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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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