1St Grade: Number and Operations in Base Ten

1.NBT.6 Performance Assessment 3

1st Grade: Number and Operations in Base Ten

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or 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

Materials: hundreds chart, problem cards (below)

Directions:

1.  Present the students with the hundreds chart and one of the problem cards.

2.  Have students use the hundreds chart to solve the problem by placing a counter on the starting number and showing and/or explaining how they solved the problems.

3.  Repeat as needed with other problem cards.

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

Teacher notes:
Administration:
Considerations:
Observe what strategies students use to solve the problem.
Did they count by ones?
Were they able to move one row at a time, counting by tens to subtract?
Did they know where to start on the hundreds chart?
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

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