On or Off?
Congruency table
Process Strand: Problem Solving Strand
Major Understanding: Students will build mathematical knowledge through problem solving
Performance Indicator
2. PS. 1 Explore, examine, and make observations about a social problem or mathematical situation
Learning Objectives
Solve the problem.
Self check their understanding of the problem utilizing another mathematical strategy.
| Instructional Task |
Student Work |
Assessment |
(teacher) Use manipulatives to explore, examine, and make observations about a social problem or mathmatical situation.
(student) Form bases of ten by dropping the chips and adding where the chips land.
Check the combinations using another mathematical strategy. |
On-Off Chart
(chart that students list the possible combinations of ten and write an example of a self-checking strategy
|
Teacher Observation Rubric.
Student Self Assessment Rubric
What Makes Ten Pre-Test and Post Test Graphic Organizers |
Process Stand: Representation Strand
Major Understanding: Students will create and use representations to organize, record, and communicate mathematical idea
Performance Indicator
2. R. 1. Use multiple representations, including verbal language, acting out or modeling a situation, and drawing pictures as representations
Learning Objectives
Using mathematical strategies and tools to communicate solution for a mathematical problem.
| Instructional Task |
Student Work |
Assessment |
(teacher) Model and guided practice with the mathematical strategy of drawing pictures to solve problems.
(student) Utilize the mathematical strategy of drawing pictures to solve mathematical problems. |
The students will support their number sentences with a written self-checking strategy that they used to check their answers.
|
Teacher Observation Rubric.
Student Self Assessment Rubric
What Makes Ten Pre-Test and Post Test Graphic Organizers |
Process Strand: Communication Strand
Major Understanding:
- Students will organize and consolidate their mathematical thinking through communication.
- Students will use the language of Mathematics to express mathematical ideas precisely
Performance Indicator
2.CM.1 Understand how to organize their thought processes
2.CM.2 Verbally support their reasoning and answer
2.CM.6 Use appropriate mathematical terms, vocabulary, and language
Learning Objectives
Using communication to organize thoughts, support reasoning, and use mathematical terms to defend their answers.
| Instructional Task |
Student Work |
Assessment |
(teacher) Use modeling and guided practice with organizing the information from the game into the chart and verbally explaining their answers.
(student) After dropping the chips the students will organize their numbers into a chart, support their number sentence using mathematical terms. |
The students will complete the On-Off Chart and defend their answers orally and in a written format. |
Teacher Observation Rubric.
Student Self Assessment Rubric
What Makes Ten Pre-Test and Post Test Graphic Organizers |
Process Strand: Reasoning and Proof Strand
Major Understanding: Students develop and evaluate mathematical arguments and proofs
Performance Indicator
2. RP.5 Justify claims, using manipulatives
Learning Objectives
Using communication to organize thoughts, support reasoning, and use mathematical terms to defend their answers.
| Instructional Task |
Student Work |
Assessment |
(teacher) Model and guided practice in defending your answer using another strategy (manipulatives) for solving the problem.
Model and guided practice using manipulative to solve a mathematical problem
(student) Utilize the chips (manipulatives) in the game to help them solve the question
|
The students will support their number sentences with a written self-checking strategy that they used to check their answers. |
Teacher Observation Rubric.
Student Self Assessment Rubric
What Makes Ten Pre-Test and Post Test Graphic Organizers |
|
