I will gather the kids on the carpet for a few rounds of Start At/Stop At. I changed the numbers for this activity a few lessons ago. For a complete breakdown of this activity and the number cards needed to play, please see the warm up section of the linked lesson.
I start by saying, "Today, I want to see how you're doing with the concepts that we have worked with during this unit. You will complete a story problem and a Number of the Day sheet (the number is 11). I will first hand you the Story Problem once you are done, I want you to bring it to me and then I will give you the Number of the Day task." (see section resources for the Story Problem and Number of the Day task).
"I will read the story problem to you. I want you to picture what is going on in the story by creating an image in your mind." This is a process that we have worked on throughout the year, so students should be pretty comfortable with it.
I then read the problem to them and give them directions for working on the problem.
I say, "Now I want you to go find a spot in the room and work on this task by yourself. Remember, I want you to show your thinking and prove that you're right." The Core Standards expect 1st graders to "use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (CCSS.Math.Content.1.OA.A.1)." This assessment will tell me which students have mastered the standard and which ones still need more practice in the future.
Once the students finish this and bring you their paper, you can hand them the second task. The Number of the Day activity is aligned to CCSS.Math.Content.1.OA.C.6 because it requires students to create equivalent sums.
This activity also has students sing repeated reasoning when asking them to find multiple combinations (CCSS.MATH.PRACTICE.MP8).
This is the last lesson in this unit. I have ended this lesson with center time because it allows students the flexibility to finish at their own pace (with the assessment). I like this approach on assessment tasks so that the students can independently transition to an activity of their choice. Each of these activities have been introduced prior to today's lesson.
There are three center time choices today. I will require that each student plays the What's Missing Activity and then they can move on and choose from the other two or play a second round of What's Missing.
1. What's Missing: Students should work in teams of two to play this game. It was explained in the previous section. Each group will need a 100 grid, a recording sheet, and something that will cover 5 different numbers on the number grid (it depends on the size of the grid you are using.
2. Oral Counting on the Classroom Number Line (see photo in resource): Students can practice ether oral counts using the classroom number line. Students can count by themselves or partner up and switch every other number.
3. Number Tapes: A description of this activity can be found at this link."