##
* *Reflection: Intervention and Extension
Assessment - Section 1: Assessment

There are times when you realize that a child has only a partial understanding of the material being taught. You have watched the child for a while, and something they do or say helps you to realize that it is time for intervention.

Today was one of those days. The child was faced with adding three 2-digit numbers. She had an idea about adding the tens together and then the ones, but she didn't really know how to make that work because her understanding of tens and ones was weak. She had the numbers 15 + 19 + 21. She had written that the answer was 19. I asked her how she found that 19. She had added 9 + 1 to get ten and then added 5 plus 1 plus 1 plus 2 to that and reached 19. She had added the digits together as if they were all single-digit numbers. She had seen others explain how they added tens and ones, but she didn't realize what was a ten and what was a one.

Clearly this misunderstanding will get in her way as the problems get harder. She needs a clear understanding of place value.

At this point I will work with her individually in a Response to Intervention Model. I will help her to color code tens and ones for a while, and to build her numbers with blocks so she sees how tens and ones mean something different and have to be treated separately. I do not want to assume that she will get it at a later date. I want to take action now to support her learning.

*Struggling to Understand*

*Intervention and Extension: Struggling to Understand*

# Assessment

Lesson 15 of 15

## Objective: SWBAT demonstrate their understanding of using larger numbers when solving addition and subtraction problems.

## Big Idea: It is important to do a formal classroom assessment periodically to insure that students are retaining new information and applying it appropriately.

*30 minutes*

#### Assessment

*30 min*

In order to check for understanding of larger numbers, I give students an individual assessment page. In this assessment, students complete problems that match the Common Core expectations that have been presented in this unit. I am expecting that students will demonstrate an ability to make sense of the problems presented and persevere in solving them. (MP1)

I have students work independently while I circulate around the room to provide support with questions, reading of problems, etc.

As students complete the assessment, they work on an IPAD to practice math facts to help build automaticity with math facts.

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Adding Three or More Numbers
- LESSON 2: Houses of Addition
- LESSON 3: Comparing the Weather
- LESSON 4: Balancing and Comparing Data
- LESSON 5: Subtraction Houses
- LESSON 6: Subtraction Houses Part 2
- LESSON 7: Time to Practice
- LESSON 8: A Suitcase of Math Strategies
- LESSON 9: What Do I Need?
- LESSON 10: SMALL, SMALL, BIG
- LESSON 11: Keeping It In The Field
- LESSON 12: Going For The Gold
- LESSON 13: Checking on Subtraction
- LESSON 14: NO FLIPPING SUBTRACTION
- LESSON 15: Assessment