OA Task 3a Domain Operations and Algebraic Thinking Number and Operations in Base Ten Cluster Represent and solve problems involving addition & subtraction. Use place value understanding and properties of operations to add and subtract. Standard(s) 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Compare- Smaller Unknown: More, One-step Materials SF, Pencil, Paper, counters and base ten materials available Task Provide materials to the student. Read the problem to the student: Daniella has 9 more bracelets than Katie. Katie has 22 bracelets. How many bracelets does Daniella have? an equation that represents this problem. Use a symbol for the unknown number. Once an equation is written, say: the problem and use words, numbers or pictures to explain your reasoning. Continuum of Understanding Developing Understanding Incorrectly solves the problem. Relies on counting as primary strategy for solving problem. Equation is inaccurate. Explanation is lacking in detail or non-existent. Strategy(ies) Used: Counting All Counting On Tens Basic Facts Creates easier or sums Doubles Doubles +/- 1, 2 Other: Complete Understanding Correctly solves the problem: 31 bracelets Successfully uses strategies such as making tens, creates easier or sums, and basic facts. Equation is accurate (e.g., 9 + 22 = *). Explanation is clear. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
OA Task 5a Domain Operations and Algebraic Thinking Number and Operations in Base Ten Cluster Represent and solve problems involving addition & subtraction. Use place value understanding and properties of operations to add and subtract. Standard(s) 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Add To-Result Unknown, One-step Materials SF, Pencil, Paper, counters and base ten materials available Task Provide materials to the student. Read the problem to the student: John collected 67 baseball His friend gave him 28 more baseball cards. How many cards does John have now? Write an equation that represents this problem. Use a symbol for the unknown number. Once an equation is written, say: Solve the problem and use words, numbers or pictures to explain your reasoning. Continuum of Understanding Developing Understanding Incorrectly solves the problem. Relies on counting as primary strategy for solving problem. Equation is inaccurate. Explanation is lacking in detail or non-existent. Strategy(ies) Used: Counting All Counting On Tens Basic Facts Creates easier or known sums Doubles Doubles +/- 1, 2 Other: Complete Understanding Correctly solves the problem: 95 baseball cards Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. Equation is accurate (e.g., 67 + 28 = *). Explanation is clear. Standards for Mathematical Practice 1. sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
OA Task 6a Domain Operations and Algebraic Thinking Number and Operations in Base Ten Cluster Represent and problems involving addition & subtraction. Use place value understanding and properties of operations to add and subtract. Standard(s) 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Add To: Change Unknown, One-step Materials SF, Pencil, Paper, counters and base ten materials available Task Provide materials to the student. Read the problem to the student: Lucas had 67 baseball cards. His friend gave Lucas some more baseball cards. Now Lucas has 95 baseball cards. How many baseball cards did his friend give Lucas? Write an equation that represents this problem. Use a symbol for the unknown number. Once an equation is written, say: Solve the problem and use words, numbers or pictures to explain your reasoning. Continuum of Understanding Developing Understanding Incorrectly solves the problem. Relies on counting as primary strategy for solving problem. Equation is inaccurate. Explanation is lacking in detail or non-existent. Strategy(ies) Used: Counting All Counting On Makes Tens Basic Facts Creates easier or known sums Doubles Doubles +/- 1, 2 Complete Understanding Correctly solves the problem: 28 baseball Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. Equation is accurate (e.g., 65 + * = 95) Explanation is Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
OA Task 10c Domain Operations and Algebraic Thinking Number and Operations in Base Ten Cluster Represent and solve problems involving addition & subtraction. Use value understanding and properties of operations to add and subtract. Standard(s) 2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Put Together/Take Apart –Addend Unknown, Two-step Materials SF, Pencil, Paper, counters and base ten materials available Task Provide materials to the student. Read the problem to the student: Jada has some apples. 7 apples are green. 5 apples are red. 6 apples are yellow. How many apples does Jada have? Write an equation that represents this problem. Use a symbol for the unknown number. Once an equation is written, say: Solve the problem and use words, numbers or pictures to explain your reasoning. Continuum of Understanding Developing Understanding Incorrectly solves the problem. Relies on counting as primary strategy for solving problem. Equation is inaccurate. Explanation is lacking in detail or non-existent. Strategy(ies) Used: Counting All Counting On Makes Tens Basic Facts Creates easier or known sums Doubles Doubles +/- 1, 2 Other: Complete Understanding Correctly solves the problem: 18 apples Successfully uses strategies such as making tens, creates easier or known sums, and basic facts Equation is accurate (e.g., * = 7 + 5 + 6) Explanation is clear. Standards for Mathematical Practice 1. sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.