Reflection: Developing a Conceptual Understanding Assessment of Unit Concepts - Section 2: Assessment Tasks


How Many Apples Problem:  I want to look at a few things, when looking at each child's piece of work.  First, I want to see if they got the correct answer.  Then, I want to see what strategy they used to solve the problem.  I will be asking myself the following questions:

*Do they directly model the problem by: counting out 15; taking away 9; and then counting the number remaining?

*Do they count back or down?

*Are they using combination of numbers they know?

*What tools are they using, counters, pictures, number lines, etc?

*How are students recording their work?

I have included two pieces of student work that model some of these strategies and approaches. They are titled Student 1 and Student 2.

Number of the Day: 11:  In this problem, I want to see the ways that students came up with making the number 11.  To meet the standard, I want them to find at least 5 ways.  I also want to see what kind of expressions that they create.  Do they use: Addition? Subtraction? Both? Are they coming ip with problems that have more than two addends?

I have included an example titled Student 3.  She used a strategic approach to find the 2 addend combinations for 11.

  Developing a Conceptual Understanding: Assessment Tasks
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Assessment of Unit Concepts

Unit 10: Working with Numbers, Operations, and Story Problems
Lesson 13 of 13

Objective: SWBAT solve a subtraction story problem using a known strategy. SWBAT generate equivalent expressions for the number 11.

Big Idea: Students will perform two assessment tasks and then continue working on center time activities from the previous lessons.

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