Skill:Addition Strategies; Adding to 12; Word Problems; Doubles
London Elementary Week 9
Skill:Addition Strategies; Adding to 12; Word Problems; Doubles
Subject: MathGrade 1
1. / Sam’s dad had 5 blue ties and 6 yellow ties. How many ties does Sam’s dad have in all?
A. / 16
B. / 1
C. / 11
D. / 9
2. / What is the sum of 6 + 6 ?
A. / 0
B. / 12
C. / 3
D. / 7
3. / Jan had 3 tennis balls. How many more balls does Jan need to have 7 balls in all?
A. / 10
B. / 3
C. / 7
D. / 4
4. / What is the sum of 7 + 5 ?
A. / 12
B. / 8
C. / 2
D. / 10
PLEASE GO ON TO THE NEXT PAGE
OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the open-response question in the space provided on your Student Response Booklet.Our Favorite Lunches
Mrs. Simpson’s class has been studying bar graphs. She wanted to know what the students’ favorite lunches were. She provided them with a graph to record their answers. Here is what the graph showed after the students were finished:
HOT DOG /
PIZZA /
HAMBURGER /
- Fill in the total of each food choice.
- Tell how many more kids would need to choose hot dogs to have the same number as the students who chose pizza.
- Show how you got your answer.
Do not write on this page. Please write your
answer to this open-response question in
the test answer booklet
STOP!
Scoring Guide
SCORE / DESCRIPTION4 / Student correctly answers parts A and B. Student supplies an expanded answer for part C.
3 / Student correctly answers parts A and B. Student supplies a limited answer for part C.
2 / Student correctly answers A or B. Student supplies a minimal answer for part C.
1 / Student correctly answers A or B. Student supplies an irrelevant answer for part C.
0 / Student’s response is totally incorrect in all 3 parts of the question.
Blank / No response
Annotated Rubric/ Performance Expectations for ORQ
Academic Expectation:
2.7 – Students understand number concepts and use numbers appropriately and accurately.
2.8 – Students understand various mathematical procedures and use them appropriately and accurately.
Core Content: MA-EP-1.1.1 Students will apply multiple representations to describe whole numbers.
Program of Studies: MA-P-NPO-U-1 Students will understand that numbers, ways of representing numbers, relationships between numbers and number systems are means of representing real-world quantities.
Ceiling DOK Level: 2Question DOK Level: 1
Question Type (circle): Scaffold, Single Dimension/Component, Two or More Relatively IndependentComponents, Student Choice, Respond to Provided Information
An appropriate student response should provide evidence of the students’ understanding of reading a bar graph and using that information to be able to answer Part B of the question and be able to show how they got their answer on Part C.
For example, an appropriate response to this question would show that the student understands
A. How to read a bar graph.
B. How to count on from 6 to 10 to determine how many more hot dogs are needed to equal pizza.
C. How to show how they got their answer.
Essential Vocabulary: bar graph, tell, show, how many in all, story problem, count on
Resources/Technology:
Compass Math Program
Grade 1 Subject ReadingQuestion / First
A.E. / First CC / Second A.E. / Second CC / DOK
Level of MC Question / Answer
Key / Rational/Annotation for MC Questions
1 / 2.7 / MA-EP-1.1.1 Students will apply multiple representations to describe whole numbers. / 1 / C / 5 + 6 = 11
Students will have to add 5 blue ties and 6 yellow ties to total 11 ties in all.
2 / 2.7 / MA-EP-1.1.1 Students will apply multiple representations to describe whole numbers. / 1 / B / 6 + 6 = 12
Doubles
3 / 2.8 / MA-EP-1.1.1 Students will apply multiple representations to describe whole numbers. / 2 / D / Students need to count on from 3 to 7 to determine how many more balls needed. The answer is 4.
4 / 2.8 / MA-EP-1.1.1 Students will apply multiple representations to describe whole numbers. / 1 / A / 7 + 5 =12
Student will find a simple sum.