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Achievement Descriptors: Overview
Counting, Comparison, and Addition
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on the instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module.
Each module has its own set of ADs, and the number of ADs varies by module. Taken together, the sets of module-level ADs describe what students should accomplish by the end of the year.
ADs and their proficiency indicators support teachers with interpreting student work on
• informal classroom observations (recording sheet provided in the module resources),
• data from other lesson-embedded formative assessments,
• Exit Tickets,
• Topic Tickets, and
• Module Assessments.
This module contains the nine ADs listed.
1.Mod1.AD1
Apply the commutative property of addition as a strategy to add.
1.Mod1.AD2
Count on to find the total number of objects in a set and represent the total with an addition number sentence.
1.Mod1.AD3
Add within 20 by using strategies such as counting on or by creating an equivalent but easier problem.
Add fluently within 10.
Fluently decompose totals within 10 in more than one way.
Determine whether addition and/or subtraction number sentences are true or false.
Count on from 10 to find totals between 11 and 19.
Compare category totals in graphs by using the symbols >, =, and <.
Organize and represent data with up to three categories and write how many are in each category.
The first page of each lesson identifies the ADs aligned with that lesson. Each AD may have up to three indicators, each aligned to a proficiency category (i.e., Partially Proficient, Proficient, Highly Proficient). While every AD has an indicator to describe Proficient performance, only select ADs have an indicator for Partially Proficient and/or Highly Proficient performance.
An example of one of these ADs, along with its proficiency indicators, is shown here for reference. The complete set of this module’s ADs with proficiency indicators can be found in the Achievement Descriptors: Proficiency Indicators resource.
ADs have the following parts:
• AD Code: The code indicates the grade level and the module number and then lists the ADs in no particular order. For example, the first AD for grade 1 module 1 is coded as 1.Mod1.AD1.
• AD Language: The language is crafted from standards and concisely describes what will be assessed.
• AD Indicators: The indicators describe the precise expectations of the AD for the given proficiency category.
• Related Standard: This identifies the standard or parts of standards from the Common Core State Standards that the AD addresses.
1.Mod1.AD3 Add within 20 by using strategies such as counting on or by creating an equivalent but easier problem.
RELATED CCSSM
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows that 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Partially Proficient Proficient Highly Proficient
Add within 20 by representing with objects or a drawing and counting all
Add. Show how you know.
7 + 5 = 12
1.Mod1.AD4 Add fluently within 10.
RELATED CCSSM
Add within 20 by counting on Add. Show how you know.
7 + 5 = 12
I started with 7 and counted on with my fingers: Sevennnn, 8, 9, 1 0 , 1 1, 1 2
Add within 20 by creating an equivalent but easier problem
Add. Show how you know.
Related Standards
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows that 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Partially Proficient Proficient Highly Proficient
Add fluently within 5. Add. 2 + 3 =
Add fluently within 10. Add. 3 + 6 =
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AD Indicators
