Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students show they can add and subtract when the expressions do not require composing or decomposing, but make errors composing or decomposing when using strategies based on place value.	While students play Stage 6 or Stage 7 of the Target Numbers center in the next unit, ask them to explain their strategy for addition or subtraction. Invite students to use base-ten diagrams or blocks to explain how they know when to compose or decompose units. As students continue to play, invite students to think about and explain how the numbers they roll relate to when they need to compose or decompose units.	1, 3, 5, 6, 7 2.NBT.B.7CA.2.NBT.7.
Students add accurately when composing a unit is required when adding by place (5), but make errors decomposing a unit when subtracting by place (6, 7).	During center time in the next unit, invite selected students to play Stage 6 of the Target Numbers center. Look for the ways they represent composing numbers when they add and invite them to share their strategy. Invite the same students to play Stage 7 of the Target Numbers center. Look for the ways they show they understand the difference between composing units and decomposing units and that the commutative property does not apply to subtraction. As needed, invite students to show their reasoning for decomposing units with base-ten blocks.
Students find the correct value when composing or decomposing one unit or no units, but do not consistently compute accurately when composing or decomposing two units (5b, 6.c, 7.b, 7.c).	Before an upcoming lesson, invite students to analyze student work samples that show clear organization, with diagrams or expressions, when composing or decomposing two units. Ask students to describe what helps them see where a unit is composed or decomposed. Throughout Unit 9, look for the ways students identify when more than one unit will need to be composed or decomposed, and the approach they take when finding the value. As needed, encourage students to use base-ten blocks and to relate their strategy with discrete materials to diagrams or expressions.
Students show they understand when they need to compose or decompose units, but they make errors when drawing or making sense of their recording methods.	Before Center Choice Time in the next unit, invite students to work with a partner to analyze partially correct or partially complete work samples from the assessment. Ask students to describe the parts of the approach that match the expression and the parts that do not match or are unclear. As needed, invite selected students to revisit, find the errors in, and revise their own work.
Students do not yet show they recognize when a method other than adding or subtracting by place may be useful (3.c, 7.b, 7.c).	Before a lesson in the next unit, invite students to analyze expressions, such as those in problems 3.c, 7.b, and 7.c, and come up with more than one approach for finding the value. Ask students to share the features or relationships between the numbers that make some approaches easier to use. Record and display their thinking for use during Unit 9, when students are invited to look for different ways to add and subtract within 1,000.
Students show they may not yet be fluent with adding or subtracting 10 or 100 from a three-digit number. For example, they choose 1.D or 1.E, or their work shows they use drawings or other representations to find the value of the expressions.	During center time in Unit 9, invite students to play Stage 4 of the Write Numbers center. Give students a three-digit number to start, and ask them to add 10 each time. Invite them to share what they notice. Repeat with rounds of subtracting 10, adding 100, and subtracting 100 (ensuring students stop as they approach 1,000 or 0). Ask students to share the patterns they notice and explain why they work. As needed, provide access to base-ten blocks or encourage students to draw a base-ten diagram the first time they play the center with these rules.	1 2.NBT.B.8CA.2.NBT.8.
Students add two or three numbers accurately, using strategies based on place value or the properties of operations, but not all four. Students attempt to add tens with tens and ones with ones, but make an error when composing tens from ones or when keeping track of their sums.	Before a lesson in the next unit, display the work of students who have successfully found the value of the sum, using strategies based on place value as well as strategies that clearly show using the associative property to add “friendly” numbers first. Invite students to explain how they use these strategies. Ask students to revisit their work from the assessment and identify and revise any mistakes.	2 2.NBT.B.6CA.2.NBT.6.
Students add the four numbers accurately, but show they may not yet be considering ways to use the properties of operations as part of their strategy. For example, they show that they add the numbers left to right, without considering ways to use the associative property to find friendly numbers to add first.	In Unit 9, as students build their fluency with operations within 1,000, listen for the strategies they use that show reasoning about using the properties of operations to make it easier to find the value of an expression. Record and display these examples, and encourage students to look for ways to try them out.	2 2.NBT.B.6CA.2.NBT.6.
Student explanations do not yet include details that clearly show they understand how a strategy works. For example, they say the strategy works because the answer is correct or they say the strategy doesn't work because the student did not use the right numbers. Student explanations show they may not yet be making connections to the relationship between addition and subtraction when explaining Kiran’s strategy. Students show they understand why Clare would subtract 300, but may not yet understand why she would need to add when using a compensation strategy to subtract.	Throughout Unit 9, look for the different ways that students approach finding the values of expressions within 20, 100, and 1,000. Provide opportunities for students to make sense of and explain their peers' strategies. Include strategies that add and subtract by place, which are similar to the standard algorithm students will use in later grades, as well as strategies based on the relationship between addition and subtraction, making a ten or a hundred, and compensation.	4, 7 2.NBT.B.9CA.2.NBT.9.

2.7 End-of Unit Assessment Guidance