NBT Task 5b Domain Number and Operations in Base Ten Use place value understanding and properties of operations to add and subtract. Cluster Standard(s) 1.NBT.6 Subtract multiples of 10 (from 10-90) from multiples of 10 (from 10-90), using concrete models or drawings, and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; explain the reasoning used. Materials SF, or counters, ten frames, pencil Task Provide materials to the student. Read the problem to the student: were 40 cherries in the jar. The teacher ate 20. How many cherries are now in the jar? Show your thinking with pictures, words, or numbers. Continuum of Understanding Developing Solves the problem incorrectly. Strategy(ies) Used: Understanding Solves the problem correctly, but relies on counting all Counting All or counting on. Counting On Solves the problem correctly, but does not show Makes Tens strategies with pictures, numbers, or words. Basic Facts Creates easier or Complete Clearly explains the correct answer, showing use of known sums Understanding strategies other than counting on or counting by ones. Doubles Doubles +/- 1, 2 Other: Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
NBT Task 5b Domain Number and Operations in Base Ten Cluster Use place value understanding and properties of operations to add and subtract. Standard(s) 1.NBT.6 Subtract multiples of 10 (from 10-90) from multiples of 10 (from 10-90), using concrete models or drawings, and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; explain the reasoning used. Materials SF, or counters, ten frames, pencil Task Provide materials to the student. Read the problem to the student: were 40 cherries in the jar. The teacher ate 20. How many cherries are now in the jar? Show your thinking with pictures, words, or numbers. Continuum of Understanding Developing Understanding Solves the problem incorrectly. Solves the problem correctly, but relies on counting all or counting on. Solves the problem correctly, but does not show strategies with pictures, numbers, or words. Strategy(ies) Used: Counting All Counting On Makes Tens Basic Facts Creates easier or known sums Doubles Doubles +/- 1, 2 Other: Complete Understanding Clearly explains the correct answer, showing use of strategies other than counting on or counting by ones. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
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