FORMATIVE ASSESSMENT QUESTIONS How do you know the set is equal? What strategy are you to show more or less? What strategy are you using to find out how to get to 10 or 20? Is ____ more or less than the than the number set you made? DIFFERENTIATION Extension Provide larger quantities of same items for students to compare. The more/less cards can be more specific. For example: instead of saying “more” the index card could say 2 more/2 less. Intervention for students comparing with a one-to-one correspondence arrangement. Gradually reduce the comparison to “Less”. Once that is solidified, introduce comparing for “More”. Pair the student with a child who can work through the comparisons with him/her while articulating why he/she made the choices for the Less, More, and Same cards. PRACTICE TASK: One More/Less Than Dominoes Approximately one day (Adapted from Van de Make Sets of More/Less/Same activity 2.10) STANDARDS FOR MATHEMATICAL CONTENT Work with numbers 11-19 to gain foundations for place value. MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. MCCK.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them.
Small items to place in each bag GROUPING Small Group, partner, individual TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Comments Prepare and label bags (A-E) with 11-19 objects. Because this is a performance task and students will work independently when possible, have 3 bags of each letter (each bag lettered “A” should have the same type and amount of counters). You can put any small object in the bags (e.g. beans, counting cubes, small centimeter blocks, paper clips, crayons, pencils etc…) Because this is a performance task it could be extremely beneficial to document students responses to the formative assessment questions as the can be recognized as summative at this time. Task Directions Place each bag as a station or in at central location in classroom where students can exchange bags. When modeling to students what is expected be sure the model bag DOES NOT HAVE the same amount of items as one of the bags lettered A-E. (For example: the model number is 14 and none of the bags lettered A-E contain 14 items. Bag Estimate (make a guess) How many groups of 10 can you make? How many singles are left over? Number of items in the bag How far away was your estimation? Closer to 10, 15, or 20? How far away? Sample 16 1 4 14 2 away 10 15 20 __1__ As students work through this task they complete the follow list of tasks and record their finding on the task sheet: Empty the contents of the bag into 1 pile. Estimate how many items are in the bag and record How many groups of 10 can you make? Record the result? How many are left over after making a group of 10? Record the result. Record the total number of items in the bag Was your estimate How do you know? Record the result. (focus on counting sequence and not the difference as subtraction has not yet been introduced)
Ten and Some More Name:___________________________ Bag Estimate (make a guess) How many groups of 10 can you make? How many singles are left over? Total in the bag How far away was your estimation? Closer to 10, 15, or 20? How far away? A 10 15 20 _________ B 10 15 20 _________ C 10 15 20 _________ D 10 15 20 _________ E 10 15 20 _________