EXT K-2 Sampler

11 RTI ProgressMonitoring forConceptualUnderstanding Conceptual understandingquestionsprompt students toexplainanddrawpictures ofwhat theyhave learned. Journal Prompts found in the LessonPlans andConceptual Understandingquestions found in theAssessment Sectionof theTeacherManual are woven inwhenappropriate. Kindergarten Grade1 Grade2 Grade2 Grade1 Kindergarten Eachgroupof 5 lessonshas a full pageConceptual Basedquestion provided in theTeacherManual. e 1) ss, t ts d s This page involves sums to 6. Have volunteers tell a story for each picture. Ask howmany bears in all should be drawn in the sandbox. Notice that these problems require the child to visualize the number of bears being added and then draw a picture of the number in all. Note: a circlemay be drawn for each bear. Have children fill in the plus and equal sign for each number sentence. AdditionFactsPractice Give each child an addition fact card from Master 10 and have themmake up a story and model the problem. Journal Prompt Use teddy bear counters to tell a story that shows addition. Draw a picture of the story. Use + and= towrite the story. Skill Builders 26-1 (may bedonewith cubes), 26-2 (use cubes to complete) Lesson 12, KETeacherGuide 37 Check the linesmade by each student. If the parts are not equal, discuss howone part ill probablynot fit perfectly over the other; this eans the parts are not equal. Cut the clay into equal parts. Holduponeof theparts. This is oneof two ual parts.We call it onehalf.Onehalf is a action.A fractionnames part of awhole.Holdup other half.Howman lves are in awhole? (2) Distribute another ball of clay o each stu e t. peat the activitywith the a square shape. Make your clay into a flat squ re. Pretend that ur square is abrownie.Howmanybrow ies do uhave? (1) Use your plastic knife todraw a light e showingh w youwould share this brownie i hone friend. Before thebrowniewas cut, itwas wholebrownieor 1brownie.Now that it is cut to2 equal parts, whatwillwe call on part of ebrownie? (1out of 2 equa par s, or one alf) haringFood Display some bread slices and a plastic knife. ow can2 students share a sliceof bread equally? k a volunteer todescribewhat todo. Use yourpencil to trace around thewhole ci cle at the topof thepage.Howmany circles? (1) Now trace the line that divides thewhole into2 equal parts. Trace the shadedpart.Howdoes thewhole compare to the shadedpart? (Thewhole ismore than the part; the part is less than thewhole.) Read the sentences together. Look at the 1 writtenover the 2. This is how towriteonehalf as a fraction. Sayonehalf aloud3 times. Look at problem1.Does this shape showonehalf? (yes) Ring the shapes that show2 equal partswithone half shaded. For 7–10, have students color the shapes to showone half. Journal Prompt Youhave 1brownie. Drawpictures anduse words to explainhow to share your browniewith a friend. Skill Builders 25-1, 43-1 (symmetry) Lesson 19, 1ETeacherGuide 66 1.1A, 1.1D, 1.1E, 1.1F, 1.1G, 1.6G, 1.6H ©2014MathTeachersPress, Inc. Eric is counting. Write themissing numbers in the blanks. Jill is counting. Write themissing numbers in the blanks. Tobeusedwith lesson8 6 ____ 8 9 2 3 ____ 5 4 ____ ____ ____ ____ ©2014MathTeachersPress, Inc. ©2014MathTeachersPress, Inc. Tobeusedwith lesson3 Circle the true statement. 5 is less than 3. 5 is greater than 3. 5 is equal to 3. Write <, >, or = tomake the statement true. Kate has 5 cats. Jose has 3 cats. 5 3 SmarterBalancedPreparationGrade1Ans Tobeusedwith lesson3 Circle the true statement. 5 is less than 3. 5 is greater than 3. 5 is equal to 3. Write <, >, or = tomake the statement true. Kate has 5 cats. Jose has 3 cats. 5 3 > Liam and Anna are buildingwith bloc Liam’s tower is 6 blocks tall. Anna’s t blocks tall. Liam Anna Tobeusedwith lesso Write + or – tomake the statement 8 6 = – ©2014MathTeachersPress, Inc. ©2014MathTeachersPress, Inc. Maya’s family went to themovie theater. They paid $18 for themovie tickets and $13 for soda and popcorn. Using base ten blocks, show howmuchMaya’s family spent at themovie theater. Tobeusedwith lesson10 Tickets MoneyMaya’s Family Spent Soda and Popcorn Write an equation to show howmuchmoney Maya’s family spent. = The Smarter Balanced assessments go far beyond the traditional paper-and-pencilmultiple choice format our students are familiarwith. The Smarter Balanced assessments include selected- response items, extended response items, technology-enhanced items, andperformance tasks, all focused on connecting themathematical content and themathematical practices defined in the CCSS. The Smarter Balanced consortium is using technology to create items that are of greater complexity and requiremore analytical thinking, critical reasoning, andproblem solving. Smarter Balanced items alsouse technology to assessmultiple approaches, reflect real-world tasks, and focus on integrating knowledge and skills—allmathematical practices difficult to assess using multiple-choice formats. Though Smarter Balanced assessments go far beyond the traditionalmultiple-choice format, MathTeachers Press is committed tohelping both teachers and students prepare for items of greater complexity inherent to these next-generation assessments.MathTeachers Press has created a series of weekly journal prompts, for each grade level that include items similar to those studentswill encounterwhen completing the Smarter Balanced assessments. Each sample assessment item is purposeful inhelping students to connect themathematical content and themathematical practices defined in theCCSS, as these connections are the primary focus of the Smarter Balanced assessments. Although the items donot use the “drag and drop” feature , they do require the students to show the thinking thatmust be done before “drag anddrop.” So, students get your pencils ready and your thinking caps on.MathTeachers Press is eager to support you inpreparing for the greater complexity of the Smarter Balanced assessments! Preparing Students for Smarter BalancedAssessments 32 at the topof thepage and the first threeproblemswith apartner or in a small group, and record the answers. Studentsmay stopusingblockswhen theyhave developed thenecessaryunderstanding to solve the problem correctlywithpencil andpaper. Useyourbase tenblocks to show theproblemat the topof thepage. Ask a student to explainwhat shedid and how she recorded theprobl m. (I put theo es together. I renamed13ones as 1 ten3ones by exchanging10ones for 1 ten. Iwrote3under theones place and a small 1 above the tens place. I added the tens, including the1 that had been renamed.) As students listen to eachother, their ability to expre s what theydidwill improve. SystematicErrors Check studentwork carefullyon this page.Watch for these common errors. 47 + 26 91 47 + 26 613 47 + 26 63 This student put down the 1 and carried the 3. This student did not exchange the 10 ones for 1 ten. This student forgot to add the 1 regroup d ten. Two-Digit Addition Eachgroup shouldhave diceor adeckof playing ca andhigh cards removed. E thedice four times (or sele tomakeup a two-digit additionproblem. Players solve theirproblems andmay che wit a calculator. Players get onepoint for c Theplayerwith thehighest sum after each bonus point. Thewinner is theplayerwith after apredeterminedperiodof play. Journal Prompt Drawbase tenblocks to show35+21. Explain how to solve theproblemusing words andnumbers. Skill Builders 47-2 Lesson 10, 2ETeacherGuide 2.1A, 2.4B, 2.4C Tier 3 Tier 2 Tier 1 4