##
* *Reflection: Developing a Conceptual Understanding
Assessment of Unit Concepts - Section 2: Assessment Tasks

How Many Apples Problem: I want to look at a few things, when looking at each child's piece of work. First, I want to see if they got the correct answer. Then, I want to see what strategy they used to solve the problem. I will be asking myself the following questions:

*Do they directly model the problem by: counting out 15; taking away 9; and then counting the number remaining?

*Do they count back or down?

*Are they using combination of numbers they know?

*What tools are they using, counters, pictures, number lines, etc?

*How are students recording their work?

I have included two pieces of student work that model some of these strategies and approaches. They are titled Student 1 and Student 2.

Number of the Day: 11: In this problem, I want to see the ways that students came up with making the number 11. To meet the standard, I want them to find at least 5 ways. I also want to see what kind of expressions that they create. Do they use: Addition? Subtraction? Both? Are they coming ip with problems that have more than two addends?

I have included an example titled Student 3. She used a strategic approach to find the 2 addend combinations for 11.

*Developing a Conceptual Understanding: Assessment Tasks*

# Assessment of Unit Concepts

Lesson 13 of 13

## Objective: SWBAT solve a subtraction story problem using a known strategy. SWBAT generate equivalent expressions for the number 11.

### Thomas Young

## Big Idea: Students will perform two assessment tasks and then continue working on center time activities from the previous lessons.

#### Assessment Tasks

*40 min*

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).

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#### Center Time

*30 min*

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."

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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

- LESSON 1: Assessment: Finding Combinations for 11
- LESSON 2: Story Problems Involving Subtraction
- LESSON 3: Ideas on Subtraction
- LESSON 4: Story Problems: Putting Concepts Into Action
- LESSON 5: Number of the Day
- LESSON 6: Assessment: Addition Story Problem
- LESSON 7: Measuring A Foot
- LESSON 8: Big Numbers For Big Brains
- LESSON 9: More Number Fun
- LESSON 10: 100 Here We Come
- LESSON 11: What Goes Here?
- LESSON 12: Assessing Counting: Number Tapes
- LESSON 13: Assessment of Unit Concepts