Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students count all to find sums and differences within 10.	As students play Check It Off, Stages 1 and 2 in the next unit, monitor for students who count on, count back, and use known facts to find sums and differences within 10. Invite these selected students to share their strategies.	1, 2, 4, 6, 7 1.OA.C.6CA.1.OA.6.
Students find sums and differences of teen numbers and a one-digit number when composing or decomposing a ten is not required, but they do not yet recognize that the ten stays the same and they only need to work with the ones.	Encourage students to play How Close? Stages 1 and 2 during Center Choice Time in the next unit. Ensure students have access to double 10-frames and two-color counters. Ask students to represent the first one or two numbers on the double 10-frame and find the total. Discuss how the total is made of 10 and some more. Ask: “What will happen when you add the next number? Where will you add the next number? Will the 10 change? Will the single counters change?”
Students use fluent strategies to find the value of expressions when composing or decomposing a ten is not required (1, 7), but they use inefficient strategies like counting all when composing or decomposing a ten is required (4, 6).	Encourage students to play How Close? Stages 1 and 2 during Center Choice Time in the next unit. Ensure students have access to double 10-frames and two-color counters. Invite students to represent one number on the double 10-frame. Ask: “What will happen when you add or subtract the next number? Will you have more or less than 10? How do you know? How many more or less than 10 will you have?”
Students do not yet understand a teen number as a ten and some ones. For example, students do not choose representations that show 10 and 7 more.	As students play Counting Collections, Stage 1 in the next unit, invite them to use a double 10-frame to organize and count their collections. Ask: “Where do you see 10? How could you count on from 10 to find out how many you have?” If needed, ask: “Where do you see 10? How many more do you have? So you have 10 and ___, how many is that?”	1 1.NBT.B.2.bCA.1.NBT.2.b.
Student responses show they do not yet have a strategy to find an unknown addend. For example, students add the 2 given numbers regardless of where they are in the equation.	Encourage students to play Shake and Spill, Stages 4 and 5 during Center Choice Time in the next unit. Invite students to represent each round with an equation with a box or symbol for the unknown value (number of counters hidden under the cup). Ask students to explain how they found the unknown value.	2 1.OA.D.8CA.1.OA.8.
Students add two of the three addends, but they do not yet add the third number.	Before the end of the next unit, revisit the optional lesson from Unit 3 in which students write and solve their own story problems. Invite students to write, represent, and solve story problems involving three addends. Ask students to identify each addend in their representation.	3 1.OA.A.2CA.1.OA.2.
Students combine addends in the given order and do not yet apply properties of operations. For example, students combine the addends 8, 5, and 2 in order instead of first adding 8 and 2 to make a ten.	Encourage students to play How Close? Stage 1 during Center Choice Time in the next unit. Invite students to represent each round using counters and double 10-frames. Ask students to identify each addend on the 10-frames and explain how they found the sum. If needed, ask students if they could have put two of the numbers together to make 10.	3 1.OA.B.3CA.1.OA.3.
Students do not yet relate known addition facts to subtraction problems.	Encourage students to play Shake and Spill, Stages 4 and 5 during Center Choice Time in the next unit. Invite students to write an addition and subtraction equation to represent each round. Ask students to use the counters to show the red, yellow, and total counters in each equation.	5 1.OA.B.4CA.1.OA.4.

1.3 End-of Unit Assessment Guidance