##
* *Reflection:
Assessment of Comparing Games - Section 2: Assessment: Combine and Compare

None of the students had any trouble determining the combination with the highest sum. However, their approaches were interesting to see. Since the students went right into center time, I was able to call each student back and have them explain their thinking. This gave me much better insight than just looking at the sheet later in the day. I have included 4 examples of work. The image for each piece can be found in the resource section and is labeled by the students first name.

**Hannah**: She had a hard time explaining what she did. Although it was clear she didn't count on, she was convinced that she did. She has heard the language but is still not secure with that strategy. She eventually was able to show me how she found the sums and I explained that she was counting all. She would put up 6 fingers and count them and then put up 5 fingers and say 6, 7, 8, 9, 10, & 11. Although she was able to hold the number 6 and then count 5 more, she is still developing her ability to count on. I did show her (on her paper) a way of documenting counting on becasue she wanted to see it.

**Lucy**: Lucy counted all of the stars on each card and then wrote an equation for each pair. She was able to quickly explain her work and approach.

**Seneca**: Seneca used two strategies in her work. In the 4+9 equation, she counted on from 4. In the 6+5 equation, she used her knowledge of 5+5 to solve 5+6.

**Matthew**: Matthew just wrote the equations and the answer. When I asked him how he knew? He stated, " I knew 6+6 was 12, so 6+5 is one less and 4+10=14 so 9+4 would be 13 because it is one less too."

This is a good representation of the strategies used and is an example of students using a known strategy (CCSS.Math.Content.1.OA.A.1) to solve a story problem.

*Reflection on Assessment*

# Assessment of Comparing Games

Lesson 6 of 7

## Objective: SWBAT see that adding the same two numbers results in the same total, regardless of context (i.e. cubes, cards, objects) and using a strategy find the total of two quantities up to 20.

### Thomas Young

## Big Idea: Why do 3 cubes + 4 cubes = the same amount as 3 dots + 4 dots? Through the explanation and discussion of their addition strategies, students will explain why this is true.

*70 minutes*

### Thomas Young

#### Warm Up

*5 min*

Have a student choose a number from the number card deck (1-30) and mark it on the number line. Then as a class start with the number one and rote count to the selected stop at number. This is the Start At, Stop At activity that was explained in this linked lesson:

*expand content*

*Advanced Preparation: Make a copy of Combine and Compare Assessment for each child.

I will start this task by gathering everyone in a group. I want to start with a conversation that will connect their work from the past few lessons. I remind them of all of the combining activities that they have worked on. I then explain that they are going to get a problem to solve on their own. I let them know that I want to get a sense of how they are growing in their abilities to combine and compare numbers. I then go over the problem with them and remind them to show how they figured the problem out.

* Ongoing Teacher Observations*:

As the students are working, look to see if they circle the correct set of dot cards. Do they total each pair or use another strategy to find which group has more. How are students documenting their thinking.

*expand content*

#### Center Time

*30 min*

The video resource titled *Gathering Strategies* talks about what you want to be observing as your students are engaged with the Center Time Activities.

As students finish the assessment piece, they can choose from any of the following activities. Each activity has been played before and the lesson that it was introduced in has been linked below.

Dice Sums: There is a video of a student counting on while playing Dice Sums. This is an example of the types of strategies that you would be looking for.

Combine and Compare Me: There are two videos in the resource section. One is entitled Combine and Compare Me, Counting On and the Other is Combine and Compare Me, Using A Known Fact. These are two examples of the different strategies that you would be looking for.

*expand content*

#### End of Session Wrap Up

*20 min*

*Focus of Discussion: Students Identify and share the use of a the strategy of counting all, counting on, or using known number combinations to find the sum of two quantities (CCSS.Math.Content.1.OA.A.1). Students will recognize that adding the same two quantities results in the same total regardless of item being combined.*

Bring a set of each of the combining materials used during the combining activities (cards, dice, counters). As you are calling on students, make sure to call on students who represented a variety of strategies during the center time.

I start the conversation by discussing the idea that we have been working on combining or adding two numbers together. I then ask them to think about how they would combine two dice that read 3 & 4. Ask a few students to share their strategies for solving the combinations (have counters available for modeling). There are two videos in the resource section that model a student counting all and one counting on. By sharing their strategies they are attending to precision (**CCSS.Math.Practice.MP6). **Then ask students about other situations. What if I was playing Connect 5 and pulled a 3 & 4 card, what would the total be? What about a story problem? I bought 3 red apples and 4 green apples. Hw many apples did I have?

Some students will see each problem as a new and individual problem. However, some will start to generalize 3+4 and some will even state that 4+3 is the same thing (**CCSS.Math.Practice.MP7)**. Make sure to have cubes available for students to model their thinking. There is an image int he resource section entitled end of session discussion. This image is what came from our discussion. Many of the students quickly realized that 3+4 would always equal 7 because the numbers weren't changing. One student (who has advanced number and operation skills) noted that the order didn't matter. One of the students counted on from 4 instead of 3. He quickly realized that either way it would make 7 and explained his thinking to the class.

*expand content*

#### Continued Practice

*5 min*

Have students use lined paper to work on correct 0-9 numeral formation. At this point every numeral has been introduced.

*expand content*

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing