Grade Two Numeracy Performance Tasks

Grade 2 Numeracy Task Initiative 1 Grade Two Numeracy Performance Tasks

March 2015 [Type text] [Type text] [Type text]2

Table of Contents

3-4 Overview

5-7 Oral Counting by 1’s

14 Written Counting

15 Counting Resources Grade 2 Numeracy Task Initiative 3

Kootenay Columbia SD#20 Numeracy Assessment

Learning involves taking risks. Learning requires making errors and investigating incorrect responses. If students are shown how to “get” the correct answer and have not had the opportunity to make errors and to build understanding that is developmentally suitable, they are at risk for future math success.

The tasks included in this assessment are designed to “uncover” possible math misunderstandings and gaps. This assessment is not an attempt to determine a student’s understanding of all the learning outcomes at a particular grade level but instead to assess for the big mathematical ideas that MUST be in place for future math success. A student who gets the right answer for the wrong reasons is at risk for future math success.

If a student is unable to correctly complete a task or demonstrate proficiency in what is asked of them within this assessment – there are activities and resources referenced that will support the teacher and the student.

Mathematics as a body of knowledge, set of rules, and complicated algorithms can be lost and forgotten. But numeracy is a sense of patterns, number and operations that once experienced and understood are with you forever. [Type text] [Type text] [Type text]4

Number

To “count” has two meanings. For young children it can mean to memorize and recite the sequence of whole numbers. It can also mean that students use counting to determine how many items are in a collection or how to create a collection of a given size.

If you have a student who is not meeting or is minimally meeting numeracy number outcomes you should access the Kindergarten Assessment Tool. In the tool there are numeracy tasks that may be of value to you to better understand the counting and subitizing skills of your student. Also of value may be the activities and diagnostic information found in Numeracy Nets K-2. Grade 2 Numeracy Task Initiative 5

Task 1: Counting

Big Idea: The student uses patterns and a sense of 10 to count, read, write, and say numbers. a) knows the decade names from twenty to ninety b) repeats the 1 to 9 sequence within each decade

PLOs Grade 1 Grade 2 (A1) say the number sequence, 0 to 100, (A1) say the number sequence from 0 to by: 100 by: -1s forward and backward between any -2s, 5s and 10s, forward and backward, two given numbers using starting points that are multiples -2s to 20, forward starting at 0 of 2, 5, and 10 respectively -5s and 10s to 100, forward starting at 0 -10s using starting points from 1 to 9 -2s starting from 1

Counting by 1’s:

Task 1a Oral Counting (Fall) Say: Can you count forward by 1’s for me? For example I can count 54, 55, 56, 57. Can you start counting at 43? Record the student’s responses and let them count to 100 from 43. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on. If the student cannot count forward or becomes frustrated, cease counting and refer to the Kindergarten Assessment Tool (Counting).

Task 1b Oral Counting (Fall) Say: Can you count backward by 1’s? For example I can count 82, 81, 80, 79. Can you count backward by 1’s starting at 73? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Stop when you are sure the student has the sequence understanding. Cease counting if the student is frustrated and continue on to counting by 2’s task #2a. [Type text] [Type text] [Type text]6 Grade 2 Numeracy Task Initiative 7

Task 1a Oral Counting (Spring) Say: Can you count forward by 1’s for me? For example 17, 18, 19 . . . Can you start at 61? Record the student’s responses and let them count to 130. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on. Cease counting if the student is frustrated and continue on to counting by 2’s.

Task 1b Oral Counting (Spring) Say: Can you count backward by 1’s? For example I can count 92, 91, 90, 89. Can you count backward by 1’s starting at 123? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Stop when you are sure the student has the sequence understanding. Cease counting if the student is frustrated and continue on to counting by 2’s task #2a. Oral Counting Fall Spring Task 1a Task 1a Say: Can you count forward by 1’s for me? For example I can Say: Can you count forward by 1’s for me? For example 17, count 54, 55, 56, 57. Can you start counting at 43? 18, 19. Can you start at 61? Record the student’s responses and let them count to 100 Let them count to 130 and record the student’s responses. Use from 43. Use “. . .” to indicate portions of the counting . . . to indicate portions of the counting sequence for which sequence for which the student is correctly counting on. the student is correctly counting on. Cease counting if the If the student cannot count forward or becomes frustrated, student is frustrated and continue on to counting by 2’s Task cease counting and refer to the Kindergarten Assessment Tool #2a. (Counting). Task 1b Task 1b Say: Can you count backward by 1’s? For example I can count Say: Can you count backward by 1’s? For example I can count 82, 81, 80. Can you count backward by 1’s starting at 73? 112, 111, 110. Record the student’s responses. Use . . . to indicate portions Can you count backward by 1’s starting at 123? of the counting sequence for which the student is correctly Record the student’s responses. Use . . . to indicate portions of counting back. the counting sequence for which the student is correctly Stop when you are sure the student has the sequence counting back. understanding. Stop when you are sure the student has the sequence Cease counting if the student is frustrated and continue on to understanding. counting by 2’s Task #2a. Cease counting if the student is frustrated and continue on to counting by 2’s task #2a. [Type text] [Type text] [Type text]8 Grade 2 Numeracy Task Initiative 9

Counting by 2’s

Task 2a Oral Counting (Fall) Say: Can you count forward by 2’s for me, starting at 2? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on to 20. Cease counting if the student is frustrated and continue on to counting by 5’s Task #3a.

Task 2a Oral Counting (Spring) Say: Can you count forward by 2’s? For example I can count 30, 32, 34, 36. Can you count forward by 2’s starting at 42? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting forward to 100. Cease counting if the student is frustrated and continue on to counting by 5’s Task #3a.

Task 2b Oral Counting (Spring) Say: Can you count backward by 2’s? For example I can count 58, 56, 54, 52, 50. Can you count backward by 2’s starting at 86? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to backward counting by 5’s Task #3a.

Task 2c Oral Counting (Spring) Say: Can you count forward by 2’s for me but this time start at 1? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on correctly. Cease counting if the student is frustrated and continue on to written counting. Grade 2 Numeracy Task Initiative 10

Oral Counting Fall Spring Task 2 Task 2a Say: Can you count forward by 2’s for me, starting at 2? Say: Can you count forward by 2’s? For example I can count Record the student’s responses. Use . . . to indicate portions of 30, 32, 34, 36. Can you count forward by 2’s starting at 42? the counting sequence for which the student is correctly Record the student’s responses. Use . . . to indicate portions of counting on to 20. Cease counting if the student is frustrated the counting sequence for which the student is correctly and continue on to counting by 5’s Task 5a. counting forward to 100. Cease counting if the student is frustrated and continue on to counting by 5’s Task 5a.

Task 2b Say: Can you count backward by 2’s? For example I can count 58, 56, 54, 52, 50. Can you count backward by 2’s starting at 86? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to counting by 5’s Task 5a.

Task 2c Say: Can you count forward by 2’s for me but this time start at 1? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on correctly. Cease counting if the student is frustrated and continue on to counting by 5’s Task 5a. Grade 2 Numeracy Task Initiative 11

Counting by 5’s Task 3a Oral Counting (Fall) Say: Can you count forward by 5’s for me, starting at 5? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on to 100. Cease counting if the student is frustrated and continue on to counting by 10’s Task #4a.

Task 3a Oral Counting (Spring) Say: Can you count forward by 5’s? For example I can count 35, 40, 45, 50. Can count forward by 5’s starting at 25? Record the student’s response. Use . . . to indicate portions of the counting sequence for which the student is correctly counting forward. Cease counting if the student is frustrated and continue on to counting by 10’s Task #4a.

Task 3b Oral Counting (Spring) Say: Can you count backward by 5’s? For example I can count 35, 30, 25, 20. Can count backward by 5’s starting at 85? Record the student’s response. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to counting by 10’s Task #4a. Grade 2 Numeracy Task Initiative 12

Oral Counting Fall Spring Task 3a Task 3a Say: Can you count forward by 5’s for me, starting at 5? Say: Can you count forward by 5’s? For example I can count Record the student’s responses. Use . . . to indicate portions of 35, 40, 45, 50. Can count forward by 5’s starting at 25? the counting sequence for which the student is correctly Record the student’s response. Use . . . to indicate portions of counting on to 100. the counting sequence for which the student is correctly Cease counting if the student is frustrated and continue on to counting forward. Cease counting if the student is frustrated counting by 10’s Task #4a. and continue on to counting by 10’s Task #4a.

