Assessing Their Learning

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Objective

SWBAT identify, read, and write numbers to 120 and beyond. SWBAT identify sequences in group counting.

Big Idea

Students will show off their knowledge with this unit assessment. The assessment will allow you to see if they can sequence numbers, identify skip counts, and appropriately represent numbers in writing.

Warm Up

10 minutes

I start by having the students face the 1-200 class number grid.  

"I want to practice counting numbers between 90 and 120 today.  I will place a green dot on one number and a red dot on another number.  We will start with the green dot and count to the red dot. Sometimes we will count forwards and sometimes we will count backwards.  Who can give me a number between 90-120?  Who can give me another? " 

I then mark both numbers with the dots and then rote count as a class.  I will repeat the activity several times.

The CCS expect that students can count to 120, starting at any number less than 120 and in this range, read and write numerals and represent a number of objects with a written numeral (CCSS.MATH.CONTENT.1.NBT.A.1). This counting activity allows students to practice this standard.

End of Unit Assessment

20 minutes

Advanced Preparation:  You will need to make enough copies of the End of Unit Assessment in the section resource.

"I want to see who well you are doing with some of the concepts that we have been working with.  The first part of this assessment asks you to fill in the three number tapes.  I want you to be careful and pay attention to each one.  Make sure you check your work.  

The second part asks you to fill in the missing numbers.  I want you to read the first three numbers in each set and then try to figure out what would come next.  

Some of them are labeled "Bonus."  I want you to try your best with these.  They will be challenging but I want to see if you can complete each string."

As students work, you will want to see how students are filling in the tapes.  Do the recognize the number sequence?  Do they recognize the skip count pattern with the 2s and 5s counts?  I have included a sample of a student Working on the Assessment.

Station Time

30 minutes

The students can choose between three different activities today.

1.  Number Tapes:  For a full explanation of this activity and the materials needed, click on the link. The CCS expect that students can count to 120, starting at any number less than 120 and in this range, read and write numerals and represent a number of objects with a written numeral (CCSS.MATH.CONTENT.1.NBT.A.1).

2.  Adding it Up:  For a full explanation of this activity and the materials needed, click on the link.  This activity asks students to make use of the structure of the number grid. They are making use of the vertical pattern of the tens column and the repeated number of the ones row (in the vertical alignment) (CCSS.MATH.PRACTICE.MP7).

3.  Cover Up:  For a full explanation of this activity and the materials needed, click on the link.  In this situation, the students are applying the math that they know to solve addition situations (CCSS.MATH.PRACTICE.MP4).

*Note:  Students can spend some time with the number tapes and then take a break and work on another activity.  Students really enjoy the Number Tape activity and will want to spend a lot of time on this.  You may need to encourage them to get to at least two of the activities during the station time.  

Continued Practice

5 minutes

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise.  This routine was introduced in a previous lesson.  Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6).  I am going to use the Mad Minute Routine.  This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion.  Students need to obtain fact fluency in order to have success with multiplicative reasoning.  Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third.  Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.