OA Task 2c 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. Take From-Start 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: Some fish are swimming in the stream. 23 fish swam away. Then there were 31 fish swimming in the stream. How many fish were swimming in the stream before? 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: 54 fish Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. Equation is accurate (e.g. 23 + 31 = *). 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.
60 apples were on the shelf. 23 apples were sold. How many apples are on the shelf now? Write an equation that represents this problem. Use a symbol for the unknown number. Solve the problem. Use words, numbers or pictures to explain your reasoning. __________________ apples
OA Task 8b 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. Take From- Change 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: 12 children were on the baseball field. Some children left the baseball field to play on the swings. Then 2 more children came to the baseball field. Now there are 8 children on the baseball field. How many children left to play on the swings? 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. 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: 6 children left the baseball field Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. 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 13a 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- Bigger 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: There are 24 more pieces of candy in the purple box than in the red box. The red box has 15 pieces of candy. How many pieces of candy are in the purple box? 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: 39 pieces of candy Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. Equation is accurate (e.g., 24 + 15 = *) 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 14b 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- Difference Unknown: Fewer, One-step Materials SF, Pencil, Paper, counters and base ten materials available Task Provide materials to the student. Read the problem to the student: The rocket puzzle has 51 pieces. The boat puzzle has 100 pieces. How many fewer puzzle pieces does the rocket puzzle have than the boat puzzle? 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: 49 pieces Successfully uses strategies such as making tens, creates easier or known sums, and basic facts. Equation is accurate (e.g., 100 – 51 = *; 100 = 51 + *) 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 17a Domain Operations and Algebraic Thinking Number and Operations in Base Ten Cluster Work with equal groups of objects to gain foundations for multiplication. Understand place value. Standard(s) 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. Materials BLM- Picture of 5 by 5 array of stars, pencil, objects or counters available. Task Provide materials to the student. Read the problem to the student: How many stars are in the box? Write an equation with equal addends to express the total. Continuum of Understanding Developing Understanding Counts by ones to determine total amount. If skip counts, counts by groups other than 5. If skip counts, counts by 5 incorrectly. Equation does not illustrate five groups of 5. Strategy(ies) Used: Skip Counts Makes Tens Basic Facts Creates easier or known sums Doubles Other: Complete Understanding Equation indicates the there are five groups of 5. (5 + 5 + 5 + 5 + 5 = 25). Correctly determines that there are 25 stars in the box. 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.