Task 3b Say: Can you count backward by 5’s? For example I can count 35, 30, 25, 20. Can count backward by 5’s starting at 85? Record the student’s response. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to counting by 10’s Task #4a. Grade 2 Numeracy Task Initiative 13

Counting by 10’s Task 4a Oral Counting (Fall) Say: Can you count forward by 10’s for me, from 10? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on to 100. Cease counting if the student is frustrated and continue on to written counting.

Task 4a Oral Counting (Spring) Say: Can you count forward by 10’s? For example I can count 40, 50, 60. Can you count forward by 10’s starting at 30? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to written counting.

Task 4b Oral Counting (Spring) Say: Can you count backward by 10’s? For example I can count 40, 30, 20. Can you count backward by 10’s starting at 90? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to written counting.

Task 4c Oral Counting (Spring) Say: Can you count forward by 10’s for me? This time start at 3. Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on correctly. Cease counting if the student is frustrated and continue on to written counting. Grade 2 Numeracy Task Initiative 14

Oral Counting Fall Spring Task 4a Task 4a Say: Can you count forward by 10’s for me, from 10? Say: Can you count forward by 10’s? For example I can Record the student’s responses. Use . . . to indicate portions count 40, 50, 60. Can you count forward by 10’s starting at of the counting sequence for which the student is correctly 30? counting on to 100. Cease counting if the student is Record the student’s responses. Use . . . to indicate portions frustrated and continue on to written counting. of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to written counting. Task 4b Say: Can you count backward by 10’s? For example I can count 40, 30, 20. Can you count backward by 10’s starting at 90? Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting back. Cease counting if the student is frustrated and continue on to written counting. Task 4c Say: Can you count forward by 10’s for me? This time start at 3. Record the student’s responses. Use . . . to indicate portions of the counting sequence for which the student is correctly counting on correctly. Cease counting if the student is frustrated and continue on to written counting. Grade 2 Numeracy Task Initiative 15

PLOs Grade 1 Grade 2 (A4) represent and describe numbers to (A4) represent and describe numbers to 20 concretely, pictorially, and 100, concretely, pictorially, and symbolically symbolically

Task 6a Written Counting (Fall) Provide Students with a copy of the Line Master Chart to 20. Say: Can you please complete the chart counting by 1’s?

Task 6a Written Counting (Spring) Provide Students with a copy of the Line Master Chart to 130. Say: Can you please complete the chart counting by 1’s?

*Do not “teach” a student how to correctly fill out a numbers chart. For example, teaching a student to write the numbers as nine – one, nine – two, or one – zero – two, one – zero – three is counter-productive as it is a digit focus. Deal with the zero as a placeholder. It holds the place when there are no ones or tens etc. Students may use a pattern to fill it out. Do not interfere. Remember student errors give the teacher important information.

Task 6a

Using the completed chart(s) from above, point to several numbers to determine whether the student can read the numbers. Say: What is this number?

Using the completed chart(s) from above, ask the student to find the number that comes before (choose a number). Say: What is this number that comes before (choose a number)?

Using the completed chart(s) from above, ask the student to find the number that comes after (choose a number). Say: What is this number that comes after (choose a number)?

Using the completed chart(s) from above, ask the student to find the number that comes between (choose 2 numbers). Grade 2 Numeracy Task Initiative 16

Say: What is this number that comes between (choose 2 numbers)?

Kindergarten Assessment Tool

Teaching Student Centered Mathematics Grades K – 3 pages 37 – 41

FSiM Number pages 24 – 29 and 52 – 55 and 64 – 67 (link to pdf of these on district website)

FSiM Course Book pages 27 - 29 and 170 - 174 (link to pdf of these on district website)

-MMS 1 Unit 5 Lessons 1 to 8 -MMS 2 Unit 2 Lessons 1 to 4, 7 to 11, 13 and 14 Unit 7 Lessons 1 to 8

Also of value may be the activities and diagnostic information in Numeracy Nets K-2.

Apps Montessori 100 Board Lite Montessori 100 Board Montessori 100+ Board Montessori Skip Counting Montessori Hundred Board Pattterns

Montessori Hundred Board Sequencing

Montessori 201 – 500 Board

Montessori Number Board Sequencing

For all of the above check out . . . . Montessori Math Bundle