zilongwang/ReadingBank huggingface dataset:
Math General Manipulatives Sectioned containers, cookie sheets, muffin tins, egg cartons Math Window (magnetic braille) Basic Algebra Add-on Geometry Textured Sorting Circles and Shapes All-In-One Board (board to use with magnetic and Velcro manipulatives) Magnetic manipulatives Square tiles Two color counters Pattern blocks Base ten blocks Fraction circles Fraction squares Fraction tiles Attribute blocks Tangrams Algebra tiles Calculator Basic 4-function (talking or notetaker) Scientific (talking Orion TI-30XS, BrailleNote, or Braille Sense) Graphing (talking Orion TI-84 Plus) Making Pictures – get TVI input, only include essentials Picture Maker Wheatley Tactile Diagramming Kit Draftsman Drawing Board Chang Tactual Diagram Kit Wikki-Stix Puff paint/glue Graphic Art Tape Tactile stickers Tracing wheel Textured paper Feel 'n Peel Stickers Early Learning Math concept story books Jellybean Jungle (counting) Gumdrop Tree (counting, shapes) Thingamajig (grouping items, missing items) The Longest Noodle (length) Silly Squiggles (shapes) Goin’ on a Bear Hunt (relative position) Splish the Fish (relative position) The Boy and the Wolf (count, compare, orientation, position) Sensory Cylinder Set *also in Focus in Math kit Tactile Treasures *see below 2-color tokens (tactile as well) *also in Focus in Math and MathBuilders Unit 7 Giant Textured Beads with Pattern Matching Cards *see below Textured pegs Small, Medium, and Large Circles Set 1 Small, Medium, and Large Circles Set 2 Shape board FOCUS in Mathematics Kit *see below Ten-frame trains Talking coin abacus MathBuilders Unit 1: Matching, Sorting, and Patterning (Comes with binder of lessons, bell bracelet, rattle, tactile symbol sheets, Velcro board, textured shapes, Velcro shapes, length strips, activity sheets)
Student Self - Assessment- 7 Students will make a table to solve problems. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction - Text pages 379-382 -Homework pages 383-384 W I -Computer Formative- thumbs up/down, exit out the door, teacher observations Summative- Student Self - Assessment- 8 Students will write numbers to 100 in different ways using base ten blocks. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction -text pages 385-388 -Homework pages 389-390 W I -Computer -Base ten blocks Formative- thumbs up/down, exit out the door, teacher observations Summative- Student Self - Assessment- 9 Students will identify numbers that are ten more and ten less than a given number using a 120 chart without error. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction -Text pages 391-394 -Homework pages 395-396 W I -Computer -120 chart - Connecting cubes Formative- thumbs up/down, exit out the door, teacher observations Summative- Student Self - Assessment- 10 Students will use nickels to count by fives without error. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction -Text pages 397-400 -Homework pages 401-402 W I -Computer - nickels Formative- thumbs up/down, exit out the door, teacher observations Summative- Student Self - Assessment- 11 Students will compare two-digit numbers without error using base ten blocks. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction -Text pages 403-406 -Homework pages 407-408 W I -Computer - base ten blocks Formative- thumbs up/down, exit out the door, teacher observations Summative- Student Self - Assessment- 12 Students will compare two digit numbers using symbols without error. 1 2 3 -Direct Instruction/Teacher Modeling/Interactive instruction/indirect instruction -Text pages 409-412 -Homework pages 413-414 W I -Computer -base ten blocks Formative- thumbs up/down, exit out the door, teacher observations Summative-
Assessments will be in written form. Students at satellite campuses will be required to submit their test electronically, however no additional digitizing will be necessary other than scanning in the document. Tests may have to be taken at the proctoring center at satellite location, and the test will be transmitted to me for you. Please keep the following in mind: Your grade is determined by grade points. Points are earned by demonstrating what you have learned, not what you have endured during this course. Points will only be assigned to problems or questions that clearly demonstrate every step of the mathematical process. If you show only the answer with no accompanying work, the assumption will be that you have cheated, not that you are a genius. Grading Scale A 95% – 100% A- 90% – 94% B 85% – 89% B- 80% – 84% C 75% – 79% C- 70% - 74% D 65% - 69% D- 60% - 64% F Below 60% Course Outline/Content/Schedule Tentative Schedule of Class Meetings – Fall 2012 The instructor reserves the right to modify the schedule at any time during the semester. Changes in Test dates will be mentioned in class and emailed to every student according to their official school email no later than a week before the new date. Week Section’s Covered Aug 27th 1.3, 1.4, 2.1, 2.2 Sep 3rd 2.3, 2.4, 2.5, 2.6
LECTURE 1-1. DEFINITION OF SQUARE ROOTS SQUARE ROOT: where , means a positive real number such that NOTE : When Example 1: Evaluate Solution: is not real number since Example 2: Evaluate 3 4 8 12 0.7 7 3 6 Let and let be rational numbers. Warning :
BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Concrete graphs help us to compare and interpret data (Data and Probability: Analyzing data and chance enables us to compare and interpret.) and show one-to-one correspondence. Questions to support inquiry with students: What stories can data tell us? When might we use words like never, sometimes, always, more likely, and less likely? How does organizing concrete data help us understand the data? concrete graphs (creating, describing, and comparing concrete graphs) using correspondence Likelihood of familiar life events (using the language of probability (e.g., never, sometimes, always, more likely, less likely); cycles (Elder or knowledge keeper to speak about ceremonies and life events)) using comparative language Evidence of Experience (Show)
