## Reflection: Assessment of Comparing Games - Section 2: Assessment: Combine and Compare

None of the students had any trouble determining the combination with the highest sum.  However, their approaches were interesting to see.  Since the students went right into center time, I was able to call each student back and have them explain their thinking.  This gave me much better insight than just looking at the sheet later in the day.  I have included 4 examples of work.  The image for each piece can be found in the resource section and is labeled by the students first name.

Hannah:  She had a hard time explaining what she did.  Although it was clear she didn't count on, she was convinced that she did.  She has heard the language but is still not secure with that strategy.  She eventually was able to show me how she found the sums and I explained that she was counting all. She would put up 6 fingers and count them and then put up 5 fingers and say 6, 7, 8, 9, 10, & 11.  Although she was able to hold the number 6 and then count 5 more, she is still developing her ability to count on.  I did show her (on her paper) a way of documenting counting on becasue she wanted to see it.

Lucy:   Lucy counted all of the stars on each card and then wrote an equation for each pair.  She was able to quickly explain her work and approach.

Seneca:  Seneca used two strategies in her work.  In the 4+9 equation, she counted on from 4.  In the 6+5 equation, she used her knowledge of 5+5 to solve 5+6.

Matthew: Matthew just wrote the equations and the answer.  When I asked him how he knew? He stated, " I knew 6+6 was 12, so 6+5 is one less and 4+10=14 so 9+4 would be 13 because it is one less too."

This is a good representation of the strategies used and is an example of students using a known strategy (CCSS.Math.Content.1.OA.A.1) to solve a story problem.

Reflection on Assessment

# Assessment of Comparing Games

Unit 4: Blending
Lesson 6 of 7

## Objective: SWBAT see that adding the same two numbers results in the same total, regardless of context (i.e. cubes, cards, objects) and using a strategy find the total of two quantities up to 20.

### Thomas Young

203 Lessons14 new

## Big Idea: Why do 3 cubes + 4 cubes = the same amount as 3 dots + 4 dots? Through the explanation and discussion of their addition strategies, students will explain why this is true.

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Standards:
Subject(s):
Math, Number Sense and Operations, Operations , 1st Grade, addition, Counting on, Counting All, Using Known Facts
70 minutes

### Thomas Young

203 Lessons | 14 new

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