1st Grade Number and Operations
Informal Assessment Tasks
M.O.1.1.1 count forward to 100 and backward from 20 with and without manipulatives.
1. Students are asked to orally count forward from one to 100.
2. Students are asked to count backward from twenty.
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
At the above mastery level, the students read, write, order and compare numbers to 200.
At the distinguished level, the students read, write, order, compare and count numbers to 1000.
Academic Prompt - School Field Day
You are a reporter for your school newspaper. Your assignment is to report on the softball throw competition. First, write the distance the softball was thrown by the four students in your scorebook so you have a record of the scores to report in the school newspaper. Then using a writing program or paper, write a news report showing which student threw the softball the least distance and the greatest distance. Explain in your report how you ordered the distances and why it is important to know the least and greatest distance the softball was thrown.
Note: Encourage the children to use more than 4 students.
Name______Date______
Student Page
Write the four students’ distances in the scorebook.
Field Day Scorebook
Softball Throw Competition
News Report
Team’s Name ______Distance_____ (Greatest score)
Team’s Name ______Distance______
Team’s Name ______Distance______
Team’s Name ______Distance______(Least score)
Why is it important to know the least and greatest distance?______
______
Distinguished / Exceeds the objectives of the task. Demonstrates a high level of understanding. Students can compare and order at least 10 students’ Distances. Students can explain in a report how they ordered the distances and why it is important to know the least and greatest distance.Mastery / Meets objectives of the task. Demonstrates a proficient level of understanding. Students can compare and order at least 4 students’ distances. Students can explain in a report how they ordered the students’ distances and why it is important to know the least and greatest distance.
Partial
Mastery / Partially meets the objectives of the task. Demonstrates some understanding. Students can compare and order at least two students’ distances. Students can partially explain in a report how they ordered the distances and partially explain why it is important to know the least and greatest distance.
Novice / Attempts parts of the task, but does not meet the objectives of the task. Demonstrates poor or incorrect understanding.
Name______Date ______
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Task 1
Read these number words and write the numbers.
[Students will read these numbers independently.}
a. twenty-eight ______
b. eighty-seven ______
c. fifteen ______
d. eighty-one ______
e. sixty-four ______
Task 2
The houses have with these numbers: 36, 56, 87, and 32 in their addresses.
______
Write the numbers under the houses from smallest to largest.
Name______Date ______
Task 3
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Circle the smallest number. Write the numbers in order from smallest to largest.
14 35 18 25
Circle the smallest number. Write the numbers in order from smallest to largest.
41 92 26 64
Name______Date ______
Task 4
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Write the number value represented by each model below the model.
a. b. c.
______
Task 5
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Write the numbers above in order from least to the greatest.
______
NAME______DATE ______
Task 6
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Look at the boxes below. Color the boxes that show 24.
Name______Date______
Task 7
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Circle the largest set of tally marks.
Circle the smallest set of tally marks.
Task 8
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Fill in this part of a hundred board.
Name______Date ______
Task 9
M.O.1.1.2 read, write, order, and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).
Write numbers 1 to 100.
M.O.1.1.3 identify odd and even numbers to 20 and determine if a set of objects has an odd or even number of elements.
At the above mastery level, the students model even/odd numbers to 100.
At the distinguished level, the students identify any number as odd/even.
Task 1
Students are presented a set of counters (unifix cubes) and asked to model odd and/or even number values.
a. Students pair the cubes or blocks, arranging any left-over unit cube or block apart from the paired counters.
b. Students write the number represented by the counters and classify the number as an odd or even number.
c. Students explain and discuss their reasons for the “odd” or “even” classification.
Name______DATE ______
Task 2
M.O.1.1.3 identify odd and even numbers to 20 and determine if a set of objects has an odd or even number of elements.
Odd or Even?
Are these sets odd or even?
Circle E in the box if the set has an even number of items.
Circle O in the box if the set has an odd number of items.
E O / E OE O / E O
E O / E O
E O / ñññññññ
ñññññññ
E O
ï ï ï ï ï
ï ï ï ï
ï ï ï ï ï
E O / (((((
(((((
(((((
(((((
E O
M.O.1.1.4 group and count manipulatives by ones, fives, and tens to 100.
Task 1
1. Bags containing {17, 43, 79} unifix cubes are at a table. Students take turns. Each student empties the contents of a bag, estimates and then counts the cubes by ones, fives, and tens.
2. The students record their estimates and the number of cubes on their answer sheet.
M.O.1.1.4 group and count manipulatives by ones, fives, and tens to 100.
M.O.1.1.8 estimate the number of objects in a groups of 100 or less and count to evaluate reasonableness of estimate.
Name______Date ______
Task 1-Student page
Answer Sheet
Estimate How many?
Bag 1
Count by 1’s
Bag 2
Group and count by 5’s
Bag 3
Group and count by 10’s
M.O.1.1.5 model and identify place value of each digit utilizing standard and expanded form to 100.
At the above mastery level, the students identify place value to 1000 in standard form
At the distinguished level, the students model place value to 1000 in standard and expanded form.
Task 1
Place value blocks or unifix cubes are available for the students. Each student represents a number using the blocks or cubes and identifies the place value of each digit utilizing standard and expanded form.
Task 1-Student page
Name______Date ______
M.O.1.1.5 model and identify place value of each digit utilizing standard and expanded form to 100.
Draw a picture of your number.
_____tens _____ones = ______
Expanded form
______+ ______= ______
In the number “fifty-four”, what digit is in the tens place? ______
What value does it represent? ______
Name the place where the 4 is. ______
Write 54 in expanded form. ______
______tens ______ones = ______
Write an expanded representation of the number.