Minimum Chapter Sections # of lessons # class periods Introduction 2 pages 1 1 Chapter 1 Operations 1-7 7 11 Chapter 2 Linear Equations 1-8 8 13 Chapter 3 Linear Relations 1-8 8 13 Chapter 4 Quadratic Equations 1-6 6 11 Chapter 5 Polynomial Functions 1-8 8 13 Chapter 6 Systems of Equations and Inequalities 1-8 8 13 Chapter 7 Radicals 1-9 9 14 Chapter 8 Complex Numbers 1-7 7 12 Chapter 9 Rational Expressions and Equations 1-8 8 13 Chapter 10 Trigonometry 1-7 7 12 Chapter 11 Identities 1-7 7 12 Chapter 12 Inverse Functions 1-6 6 12 This schedule of 90 lessons typically allows 5 extra class periods per chapter to allow time for hard sections, for reteaching and review, for special features, and for testing. You should then have 12 class periods left. You may either discuss features in more detail, use additional activities, or cover sections 1-3, 5, and 7 of Chapter 13. If you use activities from the Activities Manual, select practice, graphing calculator, or enrichment activities according to the needs and interests of students. Standard Chapter Sections # of lessons # class periods Introduction 2 pages 1 1
Chapter 1 Operations 1-7 7 10 Chapter 2 Linear Equations 1-8 8 12 Chapter 3 Linear Relations 1-8 8 12 Chapter 4 Quadratic Equations 1-6 6 11 Chapter 5 Polynomial Functions 1-8 8 13 Chapter 6 Systems of Equations and Inequalities 1-8 8 12 Chapter 7 Radicals 1-9 9 13 Chapter 8 Complex Numbers 1-7 7 10 Chapter 9 Rational Expressions and Equations 1-8 8 13 Chapter 10 Trigonometry 1-7 7 12 Chapter 11 Identities 1-7 7 12 Chapter 12 Inverse Functions 1-6 6 11 Chapter 13 Probability and Statistics 1-8 8 12 This schedule of 98 lessons allows 3-5 extra class periods per chapter to allow for special features, difficult lessons, review, and testing. The 154 class periods leave 8 additional periods for special topics such as Bible, math history, or calculator activities in the Activities Manual. Pace the class for the average student. Give remedial help outside of class and provide advanced students with stimulating activities. Extended Chapter Sections # of lessons # class periods Introduction 2 pages 1 1 Chapter 1 Operations 1-7 7 9
Chapter 2 Linear Equations 1-8 8 11 Chapter 3 Linear Relations 1-8 8 11 Chapter 4 Quadratic Equations 1-6 6 10 Chapter 5 Polynomial Functions 1-8 8 12 Chapter 6 Systems of Equations and Inequalities 1-8 8 11 Chapter 7 Radicals 1-9 9 12 Chapter 8 Complex Numbers 1-7 7 9 Chapter 9 Rational Expressions and Equations 1-8 8 11 Chapter 10 Trigonometry 1-7 7 10 Chapter 11 Identities 1-7 7 11 Chapter 12 Inverse Functions 1-6 6 10 Chapter 13 Probability and Statistics 1-8 8 11 Chapter 14 Analytic Geometry 1-6 6 9 This schedule of 104 lessons allows 2-4 extra periods per chapter for difficult sections, review, and testing. The 148 class periods above leave 14 additional class periods for special topics. Use enrichment topics from the Activities Manual or assign math history activities as reports.
A straight line L passes through the point (-3, 5) and makes an angle of 45o with the horizontal. ( a) find the equation of the line L . (3marks) (b) Given that line L intersects with the X axis at A and the Y axis at B, find in surd form the distance AB (4marks) ( c ) Find the area of triangle ABC given that C and A are equai-distance from O the origin. (3marks)
Notebooks Success in math (as well as all other endeavors) is greatly improved by following steps prescribed by the instructor. This implies keeping careful notes and writing step-by-step solutions. We are asking that you keep these notes and the problems you work in a notebook, using correct mathematical notation. You will find that this greatly enhances your ALEKS experience and your success in future courses. This notebook will be graded based on organization and completion/content. There is a rubric to help you included at end of this syllabus. If you need additional help setting up your notebook, then talk to your instructor. Notebook Rubric: Unacceptable Novice Competent Proficient Regular use Does not have a dedicated notebook. Often absent from class or doesn't bring notebook. Lots of work missing from notebook. Sometimes absent from class or doesn't bring notebook. Dates are missing or inconsistent. Always brings notebook to class. All ALEKS work is in notebook. Dates are clearly and consistently labeled. Topic formatting Looks like "chicken scratch". No obvious organization. Obvious where one topic stops and another starts. Each topic is labeled with topic name and pie slice. Problem formatting within each topic Does not contain at least one: problem, explanation or example. Can't tell where one problem stops and another starts. Obvious where one problem stops and another starts. Obvious where one problem stops and another starts. Answer is easy to find and marked correct or incorrect. Mathematical notation Non-sequential work. Instructor struggles to follow logic. Works math horizontally. "Loses" pieces of the problem. Mixed horizontal and vertical math. Doesn't appear to be losing parts of the problems. Using vertical math almost exclusively. No obvious notation errors. 0 points each 15 points each 20 points each 25 points each Disability Resources The instructor will work with the Disabilities Resource Center to provide reasonable accommodations to students upon request. Students making such requests are required to provide documentation from the Disability Resource Center, located on the first floor of the Lincoln parking garage. Communication Expectations Email, an acceptable and appropriate medium for communications, is an official mode of communication. Since “upon sending, it is expected that email will be received and read by the recipient,” students are expected to check their official Boise State University email frequently. Please see . The Math Learning Center also communicates through the and the Boise State University .
