FORMATIVE ASSESSMENT QUESTIONS How do you know the set is equal? What strategy are you to show more or less? What strategy are you using to find out how to get to 10 or 20? Is ____ more or less than the than the number set you made? DIFFERENTIATION Extension Provide larger quantities of same items for students to compare. The more/less cards can be more specific. For example: instead of saying the index “more” card could say 2 more/2 less. Intervention for students comparing with a one-to-one correspondence arrangement. Gradually reduce the comparison to Once that is solidified, introduce comparing for “Less”. “More”. Pair the student with a child who can work through the comparisons with him/her while articulating why he/she made the choices for the Less, More, and Same cards. PRACTICE TASK: One More/Less Than Dominoes Approximately one day (Adapted from Van de Make Sets of More/Less/Same activity 2.10) STANDARDS FOR MATHEMATICAL CONTENT Work with numbers 11-19 to gain foundations for place value. Understand the relationship between numbers and quantities; connect counting to MCCK.CC.4 cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. MCCK.CC.5 Count to answer many?” questions about as many as 20 things arranged in a “how line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them.
FORMATIVE ASSESSMENT QUESTIONS How do you know the set is equal? What strategy are you to show more or less? What strategy are you using to find out how to get to 10 or 20? Is ____ more or less than the than the number set you made? DIFFERENTIATION Extension Provide larger quantities of same items for students to compare. The more/less cards can be more specific. For example: instead of saying “more” the index card could say 2 more/2 less. Intervention for students comparing with a one-to-one correspondence arrangement. Gradually reduce the comparison to “Less”. Once that is solidified, introduce comparing for “More”. Pair the student with a child who can work through the comparisons with him/her while articulating why he/she made the choices for the Less, More, and Same cards. PRACTICE TASK: One More/Less Than Dominoes Approximately one day (Adapted from Van de Make Sets of More/Less/Same activity 2.10) STANDARDS FOR MATHEMATICAL CONTENT Work with numbers 11-19 to gain foundations for place value. MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. MCCK.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them.
CCGPS_Math_K_Unit2FrameworkSE.docx