Unit 8
Name
Adding Apples
Pablo and Nisha are picking apples.
Help them find how many apples they have.
1. Pablo has 7 apples. Then he picks 35 more.
Draw a quick picture to show how many apples
Pablo has now. Write the number sentence.
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2. Draw a new quick picture for Pablo’s apples. Show
how to make a ten to model the number of apples a
different way. Write a new number sentence.
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Grade 1
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Unit 8
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Performance Task
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forty-three
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3. Nisha had 26 apples. She picked some more apples
for pies. Now she has 34 apples. How many more
apples did Nisha pick? Draw a quick picture to show.
Write the number sentence.
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4. Draw a quick picture for 26 1 8. Show how to make
a ten to model the number of apples a different way.
Write a new number sentence.
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5. Explain how your quick picture helped you solve
26 1 8.
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forty-four
Grade 1
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Unit 8
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Performance Task
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Unit 8
Two-Digit Addition and Subtraction
Adding Apples
COMMON CORE STANDARDS
CC.1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on; making ten; decomposing a number leading to a
ten; using the relationship between addition and subtraction; and creating equivalent but
easier or known sums.
CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used. Understand that in adding two-digit numbers, one adds tens and tens,
ones and ones; and sometimes it is necessary to compose a ten.
PURPOSE
To assess the ability to add two-digit and one-digit numbers and to apply addition strategies such as
using a model to add or making a ten to add
TIME
25–30 minutes
GROUPING
Individuals
MATERIALS
š Performance Task, paper, pencil
PREPARATION HINTS
š Review addition and subtraction facts with children before assigning the task.
š Review making a ten to add with children before assigning the task.
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š Review vocabulary, including add, subtract, sum, difference.
IMPLEMENTATION NOTES
š Read the task aloud to children and make sure that all children have a clear understanding
of the task.
š Children may use manipulatives to complete the task.
š Allow children as much paper as they need to complete the task.
š Allow as much time as children need to complete the task.
š Children must complete the task individually, without collaboration.
š Collect all work when the task is complete.
(SBEF t 6OJU t 1FSGPSNBODF5BTL t TASK SUMMARY
Children determine sums based on information given. They model the addition using quick pictures and
symbolic equations. They redraw the quick pictures to model the groups of tens in different ways. They
rewrite the equations in different ways.
REPRESENTATION
In this task teachers can…
š Provide options for language, mathematical expressions, and symbols by giving children
multiple ways to represent number values and operations.
š Provide options for comprehension by guiding the ways in which children relate numbers
to models and models to equations.
ACTION and EXPRESSION
In this task teachers can…
š Provide options for physical action by having children draw quick pictures to model number
values and aid in numerical operations.
ENGAGEMENT
In this task teachers can…
š Provide options for engagement by giving children individual choice and autonomy in
representing numbers by drawing more than one quick picture to represent the same value.
EXPECTED STUDENT OUTCOMES
š Complete the task within the time allowed
š Reflect engagement in a productive struggle
š Add two-digit and one-digit numbers
š Understand how to select and apply addition strategies
š Represent number values in different ways
SCORING
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Use the associated Rubric to evaluate each child’s work.
t (SBEF t 6OJU t 1FSGPSNBODF5BTL
Performance Task Scoring Guide
ADDING APPLES
Problem #
Points
The student:
1. • writes an accurate number sentence: 7 + 35 = 42
• draws or explains reasoning
1
1
2. • shows 42 using a different method
2
• writes an accurate number sentence
1
3. • draws or models solution
1
• writes an accurate number sentence
1
4. • uses drawings or models to show 34 in a different way
• writes an accurate number sentence
2
1
5. • provides a clear explanation of how pictorial models help solve
the addition problem
2
TOTAL POINTS:
12
Point Score and equivalent Performance Level
(see rubrics below):
10–12 points 5 Level 3
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7–9 points 5 Level 2
4–6 points 5 Level 1
1–3 points 5 Level 0
Grade 1 • Unit 8 • Performance Task • 47
Performance Task Rubric
ADDING APPLES
A level 3
response
‡ Indicates that the child has made sense of the task and
persevered
‡ Demonstrates an understanding of how to add one-digit and
two-digit numbers
‡ Shows an ability to accurately apply addition strategies
‡ Indicates an understanding of how to represent a number
in more than one way
A level 2
response
‡ Indicates that the child has made sense of the task and
persevered
‡ Demonstrates an understanding of how to add one-digit and
two-digit numbers
‡ Shows an ability to accurately apply addition strategies
‡ Indicates an understanding of how to represent a number
in more than one way
‡ Addresses most or all aspects of the task, but there may
be errors of omission
A level 1
response
‡ Shows that the child has made sense of at least some
elements of the task
‡ Shows evidence of understanding of how to add one-digit and
two-digit numbers
‡ Demonstrates some understanding of how to select and apply
addition strategies
A level 0
response
‡ Shows little evidence that the child has made sense of
the problems of the task
‡ Reflects a lack of understanding of how to use strategies to
add one-digit and two-digit numbers
‡ Reflects a lack of understanding of how to represent a number
in more than one way
‡ Shows little evidence of addressing the elements of the task
48 t (SBEF t 6OJU t 1FSGPSNBODF5BTL
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‡ May not understand how to represent a number in more than
one way
Sample Level 3 Response
(SBEF t Unit 8 t 1FSGPSNBODF5BTL t B
Sample Level 2 Response
C t (SBEF t 6OJU t 1FSGPSNBODF5BTL
Sample Level 1 Response
(SBEF t Unit 8 t 1FSGPSNBODF5BTL t D
Sample Level 0 Response
E t (SBEF t 6OJU t 1FSGPSNBODF5BTL