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					                                            1st Grade Unit 1: Add and Subtract within 20
                                                    Student Progress at a Glance

Name:___________________________                                                      Teacher:__________________________

                                                                                                  Check  student’s outcome
Date of                                                                                              for each task below.
                      Student Learning Objectives                        Related Task
 Task
                                                                                            Beginning     Developing       Secure
          SLO #1                                                       Missing Numbers
          Count utilizing written or verbal numerals starting at any
          number less than 100. (1.NBT.1)
          SLO #2                                                       Counting Forward
          Count forward or backwards from any number within 20         and Backwards
          to solve addition and subtraction problems. (1.OA.5)
          SLO # 3                                                      Count How Many
          Compose and decompose numbers to 20 to identify the
          value of the number in the tens and ones place. (1.NBT.2)
          SLO #4                                                       Addition and
          Add or subtract whole numbers within 20 using strategies     Subtraction Across
          including making a 10 or decomposing a number leading        10
          to a 10. (1.OA.6)
          SLO # 5                                                      Flip the Number
          Apply properties of operations to add or subtract whole      Cube
          numbers within 20 (Commutative and Associative
          properties of addition). (1.OA.3)
          SLO #6                                                       Unknown Addends
          Solve subtraction problems using unknown addends
          within 20. (1.OA.4)




Grade1 Unit 1
  SLO #1 Count utilizing written or verbal numerals starting at any number less than 100.
                                        (1.NBT.1)


                                       Missing Numbers

Administration: Small group (2-3 students)

Materials: Index cards with numbers from 1 – 100, copies of the “Missing Numbers” worksheet

Directions:

    1. Say, “These cards have numbers on them. I am going to ask you to pick a card, and
       then start counting from that number. For example, if you pick‘18,’ you would say,
       ‘18, 19, 20. 21, and keep going until I say stop.”
    2. Ask one student to pick a card from the pile. Have the student count starting from the
       number on the card for 10-15 numbers.
    3. Repeat Step 2 with the other students in the group.
    4. Repeat until all students have drawn 3 cards each.
    5. After all students have been assessed on their ability to count verbally, give each student
       in the group a “Missing Numbers” worksheet.
    6. Tell the students, “These number lines are missing some numbers. Let’s look at the
       first number line. I would like you to write the missing numbers below the number
       line.”




Grade 1 Unit 1                                                                                   2
NAME: ______________________ DATE: ___________

                              MISSING NUMBERS

                 Use the number line to write the missing numbers.




 a)




         15        16    ___ ___ ___ ___ ___ 22         23   24   25

 b)




         30        31    32 ___ ___ ___ ___ ___        38    39   40


 c)




          57        58   59 ___ ___ ___ ___ ___ 65           66      67




Grade 1 Unit 1                                                            3
                                     Missing Numbers Rubric

 Name: ________________________                                               Date: __________


 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.

                              Beginning                  Developing                      Secure

    SLO # 1            The student is unable to    The student starts           The student correctly
                       start counting from the     counting from the given      counts from the given
    Count utilizing
                       given number (perhaps       number, but skips or         number.
    verbal numerals
                       always starts at 1).        repeats some numbers.
    starting at any
    number less than
    100. (1.NBT.1)

    SLO # 1            The student does not fill   The student writes           The student correctly fills
                       in more than half of the    numbers in each blank,       in all numbers.
    Count utilizing
                       missing numbers, or fills   but skips and/or repeats
    written numerals
                       in random numbers.          numbers.
    starting at any
    number less than                               OR
    100. (1.NBT.1)
                                                   The student reverses some
                                                   digits.


 Comments:




Grade 1 Unit 1                                                                                                4
  SLO #2 Count forward or backwards from any number within 20 to solve addition and
                           subtraction problems. (1.OA.5)



                              Counting Forward and Backwards

Administration: Small group

Materials: Copies of “Counting Forward and Backwards” worksheet

Directions:

    1. For items 1 – 4:
       Explain to the students, “On the sheet, there are a few math problems to answer. Use
       the number line to help you find the answer to the problems. I will read each
       problem to you, and then you will use the number line to find the answer. Write
       your answer on the worksheet.”
    2. Read each question slowly. Repeat if necessary.
    3. For items 5 & 6:
       Explain to the students, “For the next two problems, you will write the answer below
       the problem. Use the number line to solve the problem.”
    4. Read each question slowly. Repeat if necessary.




Grade 1 Unit 1                                                                            5
NAME: ___________________________        DATE: ________________



                    Counting Forward and Backwards




    Use the number line to solve the following addition and subtraction problems.



   1) 10 + 3 = ______               2) 12 + 5 = ______



   3) 10 – 5 = ______               4) 19 – 6 = ______


   5) Katie has 8 crayons.
     Jasmine has 4 crayons.
     How many crayons do they have altogether?



