Unit 7: Addition and Subtraction to 100

Name: / Date:

Grade 2

Ongoing Observations Checklist

Cluster 1: Lesson 1 / Cluster 1: Lesson 2 / Cluster 2: Lesson 3
Name / Rep-resents
2-digit numbers as 10s and 1s / Rec-ognizes different represen-tations
of the same number / Identifies the number of 10s and 1s in a number / Makes rea-sonable esti-mates / Places materials correctly on a place-value mat / Re-
groups when needed / Follows the steps to add, using a chart / Re-
groups as needed / Records a re-grouping using standard algorithm
KU/AP / T/KU / AP / KU / AP / AP / AP / KU/AP / AP

KU –Knowledge and Understanding T –Thinking CM-Communication AP-Application

Unit 7: Addition and Subtraction to 100

Name: / Date:

Grade 2

Ongoing Observations Checklist

Cluster 2: Lesson 4 / Cluster 2: Lesson 5

Name

/ Represents numbers on a place-value mat / Subtracts using a place-value mat / Explains the process of subtraction / Follows the steps to subtract, using a chart / Regroups as needed / Records a regrouping using standard algorithm
/ KU/AP / AP / KU/CM / AP / KU/AP / AP

KU –Knowledge and Understanding T –Thinking CM-Communication AP-Application

This page may have been modified from its original.

Unit 7: Addition and Subtraction to 100

Name: / Date:

Grade 2

Performance Task Rubric

Knowledge/Skills / Level 1 / Level 2 / Level 3 / Level 4
Understanding and Knowledge
• shows understanding of:
– concepts of addition and subtraction
– regrouping (“trading”)
– composing and decomposing numbers (place-value 10’s and 1’s) / shows limited understanding of:
– addition and subtraction concepts
– regrouping
– composing and decomposing numbers / shows some understanding of:
– addition and subtraction concepts
– regrouping
– composing and decomposing numbers / shows considerable understanding of:
– addition and subtraction concepts
– regrouping
– composing and decomposing numbers / shows a high degree of understanding of:
– addition and subtraction concepts
– regrouping
– composing and decomposing numbers
Thinking
• uses appropriate materials and strategies for solving and creating addition and subtraction problems (estimation, concrete objects, place-value mats, calculators, 100-chart, standard algorithm) / uses a few simple strategies with limited success to solve and create addition and subtraction problems / uses some appropriate strategies with some success to solve and create addition and subtraction problems / uses appropriate strategies with considerable success to solve and create addition and subtraction problems / uses appropriate, often innovative, strategies with a high degree of success to solve and create addition and subtraction problems
Application of procedures
• accurately applies skills to:
– compose and decompose two-digit numbers
– add and subtract to solve story problems
– use the standard algorithm to build and record addition and subtraction stories / makes major errors/omissions in:
– composing and decomposing two-digit numbers
– adding and subtracting to solve story problems
– using the standard algorithm to build and record addition and subtraction stories / makes several minor errors/omissions in:
– composing and decomposing two-digit numbers
– adding and subtracting to solve story problems
– using the standard algorithm to build and record addition and subtraction stories / makes few minor errors/omissions in:
– composing and decomposing two-digit numbers
– adding and subtracting to solve story problems
– using the standard algorithm to build and record addition and subtraction stories / makes very few or no errors/omissions in:
– composing and decomposing two-digit numbers
– adding and subtracting to solve story problems
– using the standard algorithm to build and record addition and subtraction stories
Communication
• explains reasoning and procedures clearly using appropriate mathematical language / unable to explain reasoning and procedures clearly; rarely uses appropriate mathematical language; limited effectiveness / explains reasoning and procedures with some clarity; uses some appropriate mathematical language; some effectiveness / explains reasoning and procedures with considerable clarity; uses appropriate mathematical language; considerable effectiveness / explains reasoning and procedures with clarity and precision; uses the most appropriate mathematical language; a high degree of effectiveness

This page may have been modified from its original.

