Assessment Questions 1.1.A

Assessment Questions 1.1.A

Assessment Questions 1.1.A

Count by ones forward and backward from 1 to 120, starting at any number, and count by two, five, and tens to 100

  • Count to 120 by 1s
  • Count to 100 by 2s, 5s, and 10s
  • Count to ___ starting at ___
  • Start at ___ count backwards to ___
  • I counted something in our room. There were exactly ___. What might I have counted?
  • Count with a partner switching off every other number

Assessment Questions 1.1.B

Name the number that is one less or one more than any number given verbally up to 120

  • I’m thinking of a number that is two digits. It’s less than 50, more than 48. What am I?
  • I bought ___ apples at the store. My friend bought 1 less (or 1 more). How many apples did my friend buy?
  • Tell me the number one more than___
  • Tell me the number one less than ___
  • Guess the number game. I am thinking of an odd number. It is greater than ___ and less than ___. What’s the number?
  • My number is one less than the total number of toes on your feet. What number is it?
  • Joe has ___ hot wheels. Frank has 1 less hot wheel than Joe. How many hot wheels does Frank have? Use pictures, numbers and/or words to explain your thinking.
  • Pull a number out of a bag. Tell me what is one less, one more.
  • Write a variety of numbers on index cards. Ask the child what is one more/one less for each card.

Assessment Questions 1.1.C

Read aloud numerals from 0 to 1,000

  • Using flashcards-display a variety of 2-3 cards and the student will be able to verbalize the numerals.

- 759

  • Look for certain number in the library (Dewy Decimal)
  • What’s my Number? Teacher passes out 0-9 digit cards, picks 3 numbers (3 contestants). Put the numbers in order from least to greatest or vice versa. The rest of the class then has to read the three-digit number.

-Extension idea: change the order of students and numbers “if you are in the ones place, more to the tens place etc. Now read the new number.

  • Bring in books with lots of pages. Have students turn to page number ____. Record whether or not they can find it.
  • Turn to a page tell me what page you are on.
  • Record as students orally states numbers from a designated list from 1-1,000 (20 different trials)

Assessment Questions 1.1.D

Order objects or events using ordinal numbers

  • Circle the fourth shape
  • Mrs. Jones lines her students up in a boy/girl pattern. Is the 8th student in line a boy or a girl?
  • Mrs. Jones lines her students in a pattern. The 20th student is a boy. What could the problem be?
  • What is the third month of the year?
  • What month comes after the ___th month?
  • Which month is your birthday?
  • What is the third Tuesday of the month?
  • Using a color pattern locate a specified ordinal number. Predict a future shape/color.
  • Play musical chairs in a line and when the music stops call out an ordinal number and that student is out. Record observations.

Point to the ___the dot. Use counting tape with sticky dots and laminate.

  • With all students lined up, ask “ordinal number” questions. Ex. Will the 12th person put their hands on their head? The 5th person stand on one leg. Etc. Make observations on who understands the concept.
  • Line up 5-6 kids. Ask questions like:
  • What color shirt is the 4th person in line wearing?
  • Does the 2nd person in line have short or long hair?

Again recording observations.

Assessment Questions 1.1.E

Write, compare, and order numbers to 120

  • Write random numbers between 1 and 120 on index cards and have students order the numbers from least to greatest or vice-versa. Start with 10 cards, then maybe 25 and possibly more eventually.
  • Number club packets.
  • 23 67

Which number is closer to 50 and how do you know?

  • Write the number one-hundred fourteen
  • Write the number___

Put these numbers in order from least to greatest or vise-versa

Write these numbers. Underline the greatest, circle the smallest

  • Give the students counting tape and instruct them to write numbers as high as they can
  • 3, 1, 5, 4, 8 Rewrite these numbers in order from smallest to largest. What do you know about numbers that led you to your answer?
  • I have a secret number greater (less than) ___. What might that number be?
  • Susie estimated 67 pencils in the jar. The jar had 51. Was her guess less than, more than or equal to the number in the jar?
  • What are three numbers greater than (less than)___?
  • Write numbers on 100 (120) board.
  • 4, 7, 3, 9, 11 Circle the number that is the greatest (least)
  • On a hundreds board, remove numbers and have students replace them in the right place

45 46 49

Fill out the missing numbers.

Assessment Questions 1.1.F

Fluently compose and decompose numbers to 10

  • Show any three ways to make the number___
  • With the number ___ how many ways can you break it apart?
  • If I put together 2 + 5 + 1 + 1, what number do I have? (For more in-depth… show your thinking)
  • I used (3) numbers to make ___. What numbers could I use?
  • Show me two number pairs for the number 8. (5 and 3 are the same as 8, 6 and 2 are the same as 8)
  • Here are 15 buttons. If there are 10 left how many are hidden?
  • What two numbers are the same as 7?
  • I have four beans in front of me. I am hiding five beans behind my back. How many beans do I have in all?
  • Here are ten pieces of gum. I will hide some. If you see four pieces, how many am I hiding?
  • Write down everything you can about the number ___.
  • What two numbers are the same as ___?
  • The number of the day is ___. Write as many number sentences as you can to equal this.
  • Use manipulatives to show how many ways you can make the number 10.

Assessment Questions 1.1.G

Group numbers into tens and ones in more than one way

  • Show the number ___ with linker cubes in groups of 10’s and 1’s.
  • Show a picture of ___ teddy bears. Students show ways to groups as 10’s and 1’s.
  • Explain how you would show ___ in tens and ones.
  • How many numbers can you write with 8 in the tens place?
  • 27 (twenty seven) =_____tens, = ____ ones
  • How many tens are in this number? 43 How many ones?
  • What numbers can you make that are below 100 and have 6 in the tens place?
  • I am thinking of a number between 10 and 100 with a single 9 in it. What might my number be?
  • Give students a bag/jar of objects. Have them sort into 10’s and 1’s. Record number. Could use portion cups on a place value mat.

Assessment Questions 1.1.H

Group and count objects by tens, fives, and twos

  • Observe students counting treasures, cubes, bears, etc by 10s, 5s and 2s.
  • Have students circle objects on paper (fish, butterflies) into groups of 5s and 10s.
  • Group and count pennies
  • Count the objects in the bag. Now count or group them in a different way.
  • Count by twos until you land on twenty. What other numbers can you count by and still land on twenty?
  • Show picture and ask what number is this?
  • Use pumpkin seeds or sunflower seeds to make groups of 2’s, 5’s, 10’s. Record observations.
  • Candy sort- Start with 25 m&ms:

Put into groups of 10. How many groups? How many extras?

Put into groups of 5. “ “

Put into groups of 2 “ “

Assessment Questions 1.1.I

Classify a number as odd or even and demonstrate that it is odd or even

  • Interview: Using a number line and linker cubes students will be able to explain why a number is either a partner number (even) or an odd man out (odd).
  • Give students a paper with both odd and even numbers and have them circle all even numbers.
  • Write down some odd/even numbers between 0 and 100.
  • There are 2 kids and 7 cookies. Can each kid get the same amount of cookies? Explain with words, pictures and numbers.
  • Looking at a calendar, How many odd days are there in this month?
  • How many even days are there? Which has more days in the month odd or even?
  • Create a linker cube staircase.
  • Color odd numbers red and even numbers blue on a hundreds chart.
  • I have written a secret number between 50 and 70. It is an odd (even) number. What might it be?
  • Give students a certain number and have them show with words and pictures why that number is odd or even. Example:

#7

I know number 7 is odd because number 7

doesn’t have a partner.

Extension: When they determine it is odd or even- ask then how they can make it opposite (5 is odd, how do you make it even?)