Formative Instructional and Assessment Tasks
OA Task 7a
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
K.OA.5 Fluently add and subtract within 5.
None
Say: I’m going to tell you some problems. See if you can solve each one as quickly as you
can. Ready?
1. There are 3 pencils in the can. I put 1 more pencil in the can. How many pencils are in
the can?
2. There are 2 crayons in the bag. I put 1 more crayon in the bag. How many crayons are
in the bag?
3. There was 1 cat playing in the yard and 3 more cats were playing in the yard. How
many cats are in the yard now?
4. There are 2 books on the table. I put 2 more books on the table. How many books are
on the table?
5. There were 2 birds sitting in the tree and 1 more bird was sitting in the tree. How many
birds are in the tree?
Developing
Understanding
Complete
Understanding
Continuum of Understanding
• Incorrectly answers question.
Strategy Used:
• Uses counting on fingers or out loud as a strategy. q Counting
q One-more Fact
q Automatic Fact
• Correctly answers question quickly (in about 3
q Other:
seconds) without resorting to counting.
Fluently adds:
3
q 1+2
q 2+1
1.
2.
3.
4.
5.
6.
7.
8.
4
q 3+1
q 1+3
q 2+2
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
OA Task 7b
Domain
Cluster
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
Standard(s)
Materials
Task
K.OA.5 Fluently add and subtract within 5.
None
Say: I’m going to tell you some problems. See if you can solve each one as quickly as you can.
Ready?
1. There are 3 crayons in the bag. I put 1 more crayon in the bag. How many crayons are in the bag?
2. There are zero chairs in the room. I put 4 more chairs in the room. How many chairs are in the room?
3. There were 2 birds in the cage and 3 more birds were put in the cage. How many birds are in the
cage?
4. There are 2 books on the table. I put 2 more books on the table. How many books are on the table?
5. There are 4 shells in the basket and I put in 1 more shell in the basket. How many shells are in the
basket?
6. There are 3 marbles in the jar. I put 2 more marbles in the jar. How many marbles are in the jar?
Developing
Understanding
Complete
Understanding
Continuum of Understanding
• Incorrectly answers question.
• Uses counting on fingers or out loud as a strategy.
• Correctly answers question quickly (in about 3
seconds) without resorting to counting.
Strategy Used:
q Counting
q One-more Fact
q Automatic Fact
q Other:
Fluently adds:
4
q 3+1
q 2+2
q 0+4
1.
2.
3.
4.
5.
6.
7.
8.
5
q 2+3
q 4+1
q 3+2
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
OA Task 8a
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
K.OA.5 Fluently add and subtract within 5.
None
Say: I’m going to tell you some problems. See if you can solve each one as quickly as you
can. Ready?
1. There are 4 marbles in the jar. I took out 2 marbles. How many marbles are in the jar?
2. There are 4 jellybeans in the jar. I ate 3 jellybeans from the jar. How many jellybeans are
in the jar?
3. There are 3 shells in the basket and I took 1 shell out of the basket. How many shells are
in the basket?
4. There are 5 cookies. I ate 4 cookies. How many cookies are there?
5. There are 2 pieces of candy in the bag. I took 2 pieces of candy out of the bag. How
many pieces of candy are in the bag?
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Continuum of Understanding
• Incorrectly answers question.
Strategy Used:
• Uses counting on fingers or out loud as a strategy. q Counting
q One-less Fact
q Automatic Fact
• Correctly answers question quickly (in about 3
q Other:
seconds) without resorting to counting.
Fluently subtracts:
q 4-2
q 4-3
q 3-1
q 5-4
q 2-2
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
OA Task 8b
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
K.OA.5 Fluently add and subtract within 5.
None
Say: I’m going to tell you some problems. See if you can solve each one as quickly as you can. Ready?
1. There are 5 books on the shelf. I took 2 books off of the shelf. How many books are on the shelf?
2. There are 5 markers in the can. I took 3 markers out of the can. How many markers are in the can?
3. There are 3 crayons in the box. I took 2 crayons out of the box. How many crayons are in the box?
4. There are 2 buttons in the jar. I took 1 button out of the jar. How many buttons are in the jar?
5. There are 3 books on the shelf. I took 3 books off of the shelf. How many books are on the shelf?
Developing
Understanding
Complete
Understanding
Continuum of Understanding
• Incorrectly answers question.
• Uses counting on fingers or out loud as a strategy.
• Correctly answers question quickly (in about 3
seconds) without resorting to counting.
Strategy Used:
q Counting
q One-less Fact
q Automatic Fact
q Other:
Fluently subtracts:
q 5-2
q 2-1
q 5-3
q 3-3
q 3-2
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
OA Task 8c
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
K.OA.5 Fluently add and subtract within 5.
None
Say: I’m going to tell you some problems. See if you can solve each one as quickly as you can.
Ready?
1. There were 5 crayons in the bag. I took out 1 crayon from the bag. How many crayons are in the bag?
2. There are 4 cookies. I ate 4 cookies. How many cookies are there?
3. There were 5 birds in the tree and zero flew away. How many birds are in the tree?
4. There are 4 pictures hanging on the wall. I took 1 picture off the wall. How many pictures are
on the wall?
5. There are 5 marbles in the jar. I took 5 marbles out of the jar. How many marbles are in the jar?
Developing
Understanding
Complete
Understanding
Continuum of Understanding
• Incorrectly answers question.
• Uses counting on fingers or out loud as a strategy.
• Correctly answers question quickly (in about 3
seconds) without resorting to counting.
Strategy Used:
q Counting
q One-less Fact
q Automatic Fact
q Other:
Fluently subtracts:
q 5-1
q 4-4
q 5-0
q 4-1
q 5-5
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN