Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Formative Assessment
Level:
Lower Primary
Tags:
  • Add
  • Addition
  • Base Ten
  • CL5Assessment
  • Cluster 5
  • Efficiently
  • Flexibly
  • Fluency
  • Place Value
  • Strategies
  • Strategy
  • Subtraction
  • Unit 5
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Add & Subtract within 1000 (NBT.7)

    T4T Add & Subtract within 1000 (NBT.7)

    Overview

    This resource is from Tools4NCTeachers. 

    This file contains a set of 4 tasks (including scoring rubric and student recording sheet).  The tasks may be used for instruction or assessment.

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

    Here is a sample of this resource. Click the attachments to download the fully-formatted collection of assessments and support materials.

    NC.2.NBT.7

     Finding the Unknown

    Domain

    Number and Operations in Base Ten

    Cluster

    Use place value understanding and properties of operations to add and subtract.

    Standard(s)

    NC.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

    NC.2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

    NC.2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. (Note: Explanations may be supported by drawings or objects.)

    Materials

    SF, Pencil, Paper

    Task

    Provide the materials to the student. Read the problem to the student:  Brooke and Regina both have some base ten blocks. Brooke has 315 blocks and Regina has 221 blocks If they combine their blocks, how much do they have altogether? Explain your reasoning with drawings, words, and/or numbers.

     

    When Mary adds her blocks to Brooke’s and Regina’s blocks they have 700 blocks. How many blocks did Mary have? Explain your reasoning drawings, words, and/or numbers.

    Continuum of Understanding

     

    Not Yet Proficient

    • Prerequisite skills not present
    • Explanation is non-existent

     

    Progressing

    • Incorrectly solves one or both problems.
    • Relies on counting as primary strategy for solving problem.
    • Explanation is lacking in detail or non-existent.

    Strategy(ies) Used:

    • Counting All
    • Counting On
    • Makes Tens
    • Basic Facts
    • Creates easier or known sums
    • Doubles
    • Doubles +/- 1, 2
    • Properties of operations
    • Adds/subtracts hundreds & hundreds
    • Adds/subtracts tens & tens
    • Add/subtracts ones & ones
    • Other:

     

    Meets Expectation

    • Correctly solves both problems: 536; 164.
    • Rather than counting, successfully uses strategies such as place value, properties of operations, compose/decompose hundreds/tens/ones, and/or mentally adds/subtracts 100.
    • Explanation is logical, accurate and illustrates strategies used.

     

         

     

    Standards for Mathematical Practice

    1.  Makes sense and persevere 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.

    Brooke and Regina both have some base ten blocks. 

     
     

     

     

     

     

     

     

     

     

     

     

     

     

     

     
    1.  If they combine their blocks, how much do they have altogether?  ______________________

    Explain your reasoning with drawings, words, and/or numbers.

     

     
      

     

     

     

     

     

     

     

     

     

     

     


    1. When Mary adds her blocks to Brooke’s and Regina’s blocks they have 700 blocks.

    How many blocks did Mary have? _________________________________________________

    Explain your reasoning with drawings, words, and/or numbers.