Amiel Bobbi Cynthia David
CCSS
Number & Operations: Counting Sets & Representing Values
Amiel
Bobbi
Amiel does not yet know how to represent five. He needs to work with counting and representing smaller values.
Bobbi uses small shapes to form the number symbol for five. She needs to focus on showing quantities that match number symbols.
Instructional Focus: Rebuild
Instructional Focus: Core 1
Cynthia
David
Cynthia inaccurately shows five using tally marks. David shows five using dots in a familiar arrangement. Instructional Focus: Core 2 Instructional Focus: Challenge
10 ♦ Using Formative Assessment to Drive Mathematics Instruction in Grades PreK–2
Job Name: 575769
PDF Page: txt_575769.p20.pdf susanl
Questions to Assess
Suggested Activity Directions
Materials
Goal
CCSS
Number & Operations: Counting Sets & Representing Values Rebuild Focus
Core 1 Focus
Core 2 Focus
Challenge Focus
Three or Four
Give Me Five
Tally Rally
Counting Counts
Count sets and represent values 3, 4
Show quantities that match number symbols 1–6
Use tally marks to represent values 1–6
Count sets and represent larger values (0–10)
♦♦ Counters (same size and same color) ♦♦ Trays or plates
♦♦ Number cube (die) Counters ♦♦ Work mats ♦♦ Dry erase board and marker
♦♦ Popsicle sticks ♦♦ Numeral cards (1–6)
♦♦ Numeral cards (0–10) ♦♦ Dot cards (0–10)
Show 3 counters. Demonstrate counting by touching each object as it is counted aloud. Give each student 3 counters on a tray or plate. Ask students to take turns counting the objects. Encourage students to match the verbal number counted with the object touched. Repeat with 4 counters. Then give each student 3 or 4 counters to count. Students name the quantity and find others who have the same amount. Try greater values if students are ready.
Examine a number cube (die) and discuss the number of dots (1–6) on each side with students. Give each student 6 counters and a work mat. Roll the number cube and announce the number of dots shown. Students show the value using counters on individual work mats. Invite one student to write the number symbol on a dry erase board. Repeat. When a 5 is rolled, everyone stands up and gives one another a high 5 before showing the value with counters.
Give each student six popsicle sticks. Show the 1–4 number cards one at a time. Students show each value with popsicle sticks. The teacher helps the students arrange the popsicle sticks to resemble tally marks. Show the 5 card and explain how to place the “gate tally” diagonally across the four other sticks. Demonstrate 6 tally marks with popsicle sticks. After this introduction, shuffle the number cards and place facedown in a pile. Flip over the cards one at a time and have students show the values with popsicle sticks.
Shuffle number cards and dot cards. Place face down in an organized arrangement on the table. Students take turns flipping over 2 cards. If the quantity of dots matches the number symbol, the student keeps both cards. If there is not a match, cards are left face up and the next student flips over 2 more cards looking for a match. The activity continues until all cards are claimed. For further challenge, students can place unmatched cards facedown and try to remember where the cards are located.
♦♦ How many do you have? ♦♦ What number comes next?
♦♦ Is it five? How do you know? ♦♦ How could you show it another way?
♦♦ How many popsicle sticks do you need? ♦♦ Do you need a gate tally mark?
♦♦ What is the value? How do you know? ♦♦ Do the cards show the same amount?
1
Number & Operations ♦ 11
Job Name: 575769
PDF Page: txt_575769.p21.pdf susanl
Number & Operations: Counting Sets & Representing Values
Amiel
Bobbi
Amiel does not yet know how to represent five. He needs to work with counting and representing smaller values.
Bobbi uses small shapes to form the number symbol for five. She needs to focus on showing quantities that match number symbols.
Instructional Focus: Rebuild
Instructional Focus: Core 1
Cynthia
David
Cynthia inaccurately shows five using tally marks. David shows five using dots in a familiar arrangement. Instructional Focus: Core 2 Instructional Focus: Challenge
10 ♦ Using Formative Assessment to Drive Mathematics Instruction in Grades PreK–2
Job Name: 575769
PDF Page: txt_575769.p20.pdf susanl
Questions to Assess
Suggested Activity Directions
Materials
Goal
CCSS
Number & Operations: Counting Sets & Representing Values Rebuild Focus
Core 1 Focus
Core 2 Focus
Challenge Focus
Three or Four
Give Me Five
Tally Rally
Counting Counts
Count sets and represent values 3, 4
Show quantities that match number symbols 1–6
Use tally marks to represent values 1–6
Count sets and represent larger values (0–10)
♦♦ Counters (same size and same color) ♦♦ Trays or plates
♦♦ Number cube (die) Counters ♦♦ Work mats ♦♦ Dry erase board and marker
♦♦ Popsicle sticks ♦♦ Numeral cards (1–6)
♦♦ Numeral cards (0–10) ♦♦ Dot cards (0–10)
Show 3 counters. Demonstrate counting by touching each object as it is counted aloud. Give each student 3 counters on a tray or plate. Ask students to take turns counting the objects. Encourage students to match the verbal number counted with the object touched. Repeat with 4 counters. Then give each student 3 or 4 counters to count. Students name the quantity and find others who have the same amount. Try greater values if students are ready.
Examine a number cube (die) and discuss the number of dots (1–6) on each side with students. Give each student 6 counters and a work mat. Roll the number cube and announce the number of dots shown. Students show the value using counters on individual work mats. Invite one student to write the number symbol on a dry erase board. Repeat. When a 5 is rolled, everyone stands up and gives one another a high 5 before showing the value with counters.
Give each student six popsicle sticks. Show the 1–4 number cards one at a time. Students show each value with popsicle sticks. The teacher helps the students arrange the popsicle sticks to resemble tally marks. Show the 5 card and explain how to place the “gate tally” diagonally across the four other sticks. Demonstrate 6 tally marks with popsicle sticks. After this introduction, shuffle the number cards and place facedown in a pile. Flip over the cards one at a time and have students show the values with popsicle sticks.
Shuffle number cards and dot cards. Place face down in an organized arrangement on the table. Students take turns flipping over 2 cards. If the quantity of dots matches the number symbol, the student keeps both cards. If there is not a match, cards are left face up and the next student flips over 2 more cards looking for a match. The activity continues until all cards are claimed. For further challenge, students can place unmatched cards facedown and try to remember where the cards are located.
♦♦ How many do you have? ♦♦ What number comes next?
♦♦ Is it five? How do you know? ♦♦ How could you show it another way?
♦♦ How many popsicle sticks do you need? ♦♦ Do you need a gate tally mark?
♦♦ What is the value? How do you know? ♦♦ Do the cards show the same amount?
1
Number & Operations ♦ 11
Job Name: 575769
PDF Page: txt_575769.p21.pdf susanl
