: Date:
Date: Date: Date: Date:
Date: Date: Date: Date:
Date: Date: Date: Date:
Date: Date: Date: Date:
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Student Self-Assessment GraphStandard: ________________________________________________________
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0Date: Date: Date: Date: Date: Date:
