Student
Name:
Standard
Code:
EL1-MA-NBT.03.00.0
Teacher
Name:
Total #
possible:
Date:
12
Mastery
#:
10
Score:
Name_____________________________________
EL1-MA-NBT.03.00.0
Task 3a
Find the value of each base ten blocks and write the total on the line.
3) Draw the following numbers in base ten blocks. Draw a ten as a
long skinny rectangle and a one as a small square.
53
81
17
Name_____________________________________
EL1-MA-NBT.03.00.0
Task 3b
Name_____________________________________
EL1-MA-NBT.03.00.0
Task 3c
Write the correct symbol for each equation. < = >
1)
42  24
2)
11  11
3)
44  46
4)
87  78
5)
99  99
NBT Task 3a
Domain
Cluster
Standard(s)
Materials
Task
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Number and Operations in Base Ten
Understand place value.
1.NBT.03.00.0 Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
1.NBT.03.A.0 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.03.B.0 The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
1.NBT.03.C.0 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,
five, six, seven, eight, or nine tens (and 0 ones).
BLM and pencil
Direct students to count the number of base ten blocks and write the total in expanded
form.
Continuum of Understanding
 Incorrectly represents two-digit numbers in groups of
ones and tens.
 Incorrectly writes two-digit numbers in groups of ones
and tens.
 Correctly represents two-digit numbers in groups of
ones and tens.
 Correctly writes two-digit numbers in groups of ones
and tens.
Standards for Mathematical Practice
Makes Sense and Perseveres in Solving Problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Strategy(ies) Used:
 Counts groups of tens
 Count groups of ones
NBT Task 3b
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
1.NBT.03.00.0 Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
1.NBT.03.E.0 Compare two two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with the symbols >, =, and <.
BLM comparison cards, pencil
Cut out the comparison cards and the symbol cards. Show the student card #1 (42 ☐
51). Then show the student the symbol cards (>, =, <). Say: Which symbol do you need
to use to make this sentence true?
After the student selects and places the symbol card, say: read your sentence to me.
Repeat with cards #2-4.
Developing
Understanding



Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.


Continuum of Understanding
Uses an incorrect symbol for one or more items.
Uses symbols correctly but reads one or more
equations incorrectly.
Uses incorrect symbol but reads the sentence as a
true equation (e.g., 42 > 51 and reads “42 is less
than 51”).
Uses the correct symbol for all items.
Reads all equations correctly.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Correctly uses symbols:
 >
 <
 =
Correctly reads symbols:
 >: greater than
 <: less than
 =: equals, the same
amount as, the same as
NBT Task 3c
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
1.NBT.03.00.0 Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases:
1.NBT.03.E.0 Compare two two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with the symbols >, =, and <.
SF comparison equations, pencil
Provide materials to the student. Read the directions aloud: Write the correct symbol
for each equation.
42 ☐ 24
11 ☐ 11
44 ☐ 46
13 ☐ 14
30 ☐ 40
87 ☐ 78
99 ☐ 99
Developing
Understanding
Complete
Understanding

Continuum of Understanding
Answers one or more items incorrectly.

Answers all items correctly.
Correctly identified:
 greater than
 less than
 equal
Correctly answered
reversed items:
 42 / 24
 87 / 78
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes Sense and Perseveres in Solving Problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.