Reflection: Continuous Assessment 100 Here We Come - Section 4: Continued Practice


I want to use this continued practice task to look informally at the approaches students are using and at how they are doing with understanding the pertinent information in a problem.  I can also use this information to group students when I am working with them and help them move toward the next developmental jump.  I have included the four different types of approaches that my students used to solve this problem.

Student 1: She drew all 11 snowballs, then drew the 8 that Emma from the problem got. Then she went back and crossed the 8 off from the original snowballs.  She is still very early in her understanding of subtraction and needs to draw everything out.

Student 2:  This student drew all 11 snowballs and then crossed out 8.  He was able to write an equation to represent his thinking.

Student 3:  She was able to use a number line and count.  You will notice that she was able to start on the right side and count back to the left.  This represents her understanding that she is going from a bigger number to a smaller number on the number line.  

Student 4:  He demonstrated that he understands the relationship of subtraction to addition.  He is using a known addition fact to quickly solve the subtraction fact.  This is above the grade expectation at this time.

  Continuous Assessment: Looking At Student Work
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100 Here We Come

Unit 10: Working with Numbers, Operations, and Story Problems
Lesson 10 of 13

Objective: SWBAT orally count from 1-100. SWBAT Identify and use patterns in the sequence of numbers to 100.

Big Idea: Today we go all EDWARD SCISSOR HANDS on a number line as the students start to recognize patterns. We will be cutting our number lines into groups of ten numbers and build a 100 Chart!

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Math, Number Sense and Operations, Operations , 1st Grade, Counting to 100
  70 minutes
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