Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Formative Assessment
Level:
Lower Primary
Tags:
  • Add
  • Add to
  • Addition
  • Change
  • Cl8Assessment
  • Cluster 8
  • Equation
  • Expression
  • Subtract
  • Subtraction
  • Take Away
  • Unit 8
  • Unknown
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Problem Solving (Change Unknown)

    T4T Problem Solving (Change Unknown)

    Overview

    This resource is from Tools4NCTeachers.  

    This is a set of nine (9) tasks, which may be used for instruction or assessment. Each attachment contains a separate task, rubric, and student recording sheet. The word problems in these tasks involve 'adding to' or 'taking from' a quantity. In these specific problems, the change is unknown. For example:

    There were 17 ducks in the pond.  Some flew away, and now there are 8 ducks in the pond.  How many ducks flew away?

    Remix this resource to include student work samples or addtional tasks.

    Here is a sample task and rubric from this resource. Click each attachment for fully-formatted tasks, rubrics, and student materials.

    NC.1.OA.1

    Grapes

     

    Domain

    Operations and Algebraic Thinking

     

    Clusters

    Represent and solve problems.

    Add and subtract within 20.

     

    Standards

    NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:

    • Add to/Take from-Change Unknown

    • Put together/Take Apart-Addend Unknown

    • Compare-Difference Unknown

    NC.1.OA.6 Add and subtract, within 20, using strategies such as:

    • Counting on

    • Making ten

    • Decomposing a number leading to a ten

    • Using the relationship between addition and subtraction

    • Using a number line

                • Creating equivalent but simpler or known sums

    Take From/Change Unknown

     

    Materials

    Cubes or counters, pencil

     

    Task

    Provide materials to the student.  Read the problem to the student:  19 grapes were on the plate. My brother ate some. Now there are 10 left on the plate.  How many grapes did my brother eat? Write a number sentence that matches this story.  Use a symbol for the unknown number.

    Once an equation is written, say: Solve the problem and show your thinking with pictures, numbers, or words.

     

     

    Continuum of Understanding

     

    Not Yet Proficient

    Response includes 0-1 of the descriptors in “Meets Expectations”

    Strategies Used:

    1. Trial and Error
    2. Counting All
    3. Counting On
    4. Makes Tens
    5. Basic Facts
    6. Think Addition
    7. Creates easier or known sums
    8. Doubles
    9. Doubles +/- 1, 2
    10. Other:

     

    Progressing

    Response includes 2 of the descriptors in “Meets Expectations”

     

    Meets Expectations

    Response includes all the descriptors in “Meets Expectations”

    • Correctly solves the problem: 9 grapes
    • Clearly explains using strategies such as basic facts, near-doubles, and/or the relationship between addition and subtraction (instead of counting all)
    • Equation is accurate (e.g., 19 - * = 10)

     

     

     

     

     

     

    Standards for Mathematical Practice

     

    1.  Makes sense and perseveres in solving problems.

     

    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.

     

     

     

     

     

     

     

     

     

     

    19 grapes were on the plate. My brother ate some. Now there are 10 left on the plate.  How many grapes did my brother eat?

     

    Write a number sentence that matches this story.  Use a symbol for the unknown number.

    Solve the problem.

    Show your thinking with pictures, numbers, or words.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     


     

    __________________ grapes