<p> Formative Instructional and Assessment Tasks</p><p>NBT 1a Domain Number and Operation in Base Ten Cluster Work with numbers 11-19 to gain foundations for place value. Standard(s) K.NBT.1 Compose and decompose numbers from 11 to 19 into tens ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8)*; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required. Materials Ten frame, 16 counters, paper, pencil Task Present student with 14 counters and the ten frame. Say: I have some counters. How many do you think there might be? Do you think they will fit on the ten frame? Use the ten frame to find out how many counters there are. </p><p>After the student has finished, ask: What did you find out? How do you know? Prompt, if needed: Did you have enough to fill the ten frame? How many did not fit on the ten frame? How many counters are there in all? Then, ask the student to write the total amount. </p><p>Repeat with 16 counters.</p><p>Continuum of Understanding Developing • Incorrectly determines the total amount for one or both of Determines total amount Understanding the tasks. by: • Incorrectly writes the total amount for one or both of the tasks.  Counting all • States the total amount, but does not discuss that there is  Counting on from 10 a collection of ten counters and some (4, 6) counters  Knows 10 and some leftover. more fact Complete • Determines the total amount correctly.  Other Understanding • Writes the total amount correctly. • States that there are 10 counters on the ten frame and some (4, 6) leftover.</p><p>Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN KNBT Task 1a Name ______BLACKLINE MASTER Formative Instructional and Assessment Tasks</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN Formative Instructional and Assessment Tasks</p><p>NBT 1b Domain Number and Operation in Base Ten Cluster Work with numbers 11-19 to gain foundations for place value. Standard(s) K.NBT.1 Compose and decompose numbers from 11 to 19 into tens ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8)*; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required. Materials Use Ten Frame from BLM KNBT 1a, 17 counters, paper, pencil Task Present student with 15 counters and the ten frame. Say: I have some counters. How many do you think there might be? Do you think they will fit on the ten frame? Use the ten frame to find out how many counters there are. </p><p>After the student has finished, ask: What did you find out? How do you know? Prompt, if needed: Did you have enough to fill the ten frame? How many did not fit on the ten frame? How many counters are there in all? Then, ask the student to write the total amount. </p><p>Repeat with 17 counters.</p><p>Continuum of Understanding Developing • Incorrectly determines the total amount for one or both of Determines total amount Understanding the tasks. by: • Incorrectly writes the total amount for one or both of the tasks.  Counting all • States the total amount, but does not discuss that there is  Counting on from 10 a collection of ten counters and some (5, 7) counters  Knows 10 and some leftover. more fact Complete • Determines the total amount correctly.  Other Understanding • Writes the total amount correctly. • States that there are 10 counters on the ten frame and some (5, 7) leftover.</p><p>Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN</p>