Sample PLAAFP, Needs Statements, Objectives

Based on Add+Vantage Math Recovery Learning Framework in Number

Development of Addition and Subtraction Strategies – This is tricky because I believe these are DEVELOPMENTAL milestones and while we can set up situations for students to move from stage to stage, I don’t believe that students can be pushed from one stage to the next. I encourage teachers to write objectives for Number Word Sequences, Numeral ID, and Structuring.

Construct 0

  • PLAAFP – The student is able to say the correct sequence of numerals but does not match the number words with the objects when counting collections. OR The student is able to match words with objects when counting collections but does not know the correct sequence of number words. (Refer to “Development of Forward Number Word Sequence”) ORThe student does not understand that the last number said when counting a collection of items can be used to state how many items are in the collection.
  • Needs statement – The student needs to be able to count a collection of _____ items. AND/OR When asked for ____ items, the student needs to count out the correct amount from a collection. OR When asked “How many?” the student needs to demonstrate an understanding that the last number used when counting a set can be used to quantify the set.
  • Objective – Given a collection of ____ to _____ items, the student will correctly count the objects and use the correct number to state how many items have been counted with 100% accuracy on 3 consecutive trials
  • Objective – Given a collection of objects, the student will correctly count out a requested amount (___ to____ items) with 100% accuracy on 3 consecutive trials.

Construct 1

  • PLAAFP – The student is able count objects and state how many items are in the collection. OR When asked for a certain number of items, the student is able to count the correct amount. The Minnesota State Standard for the end of Kindergarten is to count up to 31 items.
  • Needs Statement – The student needs to develop strategies for addition and/or subtraction that do not involve counting perceived objects.
  • Objective - Given two screened collections, the student will determine the total amount using a counting strategy - select number ranges and appropriate criteria. The second screened collection should be less than 6.
  • Objective - Given an addition problem, the student will determine the total amount using a counting strategy - select number ranges and appropriate criteria. The second addend should be less than 6.

Construct 2 –

  • PLAAFP – The student is able touse a counting strategy to solve addition problems. The student needs to count the first collection (starting with the number one) to determine the total.
  • Needs Statements – The student needs to develop a more efficient strategy for solving addition problems (counting on from the first collection). The student needs to use a backward counting strategy to determine the amount remaining when items are removed from a screened collection. The student will use a backward counting strategy to solve subtraction problems
  • Objective – Given two screened collections, the student will determine the total amount using a counting on strategy (the student will begin counting with the number representing one of the screened collections) - select number ranges and appropriate criteria. The second screened collection should be less than 6.
  • Objective - Given ____ addition problems, the student will determine the total amount using a counting on strategy (the student will begin counting with the number representing one of the screened collections) - select number ranges and appropriate criteria. The second addend should be less than 6.
  • Objective – Given a screened collection with a known amount, and told how many items were removed, the student will use a backward counting strategy to determine the number of items remaining in the screened collection - select number ranges and appropriate criteria. The number of items removed should be less than 6.
  • Objective – Given ____ subtraction problems, the student will use a backward counting strategy to determine the difference - select number ranges and appropriate criteria. The number of items removed should be less than 6.

Construct 3

  • PLAAFP – The student is able to use forward and backward counting strategies to solve addition and subtraction problems.
  • Needs Statements – The student needs to develop a more efficient strategy for solving subtraction problems.
  • Objective – Given ____ subtraction problems with a difference of five or less, the student will demonstrate the ability to solve the problems with ____% accuracy by counting back from the minuend to the subtrahend.

Construct 4

  • PLAAFP – The student is able to use forward and backward counting to efficiently solve addition and subtraction problems.
  • Needs Statement – The student needs to learn a variety of strategies such as adding to 10, fact families, and subtraction as the inverse of addition for solving addition and subtraction problems that do not rely on counting by ones.
  • Objective – Given 10 subtraction and addition problems with no more than 1 double-digit addend (for example 23+9), the student will solve the problems with 100% accuracy using a range of strategies including knowledge of a known fact, adding to ten, commutativity, addition and subtraction as inverse operations.

Construct 5

  • PLAAFP – The student is able to solve addition and subtraction problems using a variety of strategies such as adding to 10, fact families, and subtraction as the inverse of addition for solving addition and subtraction problems and does not rely on counting by 1’s to solve problems.
  • Needs Statement – Needs may include multi-digit addition and subtraction, fractions, decimals, multiplication, or division.