This lesson took me about two days because I was meeting with students individually to administer the 1:1 portion of the assessment, but I have a pretty small class (15 students). You'll need to budget your time to accommodate the 1:1 assessment interview for the size of your class. I will repeat each component of this lesson on both days.
I start today's lesson by having the students gather on the carpet area. I want them all to sit so that they can see me sitting in a chair.
"I am going to say a number and ask that you use your math hands, to represent the number. Let's do one together. If I say 31, what would you show. That's right, 3 groups of ten (flash ten fingers twice) and 1 one. Now, I want you to try some more."
If time permits, I will also flash fingers to them and have them tell me how many I flashed. In this situation, the students are being asked to see a two digit number as groups of tens and ones (CCSS.MATH.CONTENT.1.NBT.B.2).
Advanced Preparation: You will need to go to the station time section of this lesson to find the resources for each activity and prepare for them. These should all be laid out before you start this part of the lesson.
"Today you will have a choice of who you want to work on adding numbers and/or finding complements of numbers. I have laid out all of the materials for the station activities that we have done over the past four days. You will get to decide which activity you would like to work on. If you finish one, you can choose another one or play another round of the first activity you chose."
"As you are working, I will call you over one at a time to assess some of your math skills. As I am testing, I need you to only interrupt if it is an emergency. If you need help with your activity, I would like you to ask another classmate before you come and see me."
Rolling For 10 or 20: Please click on the link and read through the station time activities that are in the linked lesson. This will not only explain the activity choices but also provide all of the materials that you will need.
10, 20 or 100: Please click on the link and read through the station time activities that are in the linked lesson. This will not only explain the activity choices but also provide all of the materials that you will need.
10 and Some More: Please click on the link and read through the station time activities that are in the linked lesson. This will not only explain the activity choices but also provide all of the materials that you will need.
This assessment can't be reproduced without getting permission from the Vermont Agency of Education. I have included a video (Assessment of Complements of 10, 20 and Operations) and completed page (Assessment Results) of the assessment. If you watch the entire video and look at the completed sheet, you will gain an understanding of how this assessment works and can create a similar assessment task of your own.
You will see on the completed sheet, that I mark this students answers with check marks. If I marked two check marks, that meant the student answered the question fluently. If I marked an answer with one check mark it means it was answered correctly but not fluently. There are notes about scoring on the assessment sheet itself.
These parts of the assessment are part of a bigger district wide assessment that I have to give to my students three times a year. I have found that this part of the assessment directly correlates to my current unit and I use this in lieu of a more traditional assessment.
With this assessment, I can see if students understand that a two digit number is composed of group(s) of ten(s) and one(s) CCSS.MATH.CONTENT.1.NBT.B.2.
The ten and twenty frame portion allows me to see if a student understands that a ten can be thought of as a bundle of ten made up of ten ones and that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones (CCSS.MATH.CONTENT.1.NBT.B.2.A & CCSS.MATH.CONTENT.1.NBT.B.2.B).
The Ten and Twenty Complements allow me to assess a student's ability of understanding subtraction as an unknown-addend problem and their ability to add and subtract within 20 (CCSS.MATH.CONTENT.1.OA.B.4 & CCSS.MATH.CONTENT.1.OA.C.6).
The Computational/Fact Fluency section allows me to see which students can fluently add and subtract within ten (CCSS.MATH.CONTENT.1.OA.C.6)
NOTE: If you have any questions or would like to discuss tho assessment in greater detail, feel free to contact me through the Better Lesson site. I would be more than happy to chat or video conference about this assessment.
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.