Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students show they can order objects by length but are not yet able to use comparison statements when comparing lengths indirectly. For example, they state the straw is shorter than the noodle.	Before a Warm-up in the next unit, invite students to revisit these two problems and use objects or drawings to represent and solve. Monitor for students who represent the given information, order the three objects, or use a third object to compare. Invite students to share their methods and reasoning. Ask: “What statements could we say about these objects?”	1, 3 1.MD.A.1CA.1.MD.1.
Students show they may not yet consider the starting point or ending point when counting the number of length units used to measure a given object. For example, they count the first cube and determine the rectangle is 8 cubes long or they count all the cubes and determine the rectangle is 10 cubes long.	During the next unit, invite students to play Estimate and Measure, Stage 1. Provide students with a tower of 10–15 connecting cubes to use as a measuring tool to measure objects between 4–6 inches long. Ask: “How did you find the length of the object?” Then move the tower of connecting cubes so that the object lines up with a length unit in the middle of the tower. Ask: “How can you find the length of your object now?” Emphasize the way students count the cubes that span the length of the object, starting with the cube that is lined up where the object begins and ending with the cube that is lined up with the end of the object.	2 1.MD.A.2CA.1.MD.2.
Students write the value of the 10 towers of ten and the single cubes separately. For example, when writing 108 students write the total number of cubes as 1008.	Before a Warm-up in the next unit, invite students to use the Choral Count routine to count from 90 to 120. Record the count on a poster. Invite students to read the numbers 100–120 and share what patterns they notice about the way these numbers are written. Display the poster for students to reference when writing numbers above 100 in Unit 8.	4 1.NBT.A.1CA.1.NBT.1.
Students show they may understand when a problem involves comparison, but may not clearly show they understand the problem involves finding the smaller value. For example, student drawings or equations for problem 5 show \(15-7\), but when asked, students describe 8 cubes as the difference between Mai's straw and Noah's straw rather than the length of Noah's straw.	Before the end of the next unit, invite students to revisit the story problem cards from the Unit 6 card sort. Lead students in a Three Reads routine of a Compare problem with the smaller or larger value unknown (Cards B, D, and E). Listen for the ways students identify what the story is about. Emphasize the language students use to explain how they know the story involves comparison. Listen for the ways students describe what can be counted. Emphasize the ways students describe the larger amount, the smaller amount, and the difference. As students represent the story, ask them to explain how their representation matches the story.	5, 6 1.OA.A.1
Students show they may not yet make sense of the action or the unknown in a Take From, Start Unknown problem. For example, students use the equation \(6+7={?}\) to represent the story in problem 6 but do not yet explain how the equation matches the story or they show they understand the action represents subtraction, but find the value of \(7-6\).	Before the end of the next unit, invite students to revisit the story problem Card F from the Unit 6 card sort. Lead students in a Three Reads routine of this Take From, Start Unknown problem. Listen for the ways students identify what the story is about. Emphasize the language students use to describe the actions in the story. Listen for the ways students describe what can be counted. Emphasize the ways students describe the quantities that represent the starting amount, the change, and the result. As students represent the story, ask them to explain how their representation matches the story.
Students show they understand the story problem types, but they made a mistake when counting or calculating the answer because they may rely on directly representing the quantities and counting all or taking from.	Encourage students to play Capture Squares, Stages 2 and 3 during Center Choice Time in the next unit. Ask: “How did you find the sum or difference? Why did you choose this method to solve?” Monitor for students counting on, making a ten, decomposing a number leading to a ten, creating known sums, or using the relationship between addition and subtraction. Invite students to share their methods and reasoning. Invite selected students to try out these strategies the next time they play.

1.6 End-of Unit Assessment Guidance