Success means putting forth the time, effort, and energy required to complete this course. Based on the past several years of analyzing student success, we have found that appropriate work completion and attendance are the biggest keys to success. Following these simple guidelines should ensure success: Homework completion. More than 95% of the students who complete 80% or more of the homework pass the course. Aim to complete your work at 100%. Make sure you are learning. When you obtain help, make sure that you are learning and able to do the work without help. Review for every test. The biggest difference we see in test scores is between students who review and those who don’t. Put forth the effort to attend every class. This may be one of the best signals we have to a student being successful. Students who spend at least 12 hours working on ALEKS in the first two weeks are significantly more likely to pass the course than students who spend less than 6 hours in the first two weeks. If you are doing all of the above and struggling, make an appointment with Dr. Hagerty, Director of the Math Learning Center. He will work with you to find the best possible path to creating your success. Notebook Rubric Unacceptable Novice Competent Proficient Regular use Does not have a dedicated notebook. Often absent from class or doesn't bring notebook. Lots of work missing from notebook. Sometimes absent from class or doesn't bring notebook. Dates are missing or inconsistent. Always brings notebook to class. All ALEKS work is in notebook. Dates are clearly and consistently labeled. Topic formatting Looks like "chicken scratch". No obvious organization. Obvious where one topic stops and another starts. Each topic is labeled with topic name and pie slice. Problem formatting within each topic Does not contain at least one: problem, explanation or example. Can't tell where one problem stops and another starts. Obvious where one problem stops and another starts. Obvious where one problem stops and another starts. Answer is easy to find and marked correct or incorrect.
Mathematical notation Non-sequential work. Instructor struggles to follow logic. Works math horizontally. "Loses" pieces of the problem. Mixed horizontal and vertical math. Doesn't appear to be losing parts of the problems. Using vertical math almost exclusively. No obvious notation errors. 0 points each 15 points each 20 points each 25 points each
Geometry, Homework Practice Workbook 9780078908491 $4.47 Geometry, Study Guide and Intervention Workbook © 2010 9780078908484 $4.47 McGraw-Hill eLessons, Complete High School Suite 9780076652921 $29.97 NOTES about GEOMETRY -2013 Edition Glencoe Algebra 2 © 2014 Algebra 2, 6-year Student Bundle 9780076641017 $87.93 Algebra 2, 6-year Teacher Bundle 9780076641031 $107.94 Algebra 2, Study Notebook 9780076602964 $10.98 Algebra 2, Homework Practice Workbook 9780076602995 $4.47 Algebra 2, Study Guide and Intervention Workbook © 2010 9780076603015 $4.47 McGraw-Hill eLessons, Complete High School Suite 9780076652921 $29.97 NOTES about ALGEBRA 2-2013 Edition PRECALCULUS 2013 Edition Precalcus, 6-year Student Bundle (per student) 9780076644131 $108.93 Precalcus, 6-year Teacher Bundle 9780076644155 $114.93 Precalcus, Study Notebook © 2011 9780078938146 $10.98 NOTES about PRECALCULUS-2013 Edition AP CALCULUS 2013 Edition Calculus: Late Transcendental Functions (Smith), 3rd EditionFor use in Advanced Placement courses; for Calculus AB/BC NOTES about CALCULUS-2013 Edition
Step 4: Make instructional decisions. (12 minutes) In addition to the chosen instructional practice, what strategies will the group use to teach the three groups of students? Group 1: Strategies used for Enrichment Group 2: Strategies for Main Track Group 3: Strategies to allow for Differentiation Notes Our chosen research-based instructional practice is: _small group instruction and differentiation_ AND our group will use the following strategies to teach each group to be successful on the targeted skill. Group 1: Group 2: Group 3: Step 5 Create results indicators for adults and students. (12 minutes) If you are successfully teaching the strategies listed above, what will your actions look like and sound like? Make a list. If you are successful at the strategies what will your students’ actions look like and sound like? List of Adult Actions List of Students’ Actions
Part II: Student Success Data demonstrating achievement of instructional or service success Program does not provide an adequate analysis of the data provided with respect to relevant program data. Program provides an analysis of the data which indicates progress on departmental goals. If applicable, supplemental data is analyzed. Efficacy Team Analysis and Feedback: Meets: The Math Department reports holding steady at a student success rate of 53%. Further explanation is required on this figure. This seems low, but in view of the subject (which many people have phobias about) it may not be. Is 53% good for math courses? The Department should have provided information as to why this is an adequate success rate. Student Learning Outcomes Program has not submitted student learning outcomes for all courses certificates or degrees. Does not have a three-year plan on file. Program has not analyzed assessment results and implemented changes where appropriate. Program has submitted student learning outcomes for all courses certificates or degrees. Program has a three-year plan on file. Program has analyzed assessment results and implemented changes where appropriate Efficacy Team Analysis and Feedback: Meets: The program has submitted student learning outcomes for all courses. Program has a three-year plan on file. Part III: Institutional Effectiveness Mission and Purpose The program does not have a mission, or it does not clearly link with the institutional mission. The program has a mission and it links clearly with the institutional mission. Efficacy Team Analysis and Feedback: Meets: The program has a mission and it links clearly with SBVC’s mission statement. Productivity The data does not show an acceptable level of productivity for the program, or the issue of productivity is not adequately addressed. The data shows the program is productive at an acceptable level. Efficacy Team Analysis and Feedback: Meets: The data shows the program is productive at an acceptable level.
Math/ELA Assessment Schedule 7th Grade 8th Grade Math Pre-Algebra ELA Math Algebra ELA Unit 1 Week of Sept. 27-31 Week of October 20-24 Week of October 20-24 Week of Sept. 29-Oct. 3 Week of October13-17 Week of October 20-24 Unit 2 Week of November 3-7 Week of January 26-30 Week of December 15-19 Week of November 10-14 Week of January 12-18 Week of November 3-7 Unit 3 Week of Jan 19-23 Week of March 9-13 Week of February 23-27 Week of December 15-19 Week of February 16-20 Week of December 15-19 Unit 4 Week of March 2-6 Week of May 4-8 Week of May 4-8 Week of February 9-13 Week of March 23-27 Week of January 26-30 Unit 5 Week of May 4-8 Week of March 23-27 Week of May 4-8 (use HS Algebra 1 Test) Week of February 23-27 Unit 6 Week of May 4-8 Week of March 30-April 3 Unit 7 Week of May 4-8 A unit assessment should be given using CIITS, for each unit when you complete them. The assessment can be either a Learning Check or a test.