Unit 7: Addition and Subtraction to 100

Name: / Date:

Grade 2

Addition and Subtraction to 100
Rubric

This rubric can be used to assess and summarize children’s achievement of Unit expectations.

Knowledge/Skills / Level 1 / Level 2 / Level 3 / Level 4
Knowledge and Understanding
• shows understanding of:
– ways to represent whole numbers
– ways to find sums and differences
– composing and decomposing of numbers (e.g., place-value 10’s and 1’s)
– regrouping or trading
– the standard algorithm (using a chart) / shows limited understanding of:
– ways to represent whole numbers
– ways to find sums and differences
– composing and decomposing numbers
– regrouping
– the standard algorithm / shows some understanding of:
– ways to represent whole numbers
– ways to find sums and differences
– composing and decomposing numbers
– regrouping
– the standard algorithm / shows considerable understanding of:
– ways to represent whole numbers
– ways to find sums and differences
– composing and decomposing numbers
– regrouping
– the standard algorithm / shows a high degree of understanding of:
– ways to represent whole numbers
– ways to find sums and differences
– composing and decomposing numbers
– regrouping
– the standard algorithm
Thinking
• uses appropriate strategies, including standard algorithm, regrouping, concrete materials, pictures, estimation, and calculators, to solve and pose problems involving addition and subtraction / uses a few appropriate strategies with limited success to solve and pose problems involving addition and subtraction / uses some appropriate strategies with some success to solve and pose problems involving addition and subtraction / uses appropriate strategies with considerable success to solve and pose problems involving addition and subtraction / uses appropriate, often innovative, strategies with a high degree of success to solve and pose problems involving addition and subtraction
Application
• uses mental math strategies for number facts to 18
• composes and decompose 2-digit numbers
• adds and subtracts
2-digit numbers
(with and without regrouping) using concrete materials
• estimates, counts, and represents the value of coins to 100 cents
• uses the standard algorithm for addition and subtraction / makes major errors/omissions in:
– using mental math strategies
– composing and decomposing 2-digit numbers
– adding and subtracting 2-digit numbers
– estimating, counting, and representing coin values to 100 cents
– using the standard algorithm for addition and subtraction / makes several minor errors/omissions in:
– using mental math strategies
– composing and decomposing 2-digit numbers
– adding and subtracting 2-digit numbers
– estimating, counting, and representing coin values to 100 cents
– using the standard algorithm for addition and subtraction / makes a few minor errors/omissions in:
– using mental math strategies
– composing and decomposing 2-digit numbers
– adding and subtracting 2-digit numbers
– estimating, counting, and representing coin values to 100 cents
– using the standard algorithm for addition and subtraction / makes a few or no errors/omissions in:
– using mental math strategies
– composing and decomposing 2-digit numbers
– adding and subtracting 2-digit numbers
– estimating, counting, and representing coin values to 100 cents
– using the standard algorithm for addition and subtraction
Communication
• explains reasoning and procedures clearly using appropriate mathematical terms / unable to explain reasoning and procedures clearly; rarely uses appropriate terms; limited effectiveness / explains reasoning and procedures with some clarity and use of appropriate terms; some effectiveness / explains reasoning and procedures with considerable clarity and use of appropriate terms; considerable effectiveness / explains reasoning and procedures clearly and precisely using the most appropriate terms; a high degree of effectiveness
Name: / Date:

Grade 2

Unit Summary

Note that some cells may be blank. Also, you may prefer to enter only Overall achievement in each row, rather than identifying a specific level for each category of achievement.

Most Consistent Level of Achievement*

Strand:
Number Sense and Numeration / Knowledge and Understanding / Thinking / Application /

Communication

Overall

Ongoing Observations
Strategies Tool Kit
(Lesson 6)
Portfolio or work samples; conferences
Performance task
(Lesson 7)

Achievement Level for reporting on this strand

*Use Ontario Achievement Levels R, 1, 2, 3, 4.

Self-assessment:
Strengths:
Needs:
Next steps:

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