CCSS Mathematics Assessment Task
Draw It #4! Subtraction
Grade Level: 2Mathematics Domain and Cluster:
Domain: Number and Operations in Base Ten
Cluster: Understand Place Value
Cluster: Use place value understanding and properties of operations to add and subtract
Common Core standard(s) being assessed (if the task is intended to assess only one part of the standard, underline that part of the standard):
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds (and 0 tens and 0 ones).
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
Student Materials:
· Draw It #4! Subtraction Assessment Sheet
· Pencil
Differentiation Option:
· Base Ten manipulatives (optional)
Teacher Materials:
· Base Ten manipulatives (optional)
Directions (for teacher to administer assessment task):
· Pass out Draw It #4! Subtraction assessment sheet (1 per student)
· Tell students, “You will read the problem. Draw pictures using base ten to solve the problem. Then, solve the problem using a number strategy and explain your strategy in words.”
· Read prompt aloud to students.
· Remind students, “ Draw a picture using base ten to solve the problem, solve the problem using a number strategy, and finally explain your strategy in words.”
· Have students work independently on the task.
Differentiation Options:
· Allow students to use Base Ten manipulatives if needed
Prompt:
See attachment
Correct or Model Answer:
Part 1
362 + ______= 674
!!!pppppps
!!!pppppps + !!! = 662
!!!!!!pppppps + p = 672
!!!!!!ppppppps + s = 674
!!!ps
300 + 10 + 2 = 312
674 – 362 = ______
!!!!!! p p p p p p p f
300 + 10 + 2 = 312
Part 2
362 + ______= 674
362 + 300 = 662
662 + 10 = 672
672 + 2 = 674
300 + 10 + 2 = 312 / 674 – 362 = ______
674 – 300 = 374
374 – 60 = 314
314 – 2 = 312
Part 3
I added 300 to 362 and it equaled to 662. Then, I added 10 to 662 and it equaled to 672. Next, I added 2 to 672 and it equaled to 674. Finally, I added 300, 10, and 2 and it equaled to 312. So, I got 312.
I subtracted 300 from 674 and it equaled to 374. Next, I subtracted 60 from 374 and it equaled to 314. Finally, I subtracted 2 from 314 and it equaled to 312. So, the answer is 312.
Scoring Guide/Rubric (a score should be awarded for each criterion below)
Criteria (CCSS code) / 0 points / 1 Point / 2 Point
Understand the three digits of a three-digit number represent amounts of hundreds, tens, and ones. (2.NBT.1) / Uses base ten drawings that do not match the initial three digit number OR uses base ten drawings inaccurately. / Uses base ten drawings to build the initial three digit number with minor errors. (before solving) / Uses base ten drawings to build the initial three digit number with accuracy. (before solving)
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. (2.NBT.7) / Uses base ten drawings that do not match the story OR uses base ten drawings inaccurately OR solves the problem with major misconceptions. / Uses base ten drawings that match the story to solve the problem with minor errors in computation. / Uses base ten drawings that match the story to solve the problem accurately.
Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects. (2.NBT.9) / Explains their strategy with major misconceptions OR is unable to explain their strategy. / Explains their strategy with minor errors. / Clearly explains their strategy accurately. Explanation is clear and concise.
Draw It – Subtraction #1
Second Grade Mathematics Assessment
Problem:674 – 362 =
Draw a picture using base ten models to solve the problem.
Solve the problem. Show your work using numbers and equations.
Explain your strategy using words.
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