A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 1.OA.1 1.OA.5 1.OA.8 The student is unable to represent the problem with pictures or is disorganized with the symbols, digits, and structure and writes an inaccurate number bond and number sentence. The student draws an incorrect picture with an equation and number bond that may or may not match the incorrect picture. The student draws and solves the add to with change unknown problem correctly (4 more boys came to the party), but is unable to write an addition equation or number bond to match the problem. Or, the student writes an equation and number bond (using 9, 5, and 4), but cannot explain his thinking using pictures to solve the add to with change unknown problem. The student correctly: Draws a picture to solve the add to with change unknown problem and determines that 4 more boys came to the party. Makes a number bond with 9, 5, and 4. Writes an addition equation (9 = 5 + __, 5 + __ = 9, etc.). 2 1.OA.6 The student is unable to add as evidenced by unanswered problems. The student colors boxes at random with little understanding of partners to 10, +1, and +2. The student makes several calculation or category coloring errors. The student makes no accommodation for 9 + 1. The student answers most addition problems correctly and makes some category coloring errors (up to two calculation or color errors combined.) The student makes no accommodation for 9 + 1, or makes an accommodation for 9 + 1 with caluculation or category coloring errors. The student correctly: Answers all addition problems. Colors all equations in accordance to the problem type categories. Makes an accommodation for 9 + 1 as it fits two categories.
2 is 1 more than 1. 3 is 1 more than 2. 4 is 1 more than 3. 1 more than 4 is 5. 1 more than 5 is 6. 1 more than 6 is 7. 8 is 1 more than 7. 1 more than 8 is 9. 1 more than 9 is 10.
*Count and write the number. 1 1 + 1 16 4 + 2 2 2 + 2 17 3 + 2 3 3 + 2 18 5 + 2 4 2 + 2 19 7 + 2 5 2 + 1 20 7 + 3 6 3 + 1 21 6 + 3 7 3 + 2 22 6 + 2 8 3 + 2 23 6 + 2 9 2 + 2 24 5 + 2 10 4 + 2 25 7 + 2 11 1 + 2 26 6 + 2 12 2 + 1 27 2 + 6 13 3 + 1 28 2 + 7 14 5 + 1 29 3 + 7
2 + 1 = ☐ 3 + 1 = ☐ 5 + 1 = ☐ 4 + 1 = ☐ 6 + 1 = ☐ 9 + 1 = ☐ 2 + 2 = ☐ 2 + 3 = ☐ 5 + 5 = ☐ 3 + 3 = ☐ 4 + 4 = ☐ 4 + 5 = ☐ 0 + 1 = ☐ 1 + 3 = ☐ 1 + 1 = ☐ 2 + 2 = ☐ 7 + 1 = ☐ 3 + 3 = ☐ 1 + 5 = ☐ 5 + 5 = ☐ 3 + 4 = ☐ 8 + 1 = ☐ 4 + 4 = ☐ 5 + 4 = ☐
1 2 3 4 5 6 7 8 9 10 Use the number path to help you solve. 5. 5 – 4 = _____ 4 + ____ = 5 6. 5 – 1 = _____ 1 + ____ = 5 7. 7 – 5 = _____ 5 + ____ = 7 8. 10 – 6 = _____ 6 + ____ = 10 9. 9 – 3 = _____ 3 + ____ = 9
1. 4 – 3 = _____ + _____ = ______ 2. 6 – 2 = _____ + _____ = ______ 3. 7 – 3 = _____ + _____ = ______ 4. 9 – 6 = ____________________ 5. 10 – 2 = ____________________ Use the number path to count on. 6. 8 – 4 = ______ 4 + ______ = 8 7. 9 – 5 = ______ 5 + ______ = 9 1 2 3 4 5 6 7 8 9 10 Hop back on the number path to count back. 8. 10 – 1 = ______ 9. 9 – 2 = ______
On your addition chart, shade a square orange. Write the related subtraction fact in a space below with its number bond. Color all the totals orange. 1. ________ - ________ = ________ 2. ________ - ________ = ________ 3. ________ - ________ = ________ 4. ________ = ________ - ________
(1 Point) (2 Points) evidence of solid reasoning with an incorrect answer. (3 Points) (4 Points) 1 1.OA.1 The student’s drawing and number sentence are completely unrelated to the problem, showing no understanding of the problem. The student has the incorrect answer but shows some understanding through drawings or number sentences. The student answers correctly (7) but is missing the drawing or the number sentence. Or, the student draws a picture or number sentences to show her thinking but has an incorrect answer. The student correctly: Answers 7. Explains using a drawing and any number sentence that matches their work (e.g., 15 – 8 = 7 or 2 + 5 = 7). 2 1.OA.3 1.OA.4 1.OA.6 The student answers one to two problems correctly, demonstrating a limited understanding of the problems. For each problem, the student: Subtracts from a teen number, Finds the missing addend, Writes the corresponding subtraction sentences, with three or four calculation errors. For each problem, the student: Subtracts from a teen number, Finds the missing addend, Writes the corresponding subtraction sentences, with one or two calculation errors. For each problem, the student correctly: Subtracts from a teen number: 3, 3, 9 Finds the missing addend: 4, 4, 5 Writes the corresponding subtraction sentences: 13 – 9 = 4 12 – 8 = 4 12 – 7 = 5 3 1.OA.3 1.OA.6 The student is not able to correctly accomplish any component of the task, demonstrating a lack of understanding of the problems. The student may show some understanding and skill with 5-group drawings but is unable to execute the bonds or explain his thinking. Or, the student is able to show the bonds, but is unable to draw the or explain appropriately. The student draws the bonds and 5-groups but is unable to explain how both have an answer of 4. Or, the student explains well, and draws 5-groups well, but does not execute the bonds accurately. The student correctly: Models the number bonds and 5-group drawings. Explains how both problems equal 4 using pictures or numbers (i.e., 1 + 3 = 2 + 2).