______
Task 2
The students draw a representation and write the place value digits utilizing standard and expanded form. The following links will permit the children to use the interactive white board and base ten blocks to represent their numbers.
http://www.arcytech.org/java/b10blocks/b10blocks.html
http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html?from=topic_t_1.html
Directions are provided on these sites. It is recommended that the teacher explore these sites prior to having the students use the computer applets.
M.O.1.1.6 round any two-digit number to the nearest 10.
At the above mastery level, the students round numbers to the nearer 100.
Name______Date ______
Round these two digit numbers to the nearest 10. You may use the number lines to help you.
Round 32 to _____. Round 57 to _____.
Round 69 to _____. Round 74 to _____.
10 11 12 13 14 15 16 17 18 19 20
20 21 22 23 24 25 26 27 28 29 30
30 31 32 33 34 35 36 37 38 39 40
40 41 42 43 44 45 46 47 48 49 50
50 51 52 53 54 55 56 57 58 59 60
60 61 62 63 64 65 66 67 68 69 70
70 71 72 73 74 75 76 77 78 79 80
MO.1.1.7 use ordinal numbers 1st-20th to identify position in a sequence.
At the above mastery level, the students identify any ordinal number.
Name______Date ______
1. Circle the cat in 7th, 11th, and 16th position.
First Last
2. Circle the dog in 5th, 9th, and 12th position.
Last First
3. Draw a circle in the third position.
Draw a triangle in the second position.
Draw a square in the first position.
______
Name______Date______
4. Mrs. Baker’s class made a pattern with the pattern blocks. The pattern looked like this:
If the pattern continues, what will the 15th shape be?
M.O.1.1.8 estimate the number of objects in a group of 100 or less and count to evaluate reasonableness of estimate.
Task 1
Counting jars can be set up at a math center. Use a number of objects in a group of 100 or less in the middle jar.
It might be helpful if you use benchmarks on the counting jars. Put 10 objects in the first jar and 100 in the third jar. Ask the students to estimate the number of objects in the middle jar. A reasonable estimate would be 10 more or 10 less than the number of objects.
Name______Date______
M.O.1.1.8 estimate the number of objects in a group of 100 or less and count to evaluate reasonableness of estimate.
Task 2-Student page
Sammy Needs Apples to Fill 6 Baskets
Seven apples are needed to fill one fruit basket.
If Sammy wants to fill six fruit baskets, about how many apples will he need?
Estimate the number of apples he will need.
Circle your answer:
Sammy will need
fewer than 10 apples
between 10 and 30 apples
between 30 and 50 apples
more than 50 apples
M.O.1.1.9 identify, name, and explain why a given part is a half, third or fourth of a whole or part of a group, using concrete models.
At the above mastery level, the students create models for fractions of a whole and of a set (1/2, 1/3, 1/4).
At the distinguished level, the students create and model fractions of a whole and of a set (1/6, 1/8).
Task 1
Using concrete models, (fraction circles, fraction strips, fraction pizzas, etc.) the students are presented a given part of the whole. They are asked to identify, name, and explain why that part is a half, a third, or fourth of the whole.
Task 2
Using the hexagon pattern block as the whole, the students are presented a given part (red trapezoid, blue rhombus, or green triangle). They are asked to identify, name, and explain why that part is a half, a third, or a sixth of the whole.
Task 3
Using color tiles or colored objects, the students are presented with a group of 2, 3, or 4 objects. One object should be a different color in each group. They are asked to identify, name, and explain why that part is a half, a third or fourth of the set.
Name ______Date______
M.O.1.1.9 identify, name, and explain why a given part is a half, third or fourth of a whole or part of a group, using concrete models.
Task 4-Student page
Fractions
Color ½ of this triangle red. Color ¼ of this rectangle blue.
One shell is what fraction of Tom’s collection?
Bill and 2 friends shared these marbles equally.
Use a blue crayon to color the marbles Bill got.
What fraction of the marbles did Bill get?______
Name______Date______
M.O.1.1.9 identify, name, and explain why a given part is a half, third or fourth of a whole or part of a group, using concrete models.
Task 5
Cookie Problem
You have 12 cookies to share with three friends. How many cookies will each person get if they get equal shares? Don’t forget to give yourself some cookies.
Show your work. Use pictures words or numbers.Each student will get ______cookies.
Name ______Date______
M.O.1.1.9 identify, name, and explain why a given part is a half, third or fourth of a whole or part of a group, using concrete models.
Task 8
I cut a pizza into 4 equal slices.
I gave one-half of the pizza to my brothers.
I ate the rest of the pizza.
How many slices did I eat?
Show your work. Use pictures, words, or numbers.I ate ______slices of pizza.
M.O.1.1.10 use concrete objects to model the addition of two or three addends and subtraction of whole numbers related to sums less than 18 and write the corresponding number sentence.
Task 1
Students use concrete objects to model the addition of two or three addends with sums less than 18 and write the corresponding number sentence.
____ + ____ = ______+ ____ + ____= ____
Task 2
Students use concrete objects to model the subtraction of whole numbers related to sums less than 18 and write the corresponding number sentence.
____ - ____ = ____
The interactive white board can be used for these tasks. The students can use the colored dots to model addition and subtraction of whole numbers. They can write the corresponding number sentence on the white board.
M.O.1.1.11 model operations, addition and subtraction, and the relationship between addition and subtractions (e.g., identity element of addition, commutative property, fact families, inverse operations) using concrete objects
At the above mastery level, the students use the relationship between addition and subtraction to solve problems.