Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Formative Assessment
Level:
Lower Primary
Tags:
  • 10
  • 100
  • Add
  • Addition
  • CL5Assessment
  • Cluster 5
  • Count
  • Hundred
  • Mentally
  • SKIP
  • Subtract
  • Subtraction
  • Ten
  • Unit 5
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Mentally Add 10 & 100 (NBT.8)

    T4T Mentally Add 10 & 100 (NBT.8)

    Overview

    This resource is from Tools4NCTeachers. 

    This file contains a set of 6 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.8

    Add and Subtract 10

    Domain

    Numbers and Operations in Base Ten

    Cluster

    Use place value understanding and properties of operations.

    Standard(s)

    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.

    Materials

    Paper, pencil, student form

    Task

    Give students a copy of the student form.  Say: Today I want you to mentally add and subtract 10 to numbers.  Write the answer to each equation on the lines.  When you finish solving those equations, you will write a sentence or two to explain your strategy for adding 10 mentally.  Lastly, you will write a sentence or two to explain your strategy for subtracting 10 mentally. 

    Teacher Note:  If you see a student struggling from the beginning, offer a hundred board or manipulatives to help him/her work through the task.

     

     

    Continuum of Understanding

    Not Yet Proficient

    Needs prerequisite concepts adding 10 or subtracting 10 to a given number, 0-100

    • Student is unable to mentally solve any equations correctly.

    Checklist for teacher to identify mastery of standard:

    • Student adds 10 in all 4 addition equations.
    • Student subtracts 10 in all 4 subtraction equations.
    • Student is able to explain a strategy to solve the addition and subtraction equations.

    Progressing

    • Student answers addition equations correctly but cannot solve the subtraction equations.
    • Student answers subtraction equations correctly but cannot solve the addition equations.
    • Student answers some equations correctly and explains a mental strategy for adding and subtracting.
    • Student answers all 8 equations correctly, but does not describe mental strategies for solving them. (orally or written)

    Meets Expectation

    • Student answers all equations correctly and describes a mental strategy for adding and subtracting 10 (orally or written).

     

     

    Standards for Mathematical Practice

    1.  Make sense and persevere in solving problems.

    2.  Reason abstractly and quantitatively.

    3.  Construct viable arguments and critique the reasoning of others.

    4.  Model with mathematics.

    5.  Use appropriate tools strategically.

    6.  Attend to precision.

    7.  Look for and make use of structure.

    8.  Look for and express regularity in repeated reasoning.

     

    Mentally add 10.

     

    135 + 10 = _____                                     

     

    692 + 10 = _____                                     

     

    550 + 10 = _____

     

    190 + 10 = _____                                    

     

    Explain your strategy for adding 10 to a number.

    ____________________________________________________________

    ________________________________________________________________________________________________________________________

     

     

    Mentally subtract 10.

     

    178 - 10 = _____

     

    760 - 10 = _____

     

    336 - 10 = _____

     

    225 - 10 = _____

     

    Explain your strategy for subtracting 10 from a number.

    ____________________________________________________________

    ______________________________________________________________________________________