# On the sheet

Document Sample

```					                                            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.
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)
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
Solve subtraction problems using unknown addends
within 20. (1.OA.4)

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

Missing Numbers

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.”

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

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.

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

Counting Forward and Backwards

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
problem to you, and then you will use the number line to find the answer. Write
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.

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

At lunch, Sam ate 3 candies.
How many candies does Sam have left?

______ candies

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.
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

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

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.”

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

Draw the tens and ones for each number below.
4)

16
Tens                     Ones

5)

19
Tens                     Ones

6)

20
Tens                     Ones

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).

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)

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
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
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?

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.

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

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.

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).

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

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?

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.