Unit 3
Name
Carla’s Tulips
Carla picks 8 tulips.
Some are red.
The rest are pink.
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1. Draw Carla’s tulips. Write an addition equation
about them.
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2. Write a related addition equation about
Carla’s tulips.
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Grade 1
‡
Unit 3
‡
Performance Task
thirteen
13
3. Now write two related subtraction facts about
the tulips.
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_2_5_
4. What if Carla picks 2 more red tulips? Draw a picture
to show Carla’s tulips now. Then write four related
facts about the tulips.
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red
pink
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_2_5_
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14
fourteen
Grade 1
‡
Unit 3
‡
Performance Task
Unit 3
Addition and Subtraction Relationships
Carla’s Tulips
COMMON CORE STANDARDS
CC.1.OA.1
CC.1.OA.6
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
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.
PURPOSE
To assess the ability to identify and record related addition and subtraction facts within 20
TIME
25–30 minutes
GROUPING
Individuals
MATERIALS
š Performance Task, paper, pencil
š Two-color counters (optional)
PREPARATION HINTS
š Review modeling and recording ways to make a number with children before assigning the
task.
š Review recording related facts with children before assigning the task.
š Review vocabulary, including related facts.
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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 model part-part-whole situations and represent them using related addition and subtraction
facts.
REPRESENTATION
In this task teachers can…
š Provide options for language, mathematical expressions and symbols by reviewing vocabulary
and symbols in the context of children’s prior knowledge.
š Provide options for comprehension by using cues to draw attention to critical features.
ACTION and EXPRESSION
In this task teachers can…
š Provide options for physical action by allowing alternative visual displays to model the
problems.
š Provide options for physical action by offering counters to children while completing the task.
ENGAGEMENT
In this task teachers can…
š Recruit interest by commenting on children’s unique choices.
š Sustain effort and persistence by providing specific feedback.
EXPECTED STUDENT OUTCOMES
š Complete the task within the time allowed
š Reflect engagement in a productive struggle
š Identify and record related addition and subtraction facts to represent part-part-whole
situations
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
Carla’s Tulips
Problem #
Points
The student:
1. • uses pictures to represent the story problem
1
• chooses appropriate partners of 8 to complete the equation
1
2. • writes a related addition equation
1
3. • writes 2 related subtraction equations
2
4. • writes 2 addition equations to model the story problem 1
• writes 2 subtraction equations using the information in the
story problem
1
• uses Math Mountains or other pictorial representations to
model the problem.
1
TOTAL POINTS:
8
Point Score and equivalent Performance Level
(see rubrics below):
7–8 points 5 Level 3
5–6 points 5 Level 2
3–4 points 5 Level 1
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1–2 points 5 Level 0
Grade 1 • Unit 3 • Performance Task • 17
Performance Task Rubric
Carla’s Tulips
A level 3
response
‡ Indicates that the child has made sense of the task and
persevered
‡ Shows the ability to accurately apply understanding of taking
apart and putting together numbers to represent part-partwhole situations
‡ Demonstrates understanding of related addition and
subtraction facts
A level 2
response
‡ Indicates that the child has made sense of the task and
persevered
‡ Shows the ability to accurately apply understanding of taking
apart and putting together numbers to represent part-partwhole situations
‡ Demonstrates understanding of related addition and
subtraction facts
‡ 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
‡ Demonstrates some understanding of taking apart and putting
together numbers
‡ May not indicate an understanding of related addition and
subtraction facts
A level 0
response
‡ Shows little evidence that the child has made sense of the
problems of the task
‡ Reflects lack of understanding of taking apart and putting
together numbers
‡ Reflects lack of understanding of related addition and
subtraction facts
‡ Shows little evidence of addressing the elements of the task
18 t (SBEF t 6OJU t 1FSGPSNBODF5BTL
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‡ Addresses some aspects of the task, but there may be some
procedural or computational errors
Sample Level 3 Response
(SBEF t Unit 3 t 1FSGPSNBODF5BTL t B
Sample Level 2 Response
C t (SBEF t 6OJU t 1FSGPSNBODF5BTL
Sample Level 1 Response
(SBEF t Unit 3 t 1FSGPSNBODF5BTL t D
Sample Level 0 Response
E t (SBEF t 6OJU t 1FSGPSNBODF5BTL