Small items to place in each bag GROUPING Small Group, partner, individual TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Comments Prepare and label bags (A-E) with 11-19 objects. Because this is a performance task and students will work independently when possible, have 3 bags of each letter (each bag lettered should have the same type and amount of counters). You can put any small “A” object in the bags (e.g. beans, counting cubes, small centimeter blocks, paper clips, crayons, pencils etc…) Because this is a performance task it could be extremely beneficial to document students responses to the formative assessment questions as the can be recognized as summative at this time. Task Directions Place each bag as a station or in at central location in classroom where students can exchange bags. When modeling to students what is expected be sure the model bag DOES NOT HAVE the same amount of items as one of the bags lettered A-E. (For example: the model number is 14 and none of the bags lettered A-E contain 14 items. How many Estimate How many Number of How far away Closer to groups of 10 Bag (make a singles are items in the was your 10, 15, or 20? can you guess) left over? bag estimation? How far away? make? 10 15 20 16 1 4 14 2 away __1__ Sample As students work through this task they complete the follow list of tasks and record their finding on the task sheet: Empty the contents of the bag into 1 pile. Estimate how many items are in the bag and record How many groups of 10 can you make? Record the result? How many are left over after making a group of 10? Record the result. Record the total number of items in the bag Was your estimate How do you know? Record the result. (focus on counting sequence and not the difference as subtraction has not yet been introduced)
Small items to place in each bag GROUPING Small Group, partner, individual TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Comments Prepare and label bags (A-E) with 11-19 objects. Because this is a performance task and students will work independently when possible, have 3 bags of each letter (each bag lettered “A” should have the same type and amount of counters). You can put any small object in the bags (e.g. beans, counting cubes, small centimeter blocks, paper clips, crayons, pencils etc…) Because this is a performance task it could be extremely beneficial to document students responses to the formative assessment questions as the can be recognized as summative at this time. Task Directions Place each bag as a station or in at central location in classroom where students can exchange bags. When modeling to students what is expected be sure the model bag DOES NOT HAVE the same amount of items as one of the bags lettered A-E. (For example: the model number is 14 and none of the bags lettered A-E contain 14 items. Bag Estimate (make a guess) How many groups of 10 can you make? How many singles are left over? Number of items in the bag How far away was your estimation? Closer to 10, 15, or 20? How far away? Sample 16 1 4 14 2 away 10 15 20 __1__ As students work through this task they complete the follow list of tasks and record their finding on the task sheet: Empty the contents of the bag into 1 pile. Estimate how many items are in the bag and record How many groups of 10 can you make? Record the result? How many are left over after making a group of 10? Record the result. Record the total number of items in the bag Was your estimate How do you know? Record the result. (focus on counting sequence and not the difference as subtraction has not yet been introduced)
CCGPS_Math_K_Unit2FrameworkSE.docx