Download 2.MD Task 4c - K-2 Formative Instructional and Assessment Tasks

Formative Instructional and Assessment Tasks
MD Task 4c
Domain
Cluster
Standard(s)
Materials
Task
Developing
Understanding
Complete
Understanding
Measurement and Data
Operations and Algebraic Thinking
Relate addition and subtraction to length.
Represent and solve problems involving addition & subtraction.
2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths
that are given in the same units, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem.
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.
Compare- Smaller Unknown: More, One-step
SF, Cubes or counters, pencil
Provide materials to the student. Read the problem to the student: On the playground,
Grace threw the ball 3 more feet than Ella. Grace threw the ball 21 feet. How far did Ella
throw the ball? Write an equation that represents this problem. Use a symbol for the
unknown number. Solve the problem and use words, numbers or pictures to explain
your reasoning.
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Continuum of 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.
Correctly solves the problem: 31 bracelets
Successfully uses strategies such as making tens, creates
easier or known sums, and basic facts.
Equation is accurate (e.g., 21 + 3 = *)
Explanation is clear.
Strategy(ies) Used:
 Counting All
 Counting On
 Makes Tens
 Basic Facts
 Creates easier or
known sums
 Doubles
 Doubles +/- 1, 2
 Other:
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
SECOND GRADE