Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 36544
Draw Rectangles To Make Ten
Students count how many rectangles are in a row, draw more rectangles to make 10 rectangles in each row, and write the numeral corresponding
to the number of additional rectangles drawn.
Subject(s): Mathematics
Grade Level(s): K
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, MAFS.K.OA.1.4, Make ten
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_DrawRectanglesToMakeTen_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be completed individually, in small groups, or in a whole group setting.
1. The teacher provides the student with the Draw Rectangles to Make Ten worksheet and reads the following directions to the student:
Count how many rectangles are in each row. Draw more rectangles so that there are exactly 10 rectangles in each row. Write the number of rectangles you drew.
2. The teacher gives the student ample time to complete the task and notes the counting strategies used by the student.
TASK RUBRIC
Getting Started
Misconception/Error
The student can only determine the number needed to make 10 with significant prompting from the teacher.
Examples of Student Work at this Level
The student draws 10 rectangles in the first problem. With much prompting, the student is able to correctly draw seven rectangles but writes the number 10 in the box.
Questions Eliciting Thinking
What can you do to find how many more rectangles are needed to make 10?
page 1 of 3 How many rectangles are there already?
What, added to three, makes 10?
If I draw two rectangles next to the three that are already here, how many rectangles do I have now?
Instructional Implications
Model for the student how to Count On from the number of rectangles already given and stop drawing once he or she gets to 10. Then, count the number of rectangles
drawn.
Have pairs of children play Tens Memory Game. For each pair, provide two sets of numeral cards containing the numbers one through nine. Place card sets face down in two
separate three-by-three arrays. Players take turns choosing a card from each array. If the cards do not sum to 10, they are returned face down to the arrays. If they do,
that player keeps them.
Hold up five fingers, and ask the student to tell you how many more fingers you need to hold up to make 10. Then, try repeating with different combinations of 10.
Moving Forward
Misconception/Error
The student can determine some of the numbers that make 10 but makes errors and cannot record the decomposition with a drawing or equation.
Examples of Student Work at this Level
The student uses a trial and error strategy, sometimes successfully, to find how many rectangles would make 10. For example, in the student work sample that accompanies
the video, the student "guesses" that there should be five more rectangles to make 10 for the third problem in which five rectangles are already shown. When asked how
many more rectangles are needed to make 10 for the fourth problem in which two rectangles are shown, the student says five. The student then counts the five
rectangles drawn and the two already shown in the problem getting seven. When asked how many more he would need to make 10, the student says four. The student
also used a trial and error strategy for the second problem as shown in the student work example where he erased some of the rectangles he had drawn.
The student draws rectangles without counting and draws the wrong number of rectangles (the student work shown is an example of a student doing this. This student
guessed how many rectangles were needed to make 10 without counting how many rectangles were already shown).
Questions Eliciting Thinking
What can you do to find how many more rectangles are needed to make 10?
How many rectangles are there already?
What, added to three, makes 10?
Can you count how many rectangles there are now?
Instructional Implications
Model for the student how to record the decomposition/composition of 10.
Have the student use two different colors of joined cubes to show how to make 10 from a given number. Then, have the student draw a picture to match the
manipulatives used.
Almost There
Misconception/Error
The student is able to determine the number that makes 10, but cannot explain or justify his or her answer.
Examples of Student Work at this Level
The student draws seven more rectangles and says that the row needs seven more. However, he or she is unable to explain his or her thinking or how he or she
page 2 of 3 determined this answer.
Questions Eliciting Thinking
How did you find that this row needs seven more rectangles?
Can you show me how you counted?
Instructional Implications
Have the student find the different ways to make 10, and have the student explain his or her strategy and any pattern that he or she may see.
Model for the student how to explain his or her strategy for finding that seven more rectangles are needed. Then, draw four rectangles, and have the student find how
many more rectangles are needed to make 10. Ask the student to explain his or her strategy.
Got It
Misconception/Error
There are no misconceptions or errors.
Examples of Student Work at this Level
The student draws seven more rectangles, reports that the row needs seven, and writes the correct answer in the box corresponding to this row. The student is able to
clearly explain the strategy used.
Questions Eliciting Thinking
Another student drew eight rectangles in this row. What did he or she do wrong?
Do you know any other pairs of numbers that make 10?
Instructional Implications
Work with the student to fluently add and subtract within five.
Guide the student to decompose two-digit numbers less than 20 into 10 ones and some other ones.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Draw Rectangles to Make Ten worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.K.OA.1.4:
Description
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects
or drawings, and record the answer with a drawing or equation.
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