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CALVIN'S COOKIE COMPANY: BATCHES & BOXES [DAY 5]

DEVELOPING PLACE VALUE UNDERSTANDING

Bake in student understanding with this Unit of 3 Act Math Task lessons focused on developing place value understanding

Intentionality

Assessment

Assessment Task #1

Assessment Task #2

Purposeful Practice

Resources & Downloads

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PRESENTATION MODE

Intentionality & Unit Overview

Place Value Understanding, Unitizing

Length of Unit: 5 Days

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DAY 1
DAY 2
DAY 3
DAY 4
DAY 5

Through This Assessment Opportunity…

Students will demonstrate the concepts and skills that they have developed in this unit.

The purpose of this assessment is for students to demonstrate their understanding of the following big ideas.

  • Unitizing (10 single cookies can be understood as 1 group of 10 cookies.)
  • Place Value Number System (The two digits of a two-digit number represent amounts of tens and ones.)
  • Properties of Addition [The commutative a+b=b+a and associative properties (a+b)+c=a+(b+c)]
  • Equivalence [through composition and decomposition, a particular quantity can be represented in more than one way 

     (22 ones = 1 ten and 12 ones = 2 tens and 2 ones)

     (22 cookies= 1 box and 12 loose cookies = 2 boxes and 2 loose cookies)].

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals:

  • I will write an equation that represents the story situation.
  • I will use a model such as a concrete manipulative, drawing, diagram or equations to show how I solved the problem.
  • I will use my understanding unitizing to solve the problem.

Assessment

Assessment Considerations…

Students will have an opportunity to independently complete the following assessment. As you are reviewing the student responses, consider how the student went about solving.

Did they:

  • Use concrete materials, a drawing, a diagram or equations to show their thinking? 
  • Use their understanding of groups of 10 to solve the problem or did they continue to count and think in terms of ones for the most part?
  • Write equations that matched the situation and showed how they  thought about it?

If the student’s strategy is unclear based on the product submitted, you might consider following up with a conversation. Understanding the student’s cognitive process will help you understand where the student is along their learning trajectory. This information will be critical in determining the appropriate next steps.

Assessment Task #1

Share the following tasks with students to complete in order to assess their understanding that 10 single cookies can be understood as 1 group of 10 cookies and that the two digits of a two-digit number represent amounts of tens and ones.

Task 1

Tim had 3 boxes of sugar cookies and 7 extras.

How many cookies does he have?

Show your thinking and write an equation.

 

 

 

Assessment Task #2

Task 2

Calvin baked a batch of 27 chocolate chip cookies.

How many boxes can he fill?

How many extras will he have?

Show your thinking and write an equation.

 

 

 

 

 

Purposeful Practice

Share the following tasks with students to complete in order to assess their understanding of equivalence (through composition and decomposition, a particular quantity can be represented in more than one way).

Task 3

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Task 4

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Considerations to Promote Student Growth

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