1.NBT.4 Performance Assessment 2

1st Grade: Number and Operations Base Ten

Add within 100. Add a two-digit number and a one-digit number. Add a two-digit number and a multiple of 10, using concrete models, drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones and sometimes it is necessary to compose a ten.

Materials:hundreds chart, whiteboard, chart paper, or notebook paper

Directions:

  1. Display a large hundreds chart so it is visible for students.
  2. Use the whiteboard, chart paper, or notebook paper to present the student with the following problem: 27 + 8 =
  3. Ask students to solve the problem and explain how they found the sum. You can allow them to show their thinking in writing.

 Elementary Mathematics Office • Howard County Public School System • 2013-2014

Teacher notes:
Administration:
Students can, but are not required to, reference the hundreds chart in their response.
Considerations:
Listen and observe as students explain their strategy. A variety of methods should be accepted.
Collecting Data:
Student performance can be scored with a provided task rubric or a rubric created by the teacher. Data can be recorded on the county-provided recording sheet.
Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure. / Got It: Student essentially understands the target concept.
NEEDS IMPROVEMENT
(N) / WITH ASSISTANCE
(W) / INDEPENDENT
(I)
0 Unsatisfactory:
Little Accomplishment
The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. / 1 Marginal:
Partial Accomplishment
Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. / 2 Proficient:
Substantial Accomplishment
Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. / 3 Excellent:
Full Accomplishment
Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

 Elementary Mathematics Office • Howard County Public School System • 2013-2014