Download a2NBT7-2NBT1-2NBT9-Draw-It-Subtraction-2

CCSS Mathematics Assessment Task
Draw It! Subtraction #2
Grade Level: 2
Mathematics Domain and Cluster:
Domain: Number and Operations in Base Ten
Cluster: Understand Place Value
Cluster: Use place value understanding and properties of operations to add and subtract
Common Core standard(s) being assessed (if the task is intended to assess only one part of the
standard, underline that part of the standard):
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight
or nine hundreds (and 0 tens and 0 ones).
2.NBT.7 Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds
and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of
operations. (Explanations may be supported by drawings or objects.)
Student Materials:
 Draw It! Subtraction Assessment Sheet
 Pencil
Differentiation Option:
 Base Ten manipulatives (optional)
Teacher Materials:
 Base Ten manipulatives (optional)
Directions (for teacher to administer assessment task):
 Pass out Draw It! Subtraction assessment sheet (1 per student)
 Tell students, “Read the problem. Draw pictures using base ten to solve the problem. Then,
solve the problem using a number strategy and explain your strategy in words.”
 Read prompt aloud to students.
 Remind students, Draw a picture using base ten to solve the problem, solve the problem using a
number strategy, and finally explain your strategy in words.”
 Have students work independently on the task.
Differentiation Options:
 Allow students to use Base Ten manipulatives if needed
Prompt:
See attachment
CCSS Mathematics Assessment Task
Correct or Model Answer:
Part 1
529 – 224 = ____________
! !!!! p p l
300
+
5 = 305 cherries
224 + __________ = 529
!!
pp f
!!!
g 300 + 5 =305
!!!!! ppl
Part 2
529 – 224 = __________
529 – 200 = 329
329 – 20 = 309
309 – 4 = 305
224 + _______ = 529
224 + 300 = 524
524 + 5 = 529
300 + 5 = 305
Problem 3
I subtracted 224 from 529. First, I subtracted 200 from 529 and it equaled to 329. Next, I subtracted
20 from 329 and it equaled to 309. Finally, I subtracted 4 from 309 and it equaled to 305. So, 305
cherries grew during the week.
I added up from 224 until I got to 529. First, I added 300 to 224 and it equaled to 524. Then, I added 5
to 524 and it equaled to 529. Finally, I added 300 and 5 together and it equaled to 305. So, the answer
is 305.
CCSS Mathematics Assessment Task
Scoring Guide/Rubric (a score should be awarded for each criterion below)
Criteria (CCSS code)
0 points
1 Point
2 Point
Add and subtract within
1000, 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. (2.NBT.7)
Uses base ten drawings
that do not match the
story OR uses base ten
drawings inaccurately OR
solves the problem with
major misconceptions.
Uses base ten drawings
that match the story to
solve the problem with
minor errors in
computation.
Uses base ten drawings
that match the story to
solve the problem
accurately.
Understand the three
digits of a three-digit
number represent
amounts of hundreds,
tens, and ones. (2.NBT.1)
Explain why addition and
subtraction strategies
work, using place value
and the properties of
operations. Explanations
may be supported by
drawings or objects.
(2.NBT.9)
Uses base ten drawings
that do not match the
equation (but does not
yet solve) OR uses base
ten drawings inaccurately.
Explains their strategy
with major
misconceptions OR is
unable to explain their
strategy.
Uses base ten drawings to
build the initial three digit
number with minor errors.
(before solving)
Uses base ten drawings
to build the initial three
digit number with
accuracy. (before
solving)
Clearly explains their
strategy accurately.
Explanation is clear and
concise.
Explains their strategy with
minor errors.
CCSS Mathematics Assessment Task
Draw It – Subtraction #2
Second Grade Mathematics Assessment
Problem:
529 – 224 =
Write the equation and draw a picture using base ten models to solve the problem.
Solve the problem using numbers.
Explain your strategy using words.
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CCSS Mathematics Assessment Task