132
Provide a variety of counters,
as well as paper and pencil.
Say,
"Make up a subtraction
problem and I will write it
down. Then show me how to
solve it with counters. Lastly,
write the number sentence
that goes with the problem."
•
Story problem does not call
for subtraction or does not
match the action or
equation.
•
Creates a subtraction
scenario, represents the
numbers with the
counters, and records the
corresponding equation
correctly.
•
Shows the wrong number
of counters.
•
Miscalculates with the
correct number of counters.
•
The personal strategy
used was apparent and
effective or the strategy
described when prompted
was.
If the student creates a problem
with a minuend beyond 100
and makes errors in
subtracting, ask the student to
create a problem with smaller
numbers.
•
Does not use the
subtraction sign and/or
equal sign in the equation.
•
Writes the minuend
number as the subtrahend
and vice versa.
If the student's personal
strategy is not apparent, say,
"Tell me what personal
strategy you used to solve the
problem and how it worked."
•
Does not have a personal
strategy.
•
Attempts a personal
strategy, but makes an
error.
If the student cannot create a
story problem without prompts,
say,
"Create a story problem
for the number sentence:
•
Creates a story problem
using some of the numbers
provided but not all.
•
Creates a story problem
that is represented by the
given number sentence.
•
Creates a story problem
that uses the family of
numbers, but with a
different operation, such as
51 – 33 = 28.
•
Gives a possible personal
strategy explained clearly
enough to be understood.
28 + 33 = 51"
If the student is successful at
creating a problem to match
this equation, you might ask,
"What strategy would you
use to solve this problem?"
•
Cannot create a story for
the equation.
•
Cannot give an appropriate
strategy for solving or
cannot explain it well
enough to be understood.
"Create a story problem for
the number sentence:
•
Creates a story problem
using some of the numbers
provided but not all.
•
Creates a story problem
that is represented by the
given number sentence.
55 – 18 = 37"
•
Creates a story problem for
55 – 37 = 18.
•
Gives a possible personal
strategy explained clearly
enough to be understood.
•
Creates a story problem
that uses the family of
numbers, but with a
different operation, such as
18 + 37 = 55.
If the student is successful at
creating a problem to match
this equation, you might ask,
"What strategy would you
use to solve this problem?"
•
Cannot create a story for
the equation.
www.LearnAlberta.ca
Grade 2, Number (SO 8, 9)
© 2008 Alberta Education
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