Download a2NBT7-2NBT1-2NBT9-Draw-It-Subtraction-1

CCSS Mathematics Assessment Task
Draw It #4! Subtraction
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 #4! 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 #4! Subtraction assessment sheet (1 per student)
 Tell students, “You will 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
362 + _______ = 674
!!!pppppps
!!!pppppps + !!! = 662
!!!!!!pppppps + p = 672
!!!!!!ppppppps + s = 674
!!!ps
300
+ 10 + 2 = 312
674 – 362 = _________
!!!!!! p p p p p p p
f
300
+
10
+
2 = 312
Part 2
362 + ________ = 674
362 + 300 = 662
662 + 10 = 672
672 + 2 = 674
300 + 10 + 2 = 312
674 – 362 = ________
674 – 300 = 374
374 – 60 = 314
314 – 2 = 312
Part 3
I added 300 to 362 and it equaled to 662. Then, I added 10 to 662 and it equaled to 672. Next, I added
2 to 672 and it equaled to 674. Finally, I added 300, 10, and 2 and it equaled to 312. So, I got 312.
I subtracted 300 from 674 and it equaled to 374. Next, I subtracted 60 from 374 and it equaled to 314.
Finally, I subtracted 2 from 314 and it equaled to 312. So, the answer is 312.
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
Understand the three
digits of a three-digit
number represent
amounts of hundreds,
tens, and ones. (2.NBT.1)
Uses base ten drawings
that do not match the
initial three digit number
OR uses base ten
drawings inaccurately.
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)
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.
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)
Explains their strategy
with major
misconceptions OR is
unable to explain their
strategy.
Explains their strategy
with minor errors.
Clearly explains their
strategy accurately.
Explanation is clear and
concise.
CCSS Mathematics Assessment Task
Draw It – Subtraction #1
Second Grade Mathematics Assessment
Problem:
674 – 362 =
Draw a picture using base ten models to solve the problem.
Solve the problem. Show your work using numbers and equations.
Explain your strategy using words.
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CCSS Mathematics Assessment Task
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