Addition and subtraction Record Sheet

Child's Name:

Assessor's Name:

Assessor Note: The child can either do it or not do it. You may give a prompt to help the child feel successful, but even if the task is completed correctly, the response is no.

Combinations of addends to 12: hierarchical inclusion yes no comments

Task: Use the number of beans as the sum. Count the beans into your hand. Hide the beans behind your back and distribute them into both hands. Show the child one hand and ask how many are in the other hand. Repeat for all possible combinations of whole numbers in a random order. (2 + 3, 0 + 5, 1 + 4, 5 + 0, 3 + 2, 4 + 1)

      

1. Combinations of 5

      

2. Combinations of 6

      

3. Combinations of 7

      

4. Combinations of 8

      

5. Combinations of 9

      

6. Combinations of 10

      

7. Combinations of 11

      

8. Combinations of 12

      
Combinations of sets of ten and more      

Give the child a set of 34 objects (substitute name of objects for object when talking to child).
Ask how many objects are there?
Ask them to write the numeral for that number.
Ask them how they know.
Point to the four and ask how many objects that number( means, represents, stands for...)
Then ask what the three( means, represents stands for...)
If there are any objects left ask the child what to do with them.

      

Give the child a set of 27 objects (substitute name of objects for object when talking to child).
Ask how many objects are there?
Ask them to write the numeral for that number.
Ask them how they know.
Point to the seven and ask how many objects that number( means, represents, stands for...)
Then ask what the two ( means, represents stands for...)
If there are any objects left ask the child what to do with them.

      
100 chart puzzle      

Give the child the 100 chart pieces and ask them to put th puzzle together.

Ask how they knew where the pieces went.

Give the child the incomplete piece of the hundred chart and ask them to complete the pattern/chart by writing the missing numbers.

Ask how they know what number to put into each box.

      
Groups of tens and ones      

Set 32 objects onto the table with three groups of ten and one group of two. Ask the child how many objects there are all together. How did you know?

Ask the child if they can group the numbers in a different way. Ask him/her to show you. Ask how they know there are 32.

Ask if they can group them a third way. Ask him/her to show you. Ask how they know there are 32.

      
Addition and subtraction      
Join      

Use yourself for "I" and the student for "you".

      

Let's say you had 8 pennies. I gave you 4 more. How many pennies would you have altogether?
(8 + 4 = ?)

      

Let's say you had 7 pennies. I gave you some more. Now you have 13 pennies. How many did I give you?
(7 + ? = 13)

      

Let's say you had some pennies. I gave you 6 more. Now you have 15 pennies. How many did you have?
(? + 6 = 15)

      
Separate      
Let's say you had 11pennies. You gave 5 pennies to me. How many pennies do you have now?
(11 - 5 = ?)		      
Let's say you had 12 pennies. You gave some to me. Now you have 9 pennies. How many did you give to me?      
Let's say you had some pennies. You gave 5 to me. Now you have 9 pennies left. How many pennies did you have to start/begin with?      
Part-part whole      

Let's say you have 5 pennies and 10 nickels. How many coins would you have?
(5 + 10 = ?)

      

Let's say you have 13 coins.. Five coins are pennies and the rest are nickels. How many nickels do you have?

      
Compare      

Let's say you have 11 pennies and I have 8 pennies. How many more pennies would you have than I would? (11 - 8 = ? or 8 + ? = 11)

      

Let's say you have 13 pennies and I have 9 pennies. How many fewer pennies would I have than you?
(13 - 9 = ? or 9 + ? = 13)

      

 

 

Dr. Robert Sweetland's notes
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