                                 ______ crayons

   6) Sam had 12 candies.
      At lunch, Sam ate 3 candies.
      How many candies does Sam have left?

                                 ______ candies




   Grade 1 Unit 1                                                               6
                                 Counting Forward and Backward Rubric

 Name: ________________________                                                     Date: __________

 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.

                                   Beginning                   Developing                     Secure

     SLO #2                 The student is unable to     The student counts aloud     The student counts
                            correctly solve more than    or moves along the           forward and backwards
     Count forward or
                            half of the problems.        number line                  on their worksheet to
     backwards from
                                                         appropriately, but skips     answer all problems
     any number within      OR
                                                         and/or repeats numbers.      correctly.
     20 to solve addition
                            The student uses the
     and subtraction
                            initial number as 1 (e.g.,
     problems. (1.OA.5)
                            for 10 + 3, points to 10
                            and says “1, 2, 3,” ending
                            at 12 instead of 13).


 Comments:




Grade 1 Unit 1                                                                                                7
    SLO #3 Compose and decompose numbers to 20 to identify the value of the number in
                          the tens and ones place. (1.NBT.2)



                                       Tens and Ones

Administration: Whole class administered individually

Materials: Copies of “Tens and Ones” worksheet

Directions:

    1. Give each student a worksheet.
    2. For questions 1-3 tell students, “Write the number of tens, the number of ones, and
       the total.” (Note: the student should write “1” for the number of tens, not “10”).
    3. For questions 4-6 tell students, “Draw the tens and ones for each number.”




Grade 1 Unit 1                                                                               8
Student Name: ______________            Date:___________

                          Tens and Ones
     Write the number of tens, the number of ones, and the total.


1)




      ___________              _________          __________
          Tens                  Ones                Total


2)




      ___________              _________          __________
          Tens                  Ones                Total


3)




      ___________              _________         __________
          Tens                  Ones               Total




Grade 1 Unit 1                                                      9
Draw the tens and ones for each number below.
4)

                              16
                 Tens                     Ones




5)

                              19
                 Tens                     Ones




6)

                              20
                 Tens                     Ones




Grade 1 Unit 1                                   10
                                          Tens and Ones Rubric

 Name: ________________________                                                  Date: __________

 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.

                                    Beginning                   Developing                      Secure

    SLO #3                  The student is unable to    On items #1 or #3, the         The student answers all
                            correctly solve more than   student writes the number      questions correctly.
    Compose and
                            half of the problems.       of ones (“10”) instead of      (e.g., for #1, the student
    decompose numbers
                                                        tens (“1”) in the tens         indicates that there is
    to 20 to identify the
                                                        place.                         “1” ten and “2” ones).
    value of the number
    in the tens and ones                                OR                             AND
    place. (1.NBT.2)
                                                        On items #1- #3, the           On items #4 - #6, the
                                                        student treats the ten as if   student draws a ten as a
                                                        it is a one (concludes that    single group composed
                                                        the total of 1 ten and 2       of 10 ones.
                                                        ones is 3 rather than 12).
                                                        OR
                                                        On items #4 - #6, the
                                                        student draws the ten
                                                        inaccurately (perhaps the
                                                        tens look the same as the
                                                        ones).
                                                        OR
                                                        On items #4 - #6, the
                                                        student draws the number
                                                        as ones only (does not
                                                        show groups of 10).




 Comments:




Grade 1 Unit 1                                                                                                  11
  SLO #4 Add or subtract whole numbers within 20 using strategies including making a 10
                   or decomposing a number leading to a 10. (1.OA.6)

                              Addition and Subtraction Across 10

Administration: Small group (2-4 students)

Materials: Ten-frame, counters, number line, student white board and markers, paper and
pencils

Directions:

    1. Explain to the students that you are going to read them a story and ask them to try to
       answer a question by just thinking about the problem.
    2. Read Question 1 slowly. Repeat if necessary. Allow time for the students to think about
       the problem.
    3. If any students are stuck, ask them if they would like to use one of the tools. If they are
       dependent on looking at their peers, encourage them to try their own idea.
    4. Ask each student to share his or her answer with the group. After all students have shared
       their answers, ask each student to explain how they got the answer. If there is a
       disagreement, allow the students to discuss their solutions until they agree on the answer.
    5. If a student does not make a 10 (i.e., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14), say, “Did anyone
       consider making a 10? How could making a 10 help you solve this problem?”
       Encourage the students to use the ten-frame to model a “make 10” strategy.
    6. Repeat the process with Questions 2 and 3. For Question 2, instead of a “make 10”
       strategy, students should be encouraged to use a “decompose to 10” strategy, i.e., 13 – 4
       = 13 – 3 – 1 = 10 – 1 = 9.

