© 2013 n2y Unique Learning System®

Mathematics Problem-Solving Benchmarking: Add and Subtract

Administration Guide

Benchmarking Assessments are modified performance tools used to provide data on selected skill areas. Teachers may select the areas of assessment that are appropriate for an individual student. This math assessment looks at more/less, addition and subtraction.

Suggested Administration: Quarterly or two times a year

Mathematics Benchmarking assessments provide baseline information on areas of math that are fundamental to the application of math skills in real-world situations.

Scoring: Each performance assessment yields a raw score and interpretative information.

• Mastery • Instructional • Emerging • Review and revise goals

Directions for Administration:

Add and Subtract is an early number sense skill assessment. Problems are grouped in sets of three with a progression in difficulty. Each set of three problems involves the concept of more/less, an addition problem and a subtraction problem.

• Eighteen problems are presented in the assessment. Read the questions aloud and wait for a student response. • Each correct assessment question is scored with one point. The online assessment will automatically move to the next question/option after a

response is selected. • Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction. • For some students, the online version may not be a reliable way to present number choices. A hardcopy of the pictures and numbers may be

needed. • The assessment will discontinue after four consecutive errors.

© 2013 n2y Unique Learning System®

Using Assessment Results:

Math Performance Assessments are scored according to the student’s response when selecting from a choice of numbers. Each area yields a raw score that is interpreted in this way:

• 18 – 15 Mastery Mastery indicates that the student should apply the current skills into higher-level math strategies. • 14 – 10 Instructional Incorporate routine skill instruction to strengthen this math skill area. • 9 – 6 Emerging Emerging math skills in this skill area may be developed through structured learning tasks. • 5 – 0 Review/Revise Review the student’s present level and revise goals to more appropriately address learning potential.

Results from this assessment will give teachers an indication if problem solving and calculations is a skill that should be addressed within instructional tasks. In the Goal Setting Report View, the educational team may select problem solving and calculations that should be addressed as IEP goals if this will be a focus within instructional tasks. Problem solving and calculations are addressed in Unique lessons.

The instructions and screen pages for the Add and Subtract Assessment may be printed for administration offline. Please enter the Add and Subtract Assessment information through the Unique GPS, as this enables data to be stored and saved appropriately for the student’s record.

Add and Subtract Target: Mathematics

Item # Circle Score Teacher Prompt

Response Options

(correct in bold) Special Accommodations

Item 1 1

Present 2 numbers. Paige and Drew went fishing. Paige caught 3 fish. Drew caught 2 fish. Who caught more fish?

Paige 3, Drew 2 Response options may be presented verbally.

Item 2 1

Present 3 numbers. Paige and Drew went fishing. Paige caught 3 fish. Drew caught 2 fish. How many fish did they catch altogether?

4, 5, 6 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 3 1

Present 3 numbers. Paige and Drew went fishing. Paige caught 3 fish. Drew caught 2 fish. How many more fish did Paige catch than Drew?

5, 2, 1

Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

© 2013 n2y Unique Learning System®

Item 4 1

Present 2 numbers. Paige saw 8 birds. Drew saw 7 birds. Who saw less birds?

Paige 8, Drew 7 Response options may be presented verbally.

Item 5 1 Present 3 numbers. Paige saw 8 birds. Drew saw 7 birds. How many birds did they see altogether?

13, 20, 15 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 6 1

Present 3 numbers. Paige and Drew saw 15 birds sitting on a rock. 5 flew away. How many birds are left on the rock?

5, 10, 8 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 7 1

Present 3 numbers. Paige picked 4 apples. Drew picked 5 apples. Chris picked 7 apples. Who picked the most apples?

Paige 4, Drew 5, Chris 7 Response options may be presented verbally.

Item 8 1 Present 3 numbers. Paige picked 4 apples. Drew picked 5 apples. Chris picked 7 apples. How many apples did they pick altogether.

9, 16, 12 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 9 1

Present 3 numbers. Paige picked 4 apples. Drew picked 5 apples. Chris picked 7 apples. How many more apples did Chris pick than Paige?

4, 2, 3 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 10 1

Present 2 numbers Mary Beth picked 12 flowers. Randy picked 25 flowers. Which number is less?

12, 25 Response options may be presented verbally.

Item 11 1

Present 3 numbers. Mary Beth picked 12 flowers. Randy picked 25 flowers. How many flowers did they pick together?

36, 35, 37 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 12 1 Present 3 numbers. Mary Beth picked 12 flowers. Randy picked 25 flowers. How many more flowers did Randy pick?

13, 23, 37 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

© 2013 n2y Unique Learning System®

Item 13 1

Present 2 numbers. Mary Beth put 36 pencils in a box. Randy put 25 pencils in a box. Which number shows the most pencils?

36, 25 Response options may be presented verbally.

Item 14 1

Present 3 numbers. Mary Beth put 36 pencils in a box. Randy put 25 pencils in a box. How many pencils altogether?

51, 61, 60 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 15 1 Present 3 numbers. Mary Beth put 36 pencils in a box. Randy put 25 pencils in a box. How many more pencils did Mary Beth count?

11, 1, 51 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 16 1

Present 2 numbers. Jamie recycles cans. He smashed 38 cans on Monday and 46 cans on Tuesday. Which day did he smash the most cans?

Monday 38, Tuesday 46 Response options may be presented verbally.

Item 17 1

Present 3 numbers. Jamie recycles cans. He smashed 38 cans on Monday and 46 cans on Tuesday. How many cans did he smash altogether?

74, 76, 84

Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

Item 18 1

Present 3 numbers. Jamie recycles cans. He smashed 38 cans on Monday and 46 cans on Tuesday. How many more cans did he smash on Tuesday?

18, 8, 12 Response options may be presented verbally. Students may use a calculator, or other tools typically used for calculations, during instruction.

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 1

Paige3

Paige Drew

Drew2

3 2

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 2

4 5 6

3 + 2 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 3

5 2 1

3 - 2 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 4

Paige8

Paige Drew

Drew7

8 7

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 5

13 20 15

8 + 7 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 6

5 10 8

15 - 5 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 7

4 5 7

Paige Drew Chris

4 5 7

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 8

9 16 12

4 + 5 + 7 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 9

4 2 3

7 - 4 = ___

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 10

12 25

12 25

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 11

36 35 37

1225+

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 12

13 23 37

2512-

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 13

36 25

36 25

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 14

51 61 60

3625+

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 15

11 1 51

3625-

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 16

38 46

Tuesday46

Monday 38

Monday Tuesday

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 17

74 76 84

3846+

© 2013 n2yUnique Learning System®

Money: Problem SolvingTarget: Math

Problem SolvingItem 18

18 8 12

4638-