Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Formative Assessment
Level:
Lower Primary
Tags:
  • Add
  • Addition
  • Cl7Assessment
  • Cluster 7
  • Fluency
  • Subtract
  • Subtraction
  • Unit 7
  • Within 5
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Add & Subtract within 5

    T4T Add & Subtract within 5

    Overview

    This resource is from Tools4NCTeachers.  

    This is a set of five tasks, which may be used for instruction or assessment.  Each file contains a separate task and rubric.  

    Remix this resource to include extension ideas or addtional tasks.

    Here is an excerpt task from this collection of resources.  To view all of the scoring rubrics and tasks, click the attachments.

    NC.K.OA.5

    Adding and Subtracting Books

    Domain

    Operations and Algebraic Thinking

    Cluster

    Understand Addition and Subtraction

    Standard(s)

    K.OA.5 Demonstrate fluency with addition and subtraction within 5.

    Materials

    None

    Task Overview

    In order for students to be fluent in addition and subtraction they must be able to access basic facts flexibly, accurately, efficiently and appropriately.

    Task

    Say, “I’m going to tell you some story problems.  See if you can solve each one as quickly as you can.  Ready?

    1. There are 4 books on the shelf.  I took 1 book off the shelf.  How many books are on the shelf?
    2. There are 2 books on the shelf.  The teacher puts 2 more books on the shelf.  How many books are on the shelf?
    3. There are 5 books on the shelf.  I did not take any books off the shelf.  How many books are on the shelf?
    4. There are 0 books on the shelf.  The teacher put 4 books on the shelf.  How many books are on the shelf?
    5. There are 2 books on the shelf.  I took 1 book off the shelf.  How many books are on the shelf?

     

    Continuum of Understanding

    Not Yet Proficient

    • Student answers 1 or less story problems correctly.
    • Student guesses or does not respond.
    • Student may attempt a strategy, but does not use it correctly.

    Progressing

    • Student answers 2-3 story problems correctly.
    • Student hesitates.
    • Student uses strategies such as: looks at or counts fingers and/or counts out loud.

    Meets Expectations

    • Student answers 4 or 5 story problems correctly.
    • Student gives a quick response within 2-3 seconds.
    • Students uses mental tools without relying on visual supports.

     

    Standards for Mathematical Practice

    1.  Makes sense of problems and perseveres in solving them.

    2.  Reasons abstractly and quantitatively.

    3.  Constructs viable arguments and critiques the reasoning of others.

    4.  Models with mathematics.

    5.  Uses appropriate tools strategically.

    6.  Attends to precision.

    7.  Looks for and makes use of structure.

    8.  Looks for and expresses regularity in repeated reasoning.