4 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.6 1.NBT.2a 1.NBT.2b Answers one or fewer questions correctly and is unable to show work, thus demonstrating a lack of understanding of the concepts. Answers two of the questions correctly with all accompanying models but demonstrates inconsistent understanding of the take from ten strategy, the connection between addition and subtraction, or the associative property. Answers three of the four questions correctly and with all requested models and number sentences. Computes and explains the final question, but may have errors in previous computations that impact accuracy (i.e., 1 or 2 off). The student correctly: Represents 15 with a number bond, drawing, and number sentence. Explains that 10 snakes were sold. Explains that 4 turtles are left. Writes both an addition and subtraction equation 12 – 8 = 4 and 8 + 4 = 12. Explains that 18 animals are left altogether. Identifies the statement as false and explains why, citing the associative property with pictures or words (no formal terms necessary). Name Date
(1 Point) (2 Points) reasoning with an incorrect answer. (3 Points) (4 Points) 1 1.OA.1 1.OA.2 The student is unable to complete either question accurately. The student correctly answers one question but may not explain his thinking adequately. The student correctly answers both questions but fails to explain using a math drawing, number sentence, and complete statement. Or, the student explains his thinking using a math drawing, number sentence, and complete statement, but answers one or both questions incorrectly. The student correctly: Identifies that Olga and Pedro’s pennies together make ten. Solves for 14 pennies in total. Explains his thinking using a math drawing, number sentence, and complete statement. 2 1.OA.3 1.OA.6 The student solves for one unknown correctly or is unable to complete the task. The student solves one or two unknowns correctly and circles the pairs of ten for at least two problems. The student may solve for the unknown in each equation but fails to circle the pairs that make ten or solves for one unknown incorrectly. The student correctly: Circles the pairs that make ten. Solves as follows: a. 15, 16, 14 b. 5, 6, 7 3 1.OA.1 The student’s answer is incorrect, and there is no evidence of reasoning. The student’s answer is incorrect, but there is evidence of reasoning. For example, the student is able to write a number sentence or draw 5-groups. The student’s answers are correct but his response is incomplete, possibly missing labels for the drawing or an addition sentence, but the work is essentially strong. The student correctly: Finds there are 15. Correctly draws and labels. Writes a corresponding number sentence. 4 1.OA.3 1.OA.6 The student is unable to draw number bonds that demonstrate the make ten strategy. The student draws one or two of the number bonds correctly, showing how to make ten. The student draws three out of the four number bonds correctly, showing how to make ten. The student correctly draws a number bond for each of the four problems, showing how to make ten for each.
2 1 + 1 = ☐ 17 11 - 9 = ☐ 3 10 - 9 = ☐ 18 13 – 9 = ☐ 4 1 + 2 = ☐ 19 14 - 9 = ☐ 5 10 - 9 = ☐ 20 13 - 9 = ☐ 6 1 + 3 = ☐ 21 12 - 9 = ☐ 7 10 - 9 = ☐ 22 15 - 9 = ☐ 8 1 + 4 = ☐ 23 16 - 9 = ☐ 9 14 - 9 = ☐ 24 9 + ☐= 12 10 10 - 9 = ☐ 25 9 + ☐= 13 11 1 + 3 = ☐ 26 9 + ☐= 15 12 13 - 9 = ☐ 27 9 + ☐= 14 13 10 - 9 = ☐ 28 9 + ☐= 15 14 1 + 2 = ☐ 29 9 + ☐= 17 15 12 - 9 = ☐ 30 9 + ☐= 16 Name Date Match the pictures with the number sentences.
