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Pre-Assessment Math Counting, adding, and subtraction within 1,000…
Pre-Assessment Math Counting, adding, and subtraction within 1,000
Exemplary
Create a story about your day in footsteps. Track your day and what you do masking sure to count all the steps you take from home to school, from the classroom to music, from music to recess/lunch, from lunch back to the classroom, and from the classroom home. Make sure to use math language
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Approaching Proficient
Draw Diagram using Base Ten blocks of Ones, tens, hundreds, and thousands. Make sure to label the diagram.
With a partner, each student picks a number between One and 100. With these two numbers, students will write them next to each other and use the Less than (<) and more than (>) symbol to show which number is more or less than the other. Student should discuss why one os more than th other and build each number with Base Ten blocks.
As partners students will add and subtract the two numbers that they chose showing their work with Base Ten blocks. Also writing the answer in Base Ten blocks.
Assessment/review quiz to judge proficiency. When leveled up move to Proficient. #
Beginning
Back to basics: Review of fundamentals to embed subject concepts in a strong grounding of ideas. Review of number sequence to establish Greater than and less than.
Create a number line between 1 and 10, Pick a number on the number and use the greater than and less than signs to show relationships to 1 and 10
practice addition and subtraction within tens Use Base Ten blocks or bead strings to show the change in number.
Create your own math problems within tens and have a partner complete. Check each others work and talk about how you came up with your answers.
Assessment/review quiz to judge proficiency. When leveled up move to Approaching Proficient. #
Proficient
Sit in a circle and count to 10. then skip count by tens to 100. Next skip count by 100 to 1,000.
Still sitting in a circle answer the folliowing questions: While sitting in a circle and counting every person as a ten what number would you arrive at if you started at the number 30. (final number depend on class size/circle size) Turn and talk with your neighbor how you came up with you answer.
Still sitting in a circle answer the following question: Counting in tens again and starting at the number 127 what number would you arrive at once you count every person in the circle. (final number depend on class size/circle size) Turn and talk with your neighbor how you came up with you answer.
Still sitting in a circle answer the following question: Counting in tens, what number do you arrive at if you subtract the number of people in the circle from 560, if every person is a ten. (final number depend on class size/circle size) Turn and talk with your neighbor how you came up with you answer.
Assessment/review quiz to judge proficiency. When leveled up move to Exemplary #
Struggles with Core Academic Skills: ELL / 504 / IEP (not all IEP students will foll into this category)
For ELL students provide a list of vocabulary terms focused on the subject material. Create Flashcards and review wiith partner games.
ELL students will be given the opportunity to retake the original pre-assessment after receiving support to understand the underlying language involved in the math problems. The goal of the pre-assessment was to judge the student's abilities in math not mastering the English language in a day. With a better understanding of the language used in the problem, a more accurate set of data can be derived from the pre-assessment quiz.
Identify core skills (reading, writing, Listening, motor functions) that limit student comprehension or participation.
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