Name
2.OA.4
Write a repeated addition equation that shows the total number of chairs
and bicycles.
Name
2.OA.4
Write a repeated addition equation that shows the total number of chairs
and bicycles.
 Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows
and up to 5 columns; write an equation to express the total as a sum of equal addends.
An array is any arrangement of things in rows and columns, such as a rectangle or square tiles or
blocks. Students need to see the that you can write an addition equation to show the
representation of the model
Students who demonstrate mastery use addition to find the total number of objects in an array,
and they can write an addition equation (e.g., 3 + 3 + 3 = 9) to express the total as a sum of equal
addends. For this task they can write 5 + 5 + 5 for the first item or 3 + 3 + 3 + 3 + 3. For the
second item students can write 6 + 6 or 2 + 2 + 2 + 2 + 2 + 2.
Students who demonstrate partial mastery may write an addition sentence, but it may not be
repeated addition. For example, for the first item they may write 10 + 5.
Not yet: Student shows evidence of
misunderstanding, incorrect concept or
procedure
NEEDS
IMPROVEMENT
(N)
Got It: Student essentially understands the
target concept.
WITH ASSISTANCE
(W)
INDEPENDENT
(I)
0 Unsatisfactory:
Little
Accomplishment
1 Marginal:
Partial
Accomplishment
2 Proficient:
Substantial
Accomplishment
3 Excellent:
Full
Accomplishment
The task is attempted
and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.
Student could work to
full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.
Strategy and
execution meet the
content, process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor errors
that do not impact the
mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65
 Elementary Mathematics Office • Howard County Public School System • 2013-2014