Complete the subtraction sentences by using the take from ten and count on strategies. Check the strategy that seemed easiest to you. a. 12 - 8 = ___ b. 8 + ___ = 12 take from ten count on a. 11 - 8 = ___ b. 8 + ___ = 11 take from ten on a. 16 - 8 = ___ b. 8 + ___ = 16 take from ten count on a. 19 - 8 = ___ b. 8 + ___ = 19 take from ten count on
8 4 + ☐ = 5 23 9 = 4 + ☐ 9 3 + ☐ = 5 24 2 + 2 + ☐ = 9 10 3 + ☐ = 6 25 2 + 2 + ☐ = 8 11 ☐ + 2 = 6 26 3 + ☐ + 3 = 9 12 0 + ☐ = 6 27 3 + ☐ + 2 = 9 13 1 + ☐ = 7 28 5 + 3 = ☐ + 4 14 ☐ + 5 = 7 29 ☐ + 4 = 1 + 5 15 ☐ + 4 = 7 30 3 + ☐ = 2 + 6 Name Date *Write the missing number. 1 1 + ☐ = 3 16 3 + ☐ = 8 2 0 + ☐ = 3 17 2 + ☐ = 8 3 ☐ + 3 = 3 18 8 = ☐ + 1 4 ☐ + 2 = 4 19 8 = 4 + ☐ 5 3 + ☐ = 4 20 ☐ + 2 = 9 6 4 + ☐ = 4 21 4 + ☐ = 9 7 4 + ☐ = 5 22 9 = ☐ + 5
7 10 + 7 = ☐ 22 16 - ☐ = 6 8 8 + 10 = ☐ 23 18 - ☐ = 8 9 12 - 10 = ☐ 24 ☐ - 10 = 8 10 11 - 10 = ☐ 25 ☐ - 10 = 9 11 10 - 10 = ☐ 26 1 + 1 + 10 = ☐ 12 13 - 10 = ☐ 27 2 + 2 + 10 = ☐ 13 14 - 10 = ☐ 28 2 + 3 + 10 = ☐ 14 15 - 10 = ☐ 29 4 + ☐ + 3 = 17 15 18 - 10 = ☐ 30 ☐ + 5 + 10 = 18 Name Date *Write the missing number. 1 10 + 1 = ☐ 16 10 + ☐ = 10 2 10 + 2 = ☐ 17 10 + ☐ = 11 3 10 + 3 = ☐ 18 2 + ☐ = 12 4 4 + 10 = ☐ 19 3 + ☐ = 13 5 5 + 10 = ☐ 20 ☐ + 10 = 13 6 6 + 10 = ☐ 21 13 - ☐ = 3
6 6 + 10 = ☐ 21 15 + 5 = ☐ 7 10 + 3 = ☐ 22 4 + 14 = ☐ 8 3 + 3 = ☐ 23 4 + 15 = ☐ 9 10 + 6 = ☐ 24 12 + ☐ = 14 10 2 + 1 = ☐ 25 12 + ☐ = 15 11 12 + 1 = ☐ 26 12 + ☐ = 16 12 2 + 2 = ☐ 27 ☐ + 4 = 16 13 12 + 2 = ☐ 28 5 + ☐ = 16 14 3 + 3 = ☐ 29 5 + ☐ = 26 15 13 + 3 = ☐ 30 4 + ☐ = 36 Name Date *Write the missing number. 1 10 + 1 = ☐ 16 12 + 2 = ☐ 2 1 + 1 = ☐ 17 13 + 2 = ☐ 3 10 + 2 = ☐ 18 14 + 2 = ☐ 4 3 + 10 = ☐ 19 13 + 4 = ☐ 5 3 + 2 = ☐ 20 14 + 4 = ☐
6 5 + 10 = ☐ 21 15 + 4 = ☐ 7 10 + 2 = ☐ 22 5 + 14 = ☐ 8 2 + 2 = ☐ 23 5 + 15 = ☐ 9 10 + 4 = ☐ 24 11 + ☐ = 12 10 2 + 1 = ☐ 25 11 + ☐ = 13 11 12 + 1 = ☐ 26 11 + ☐ = 14 12 1 + 1 = ☐ 27 ☐ + 3 = 14 13 11 + 1 = ☐ 28 6 + ☐ = 19 14 3 + 2 = ☐ 29 6 + ☐ = 29 15 13 + 2 = ☐ 30 5 + ☐ = 39 Name Date Solve the problems. Show your solution in two steps: Step 1: Write one number sentence to make ten. Step 2: Write one number sentence to add to ten. 2.
6 17 - 2 = ☐ 21 14 + 5 = ☐ 7 7 - 5 = ☐ 22 18 - 6 = ☐ 8 17 - 5 = ☐ 23 18 - 2 = ☐ 9 4 + 3 = ☐ 24 13 + ☐ = 19 10 14 + 3 = ☐ 25 ☐ - 6 = 13 11 3 + 4 = ☐ 26 14 + ☐ = 19 12 13 + 4 = ☐ 27 ☐ - 4 = 15 13 7 - 4 = ☐ 28 ☐ - 5 = 14 14 17 - 4 = ☐ 29 13 + 4 = 19 - ☐ 15 17 - 3 = ☐ 30 18 – 6 = ☐ + 3 Name Date *Write the missing number. Pay attention to the + and – signs. 1 5 + 1 = ☐ 16 12 + 7 = ☐ 2 15 + 1 = ☐ 17 2 + 17 = ☐ 3 1 + 5 = ☐ 18 18 - 2 = ☐ 4 11 + 5 = ☐ 19 18 - 6 = ☐
7 18 - 3 = ☐ 22 12 - 5 = ☐ 8 18 - 5 = ☐ 23 12 - 6 = ☐ 9 17 - 5 = ☐ 24 14 - ☐ = 11 10 19 - 5 = ☐ 25 14 - ☐ = 10 11 17 - 7 = ☐ 26 14 - ☐ = 9 12 18 - 7 = ☐ 27 15 - ☐ = 9 13 19 - 7 = ☐ 28 ☐ - 7 = 9 14 19 - 2 = ☐ 29 19 – 5 = 16 - ☐ 15 19 - 7 = ☐ 30 15 – 8 = ☐ - 9 Name Date *Write the missing number. 1 16 - 1 = ☐ 16 19 - 9 = ☐ 2 14 - 1 = ☐ 17 18 - 9 = ☐ 3 18 - 1 = ☐ 18 12 - 9 = ☐ 4 19 - 2 = ☐ 19 19 - 8 = ☐ 5 17 - 2 = ☐ 20 18 - 8 = ☐ 6 15 - 2 = ☐ 21 17 - 8 = ☐
7 15 - 3 = ☐ 22 14 - 5 = ☐ 8 17 - 5 = ☐ 23 13 - 5 = ☐ 9 19 - 5 = ☐ 24 12 - ☐ = 7 10 16 - 5 = ☐ 25 16 - ☐ = 10 11 16 - 6 = ☐ 26 16 - ☐ = 9 12 19 - 6 = ☐ 27 17 - ☐ = 9 13 17 - 6 = ☐ 28 ☐ - 7 = 9 14 17 - 1 = ☐ 29 19 – 4 = 17 - ☐ 15 17 - 6 = ☐ 30 16 – 8 = ☐ - 9 Name Date 1. Circle the object(s) that are measured correctly. a. b. c. 2. Measure the paper clip in 1(b) with your cubes. Then, check the cubes with your centimeter ruler.
