Formative Assessment and Bridging activities

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*These standards are bridging standards. Standards are considered a bridge when they: function as a bridge to which other content within the grade level/course is connected; serve as prerequisite knowledge for content to be addressed in future grade levels/courses; or possess endurance beyond a single unit of instruction within a grade level/course.

Standard 2.1A

Standard 2.1a Read, write, and identify the place and value of each digit in a three-digit numeral, with and without models.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look-fors:

Purposeful Questions:

Student Strengths

Students can organize objects into groups of tens and ones, and determine the total value without counting.
Students can read, write, and identify the place and value of each digit in a two-digit numeral, with and without models.

Bridging Concepts

The students can organize objects into groups of hundreds, tens, and ones, and determine the total value without counting all.

Standard 2.1A

The students can read, write, and identify the place and value of each digit in a three-digit numeral, with and without models.

Games/Tech:

Standard 2.1B

Standard 2.1b Identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999.

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Understanding the Learning Progression

Big Ideas:

Important Assessment Look-fors:

Purposeful questions:

Student Strengths

Students can count forward and backward by ten from a ten using the structure of numbers.

Bridging Concepts

Students can count forward and backward by ten from numbers other than tens using the structure of numbers.

Standard 2.1B

Students can identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999.

Standard 2.1C

Standard 2.1c Compare and order whole numbers between 0 and 999.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can compare groups of objects that are lined up and tell which is greater than, is less than, and is equal to and tell how much more or less when the difference is 1 or 2.

Bridging Concepts

Students can compare and order groups of objects that are not lined up, and tell which is greater than, is less than, and is equal to up to 110 and then use symbols to express the relationship.

Standard 2.1C

Students can compare and order whole numbers between 0 and 999.

Standard 2.1d

Standard 2.1d  Round two-digit numbers to the nearest ten.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can count forward orally by ones, twos, fives, and tens to determine the total number ofobjects to 110.
Students can group a collection into tens and ones and write the corresponding numeral with objects up to 110
Students can compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to; and
Students can order three or fewer sets from least to greatest and greatest to least.

Bridging Concepts

Students can Identify the which two tens any given two digit number lies between
Students can place numbers on an open number line.
Students can count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10;
The student can count backward by tens from 120

Standard 2.1d

Students can round two-digit numbers to the nearest ten.

Standard 2.2A

Standard 2.2A  Count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can create groups of objects of twos, fives, and tens while they skip count to 120.

Bridging Concepts

Students can count forward by twos, fives, and tens, starting at 0.

Standard 2.2A

Students can count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10.

Standard 2.2B

Standard 2.2B Count backward by tens from 120.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can count forward by tens to 120.

Bridging Concepts

Students can identify 10 more and 10 less than any ten between 10 and 110.

Students can describe the pattern when skip counting by tens forward and backward.

Standard 2.2B

Students can count backward by tens from 120.

Standard 2.2c

Standard 2.2c Use objects to determine whether a number is even or odd.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can count forward orally by ones to 110, starting at any number between 0 and 110;

Students can count forward orally by ones and twos to determine the total number of objects to 110.

Bridging Concepts

Students can divide a group of objects into two equal groups

Students can group objects in groups of two

Standard 2.2c

Students can use objects to determine whether a number is even or odd.

Standard 2.3ab

Standard 2.3ab The student will,

a) count and identify the ordinal positions first through twentieth, using an ordered set of objects; and

b) write the ordinal numbers 1st through 20th.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Given an ordered set of ten objects and/or pictures, Students can indicate the ordinal position of each object, first through tenth.

Students can describe the location of one object relative to another (above, below, next to)

Bridging Concepts

Students can orally match the ordinal terms (first, second, third, fourth, etc) to the cardinal counterpart.

Students understand and can use the vocabulary words left, right, top, and bottom.

Standard 2.3ab

Students can

a) count and identify the ordinal positions first through twentieth, using an ordered set of objects; and

b) write the ordinal numbers 1st through 20th.

Standard 2.4a

Standard 2.4a Name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can name fractions represented by drawings or concrete materials for halves and fourths.

Bridging Concepts

Students can name fractions represented by drawings or concrete materials for halves and fourths, eighths, thirds, and sixths.

Students can share items of a set or area equally between halves and fourths.

Standard 2.4a

Students can name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths.

Standard 2.4b

Standard 2.4b Represent fractional parts with models and with symbols.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can represent fractional parts for halves and fourths with area/region models.

Bridging Concepts

Students can represent fractional parts for halves and fourths with area/region, length/measurement, and set models.

Standard 2.6c

Students can represent fractional parts with models and with symbols.

Standard 2.4c

Standard 2.4c Compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can count unit fractions as they create the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.

Bridging Concepts

Students can represent and identify the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.

Standard 2.4c

Students can compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.

Games:

Vertical Articulated Standards:
1.2c, 1.4b, 2.4a, 2.4b; 2.4c; 3.2a; 3.2b; 3.2c

Standard 2.5A

Standard 2.5a Recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can understand that addition is combining and subtraction is separating.

Bridging Concepts

Students can use related facts to help solve practical problems.

Standard 2.5a

Students can recognize and use relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20.

Standard 2.5B

Standard 2.5B  Demonstrate fluency with addition and subtraction within 20.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can recognize and describe part whole relationships within 10.

Bridging Concepts

Students can demonstrate fluency with addition and subtraction within 10.

Standard 2.5b

Students can demonstrate fluency with addition and subtraction within 20.

Standard 2.6A

Standard 2.6a Estimate sums and differences.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can determine if a number is closer to 0, 10, 100.

Bridging Concepts

Students can identify which two tens a number falls between (nesting) and identify the number then count on or back from there.

Standard 2.6a

Students can estimate sums and differences.

Standard 2.6B

Standard 2.6b Determine sums and differences, using various methods.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can recognize and describe part whole relationships within 10.

Bridging Concepts

Students can demonstrate fluency with addition and subtraction within 20.

Standard 2.

Students can determine sums and differences, using various methods.

Standard 2.6c

Standard 2.6c Create and solve single-step and two-step practical problems involving addition and subtraction.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects.

Students use related combinations to combine parts contained in larger numbers (i.e., using doubles, making tens, etc.).

Bridging Concepts

Students can create and solve single-step story and picture problems using addition and subtraction within 20.

Standard 2.6c

Students can create and solve single-step and two-step practical problems involving addition and subtraction.

Standard 2.7A

Standard 2.7a Count and compare a collection of pennies, nickels, dimes, and quarters whose total value is \$2.00 or less.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can recognize the attributes of a penny, nickel, dime, and quarter.

Students can identify the number of pennies equivalent to a nickel, a dime, and a quarter.

Bridging Concepts

Students can determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less.

Students can compare number up to three digits.

Standard 2.7a

Students can count and compare a collection of pennies, nickels, dimes, and quarters whose total value is \$2.00 or less.

Standard 2.7B

Standard 2.7B Use the cent symbol, dollar symbol, and decimal point to write a value of money.

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Understanding the Learning Trajectory

Big Ideas:

Important Assessment Look Fors:

Purposeful Questions:

Student Strengths

Students can determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less.

Bridging Concepts

Students recognize the symbols associated with recording values of money.