Grade 1
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# Basic Facts to 18

Strand: Number
Outcome: 10

## Step 4: Assess Student Learning

### Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.
• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

### Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation and individual or groups of students in a variety of contexts.

### A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

1. Provide students with concrete materials and present them with the following number problems. Ask them to solve the problem and the number sentence.
• Charles has eight dimes. Danielle has four more dimes than Charles. How many dimes does Danielle have?
• Brodie has 18 coins. Eight of his coins are dimes and the rest are quarters. How many quarters does Brodie have?
• Sophie had 12 nickels. She gave some to her mother and now she has eight nickels. How many did she give to her mother?
• Shona had 15 quarters. Her dad gave her some more. Now she has 18 quarters. How many did dad give her?
2. Have students create their own word problems for the number family 7, 9 and 16 (numbers related by addition and subtraction). Ask them to write a problem that uses these numbers in addition and another problem that uses these numbers in subtraction.

### B. One-on-One Assessment

Assessment activities can be used with individual students, especially students who may be having difficulty with the outcome.

1. Have students explain how they obtain the answer for each of the following computations.
• 8 + 9
• 4 + 7
• 9 + 6
• 6 + 4
• 7 + 8
2. Ask students to write a related subtraction fact for the following addition facts.
• 7 + 7 = 14
• 2 + 9 = 11
• 12 + 6 = 18
• 14 + 3 = 17
3. Ask students to write a related addition fact for the following subtraction facts.
• 17 – 5 = 12
• 13 – 7 = 6
• 16 – 9 = 7
• 12 – 8 = 4

### C. Applied Learning

Provide opportunities for students to use their number strategies in a practical situation and notice whether or not the strategies transfer. Place five items with prices attached where students can see them; e.g., a stuffed bear for \$13, a bag of candy for \$4, a book for \$5, a toy truck for \$15 and a pencil for \$1. Ask students if they had \$20 what they could buy with the money. Record possibilities on the board.

Tell students the following story:

Michael has \$15 and he wants to treat his friend and himself.

Could he buy two books if each book cost \$6?

Could he buy two movie tickets if each ticket cost \$8?

Could he buy two pizzas if each pizza cost \$5?

Could he buy two trucks if each truck cost \$9?