Name Date *Write the missing number. 1 17 + 1 = ☐ 16 11 + 9 = ☐ 2 15 + 1 = ☐ 17 10 + 9 = ☐ 3 18 + 1 = ☐ 18 9 + 9 = ☐ 4 15 + 2 = ☐ 19 7 + 9 = ☐ 5 17 + 2 = ☐ 20 8 + 8 = ☐ 6 18 + 2 = ☐ 21 7 + 8 = ☐ 7 15 + 3 = ☐ 22 8 + 5 = ☐ 8 5 + 13 = ☐ 23 11 + 8 = ☐ 9 15 + 2 = ☐ 24 12 + ☐ = 17 10 5 + 12 = ☐ 25 14 + ☐ = 17 11 12 + 4 = ☐ 26 8 + ☐ = 17 12 13 + 4 = ☐ 27 ☐ + 7 = 16 13 3 + 14 = ☐ 28 ☐ + 7 = 15 14 17 + 2 = ☐ 29 9 + 5 = 10 + ☐ 15 12 + 7 = ☐ 30 7 + 8 = ☐ + 9
Name Date *Write the missing number. 1 14 + 1 = ☐ 16 11 + 9 = ☐ 2 16 + 1 = ☐ 17 10 + 9 = ☐ 3 17 + 1 = ☐ 18 8 + 9 = ☐ 4 11 + 2 = ☐ 19 9 + 9 = ☐ 5 15 + 2 = ☐ 20 9 + 8 = ☐ 6 17 + 2 = ☐ 21 8 + 8 = ☐ 7 15 + 4 = ☐ 22 8 + 5 = ☐ 8 4 + 15 = ☐ 23 11 + 7 = ☐ 9 15 + 3 = ☐ 24 12 + ☐ = 18 10 5 + 13 = ☐ 25 14 + ☐ = 18 11 13 + 4 = ☐ 26 8 + ☐ = 18 12 14 + 4 = ☐ 27 ☐ + 5 = 14 13 4 + 14 = ☐ 28 ☐ + 6 = 15 14 16 + 3 = ☐ 29 9 + 6 = 10 + ☐ 15 13 + 6 = ☐ 30 6 + 7 = ☐ + 9
Repeat the process with favorite sports using football, basketball, and soccer as the three choices. Alternatively, you may use a theme other than sports if it would have more appeal for your class. Another strategy is to offer other as a choice. Students may use the back of the original craft sticks to record their choice. After creating the table on Chart 3, have students write their answers as you ask the following questions: How many students chose football as the sport they like best? How many students chose basketball as the sport they like best? How many students chose soccer as the sport they like best? What is the total number of students who like soccer or basketball the best? Which sport received the most votes? Think of a question you could ask a friend about the table. Note: Save these tables for reference in Lessons 11, 12, and 13 of this topic. Problem Set (10 minutes) Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Student Debrief (10 minutes) Lesson Objective: Collect, sort, and organize data, then ask and answer questions about the number of data points. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. How is making a table helpful when we are looking at a lot of information? Why is sorting and organizing data important when you are making a table? In what ways do tables help us see information in a quicker and easier way? Share the problem you made up using the favorite sports table. Solve each other’s questions and check your answers. How are 5-group rows and tally marks similar? How are they different? Why is using tally marks better than using 5-group rows when making a table?
Name Date A group of students were asked what they ate for lunch. Use the data below to answer the following questions. Student Lunches Lunch Number of Students sandwich 3 salad 5 pizza 4 What is the total number of students who ate pizza? _____ student(s) Which lunch was eaten by the greatest number of students? ________________ What is the total number of students who ate pizza or a sandwich? _____ student(s) Write an addition sentence for the total number of students who were asked what they ate for lunch. __________________________________________________________
Name Date *Write the missing number. Pay attention to the + and – signs. 1 2 + 2 = ☐ 16 2 + ☐ = 8 2 2 + ☐ = 4 17 6 + ☐ = 8 3 4 - 2 = ☐ 18 8 - 6 = ☐ 4 3 + 3 = ☐ 19 8 - 2 = ☐ 5 3 + ☐ = 6 20 9 + 2 = ☐ 6 6 - 3 = ☐ 21 9 + ☐ = 11 7 4 + ☐ = 7 22 11 - 9 = ☐ 8 3 + ☐ = 7 23 9 + ☐ = 15 9 7 - 3 = ☐ 24 15 - 9 = ☐ 10 7 - 4 = ☐ 25 8 + ☐ = 15 11 5 + 4 = ☐ 26 15 - ☐ = 8 12 4 + ☐ = 9 27 8 + ☐ = 17 13 9 - 4 = ☐ 28 17 - ☐ = 8 14 9 - 5 = ☐ 29 27 - ☐ = 8 15 9 - ☐ = 4 30 37 - ☐ = 8
Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 3 1.NBT.2 The student does not demonstrate understanding of tens and ones and is unable to complete more than one answer correctly. The student demonstrates inconsistent understanding of tens and ones, completing only two answers correctly. The student demonstrates some understanding of most aspects of tens and ones, completing at least three answers correctly. The student completes all correctly: 8-2 (or 7-12 or 0-82) 9-9 (or 0-99) 96 105 4 1.NBT.2 The student does not demonstrate understanding of the equivalent representations of tens and ones, and is unable to match any equal amounts. The student demonstrates limited understanding of the equivalent representations of tens and ones, matching one or two equal amounts. The student demonstrates some understanding of the equivalent representations of tens and ones, matching three equal amounts. The students matches all four equal amounts as follows: 51 = 4 tens 11 ones 68 = 8 ones 6 tens 114 = 11 tens 4 ones 86 = 8 tens 6 ones 5 1.NBT.3 The student is unable to use symbols to compare numbers and is unable to correctly answer more than one of the five comparisons. The student has limited ability to use symbols to compare numbers, correctly answering two of the five comparisons. The student has some ability to use symbols to compare numbers, correctly answering three or four of the five comparisons. The student correctly answers: < < < > =
Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 8 1.NBT.4 1.NBT.6 The student demonstrates little or no ability to add or subtract two-digit numbers to 40, answering two or fewer questions correctly. The student demonstrates some ability to add (or subtract) two-digit numbers, answering least four of eight correctly, and demonstrates misunderstandings of place value. The student demonstrates the ability to add (and subtract) two-digit numbers, answering at least six of eight correctly, or uses sound process throughout with four calculation errors at most. The student correctly: Solves 86 60 3 tens 50 75 71 77 81 Represents process to accurately solve through drawings, number bonds, or the arrow way. The notation demonstrates use of a sound strategy for adding or subtracting.
they need to work on next. A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 2.MD.1 2.MD.4 The student gets one of the four parts correct. The student gets two of the four parts correct. The student gets three of the four parts correct. The student correctly: Measures the crayon as 9 cm. Measures the pencil as 11 cm. Determines that the pencil is longer. Determines the difference in length between the pencil and crayon is 2 cm. 2 2.MD.1 2.MD.5 The student gets one of the four parts correct. The student gets two of the four parts correct. The student gets of the four parts correct. The student correctly: Identifies meter stick as the tool for measurement. appropriate reasoning for selecting the meter stick. Student accurately represents the comparison of the throws with a picture and answers that Samantha threw her bean bag 3 meters. Correctly identifies as the winner.