Questions:
  1. Sophie had 8 crayons. Then her teacher gave her 6 crayons. How many crayons does
      she have now?
  2. Ming had 13 crackers. Then he ate 4 of the crackers. How many crackers does he
      have now?
  3. Khalid has 5 toy cars. Grace has 8 more toy cars than Khalid. How many toy cars
      does Grace have?




Grade 1 Unit 1                                                                                 12
                            Addition and Subtraction Across 10 Rubric

 Name: ________________________                                                 Date: __________

 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.


                                  Beginning                  Developing                     Secure

    SLO # 4
                            The student is unable to   The student relies solely   The student uses a
    Add or subtract whole   solve two or more of the   on counting strategies.     strategy other than
    numbers within 20       problems.                                              counting (e.g., changes 8
                                                       OR
    using strategies                                                               + 6 to 7 + 7).
    including making a 10                              The student needs help
                                                                                   OR
    or decomposing a                                   from the teacher to
    number leading to a                                model making a 10 or        The student uses a
    10. (1.OA.6)                                       decomposing to a 10.        strategy that involves
                                                                                   making a 10 or
                                                                                   decomposing to a 10.


 Comments:




Grade 1 Unit 1                                                                                              13
    SLO #5 Apply properties of operations to add or subtract whole numbers within 20
            (Commutative and Associative properties of addition). (1.OA.3)

                                    Flip the Number Cube

Administration: Individual

Materials: Different-colored six-sided number cubes (with dots)

Directions:

    1. Show the student two different colored number cubes. If the student is unfamiliar with
       number cubes, name them and explain that each side of a number cube has a different
       number of dots. Have the student roll the number cubes a few times and practice counting
       the total.
    2. Place one number cube (perhaps red) with 5 dots showing and one (perhaps white) with 3
       dots showing.
    3. Ask, “How many dots are there altogether?”
    4. If the student answers incorrectly, prompt him or her to count each dot, helping if
       necessary.
    5. Flip the red number cube so that it shows 3 dots. Say, “I just changed the red number
       cube to 3. Can you tell me how I should turn the white number cube if we want the
       same total number of dots, 8, all together?” Repeat these instructions if necessary.
    6. After the student turns the white number cube, ask, “Explain how you knew how to
       turn the white number cube.”
    7. Repeat with other numbers.




Grade 1 Unit 1                                                                              14
                                    Flip the Number Cube Rubric

 Name: ________________________                                               Date: __________

 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.


                                    Beginning                 Developing                   Secure

    SLO # 5
                             The student is unable to   The student uses a guess   The student knows
    Apply properties of      determine what number      and check strategy,        without counting or
    operations to add or     should show on the         trying different numbers   subtracting that the
    subtract whole           white number cube.         for the white number       white number cube
    numbers within 20                                   cube until 8 is reached.   should show 5 dots. The
    (Commutative and                                                               student explains that 5 +
                                                        OR
    Associative properties                                                         3 is the same as 3 + 5,
    of addition). (1.OA.3)                              The student counts from    and that the answer is
                                                        3 to 8, keeping track of   always 8.
                                                        how many numbers are
                                                        counted (perhaps using
                                                        fingers).




 Comments:




Grade 1 Unit 1                                                                                             15
            SLO #6 Solve subtraction problems using unknown addends. (1.OA.4)

                                       Unknown Addends

Administration: Individual

Materials: Ten-frames, counters (blocks, bears, beans, etc.), and paper and marker

Directions:

    1. Set the manipulatives in front of the student.
    2. Read Question 1 slowly. Repeat if necessary.
    3. If the student struggles, encourage him or her to use manipulatives to try to solve the
       problem.
    4. Repeat the process with Questions 2 and 3.

Questions:
  1. Ann added a number to 4 and got 9. What number did she add to 4?
  2. Gus added a number to 6 and got 10. What number did Gus add to 6?
  3. Bella added a number to 11 and got 17. What number did Bella add to 11?




Grade 1 Unit 1                                                                                   16
                                    Unknown Addends Rubric

 Name: ________________________                                              Date: __________

 Circle the best description of the student’s solution strategy. Provide any additional comments
 below to describe the student's understanding of the SLO.


                                 Beginning                  Developing                    Secure

    SLO # 6
                           The student is unable to   The student guesses         The student uses the
    Solve subtraction      solve two or more of the   different amounts to be     manipulatives to “count
    problems using         problems.                  the unknown addend,         on” until the whole is
    unknown addends.                                  checking by counting to     reached, and then counts
    (1.OA.4)                                          see whether the amount      how many were added.
                                                      is correct.
                                                                                  OR
                                                      OR
                                                                                  The student uses a
                                                      The students needs help     mental strategy to
                                                      from the teacher in order   provide the correct
                                                      to model and solve the      solutions.
                                                      problems.


 Comments:




Grade 1 Unit 1                                                                                           17

				
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