End-of-Module Assessment Task Standards Addressed Topics A–G Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones: e.g. 706 equals 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens – called a "hundred." The numbers 100-900 refer to one, two, three, four, five, six, seven, eight or nine hundreds (and 0 tens and ones). 2.NBT.2 Count within 1000: skip-count by 5s, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits using <, =, and > symbols to record the results of comparisons. Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now and what they need to work on next. A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. STEP 2 Evidence of some reasoning without a correct answer. STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. STEP 4 Evidence of solid reasoning with a correct answer.
10 20 100 Add. Add. Name Date Match Part 1 Match the word form or unit form with standard form. Problem B is done for you as an example. A. Two hundred thirty-f our ● 204 B. Three hundred seventy-four ● 930 C. 7 hundreds 6 tens 3 ones ● 470 D. Two hundred four ● 763 E. Four hundred two ● 650 F. 3 ones 7 hundreds 4 tens ● 903 G. Four hundred seventy ● 123 H. 9 hundreds 3 ones ● 673 I. 3 ones 7 tens 6 hundreds ● 234 J. 1 ten 2 hundreds 3 ones ● 374
Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 2.NBT.8 2.NBT.7 The student solves one to three of twelve parts correctly. The student solves four to seven of twelve parts correctly. The student solves eight to eleven of the twelve parts correctly. The student correctly solves to find: 82 63 164 183 82 181 105 126 40 127 145 142 2 2.NBT.6 2.NBT.7 2.NBT.9 The student solves one to four of fourteen parts correctly. The student solves five to nine of fourteen parts correctly. The student solves ten to thirteen of the fourteen parts correctly. For Part (a) the student correctly: Solves to find 143. Shows an accurate model for 87 + 56. Solves to find 189. Shows an accurate model for 38 + 68 + 71 + 12. Uses and models place value strategies such as arrow notation, adding the same amount to the subtrahend as to the minuend to make a multiple of ten,
17 3 2.NBT.5 The student answers one of four problems correctly and models mental strategies fewer than two times. The student answers two of four problems correctly and models mental strategies at least twice. The student answers three or four problems correctly and models mental strategies at least three times. The student correctly: Answers False True False False Uses and models a mental strategy such as arrow notation, adding the same amount to the subtrahend as to the minuend to make a multiple of ten, adding or subtracting a multiple of 10 and adjusting the solution as necessary, or other strategies as noted in the Module Overview. 4 2.OA.1 2.NBT.5 2.NBT.9 The student answers both parts correctly. Student answers one of the parts correctly. Student answers Parts (a) and (b) correctly but does not show work in Part (b), or answers one part incorrectly but shows correct work in Part (b). The student correctly: Demonstrates an understanding of the role of place value and the arithmetic properties in Sarah’s strategy. Uses an alternate place value strategy to solve Part (b), e.g., 47 + 18 = 45 + 20 = 65
Name Date Solve using mental math. 8 – 7 = _____ 38 – 7 = _____ 38 – 8 = ______ 38 – 9 = ______ 7 – 6 = _____ 87 – 6 = _____ 87 – 7 = ______ 87 – 8 = ______ Solve using your place value chart and place value disks. Unbundle a ten, if needed. Think about which problems you can solve mentally, too! a. 28 – 7 = _____ 28 – 9 = ______ 25 – 5 = _____ 25 – 6 = ______ 30 – 5 = _____ 33 – 5 = ______ 47 – 22 = _____ 41 – 22 = _____ 44 – 16 = _____ 44 – 26 = _____ 70 – 28 = _____ 80 – 28 = _____
Name Date Solve using mental math. 6 – 5 = _____ 26 – 5 = _____ 26 – 6 = ______ 26 – 7 = ______ 8 – 7 = _____ 58 – 7 = _____ 58 – 8 = ______ 58 – 9 = ______ Solve using your place value chart and place value disks. Unbundle a ten, if needed. Think about which problems you can solve mentally, too! 36 – 5 = _____ 36 – 7 = _____ 37 – 6 = _____ 37 – 8 = _____ 40 – 5 = _____ 41 – 5 = _____ 58 – 32 = _____ 58 – 29 = _____ 60 – 26 = _____ 62 – 26 = _____ 70 – 41 = _____ 80 – 41 = _____
Solve, and explain your strategy. a. 41 – 27 = _____ b. 67 – 28 = _____ The number of marbles in each jar is marked on the front. Miss Clark took 37 marbles out of each jar. How many marbles are left in each jar? Complete the number sentence to find out. a. _____ – _____ = _____ b. _____ – _____ = _____ c. _____ – _____ = _____ d. _____ – _____ = ______
50 480 160 2 2.NBT.7 2.NBT.8 The student solves zero out of three parts correctly. The student solves one out of three parts correctly. The student solves two out of three parts correctly. The student correctly models the arrow way and solves to find: 230, 240, 390, 240 -300, +20, 280 958, 558, 958 3 2.NBT.7 2.NBT.9 The student solves one out of four parts correctly. The student solves two out of four parts correctly. The student solves three out of four parts correctly. The student correctly uses place value chips and writes a related subtraction method to solve: 892 812 The student correctly uses place value chips and writes a related addition method to solve: 388 237 4 2.NBT.7 The student answers one out of five parts correctly. The student answers two to three out of five parts correctly. The student answers four out of five parts correctly. The student correctly shows a strategy to solve (strategies may vary): 194 248 200 770 726 5 2.NBT.7 2.NBT.9 The student answers zero out of two parts correctly. The student answers one out of two parts correctly. The student gives a partial explanation of Martha’s error and correctly models an alternative strategy to solve, or the student gives an explanation The student correctly: Explains that Martha made an error in the hundreds place while subtracting. Models an