KINDERGARTEN MATH

TASKS 1-20

Name Date Teacher

Assessment Grading Period
1 / TASK 1: Sort by two attributes
Provide a bucket of vehicle counters. Ask the child to sort the counters in any way he or she chooses. Have the child give the sorting rule, and then ask, Is there another way you could sort these vehicles? Have the child sort the vehicles using a second rule, then explain the rule. / ______by one attribute
______by some other category
Mastery: 2/2
______
1 / TASK 2: Counts to 20.
Put 22 bears on the table. Ask, How many bears are on the table?
-If the child has difficulty counting the bears, stop and record the amount correct. / Highest number is the child’s count:
______
Mastery 1/1
______
2 / Task 3: Identifies 3-D shapes
-Have available a set of classroom solids: cube; sphere; cone; cylinder; rectangular prism. For each solid, teacher tells the student to point to the cube….repeat for remaining shapes / Circle the shapes that are correctly identified:
cube
cone
sphere
cylinder
rectangular
prism
Mastery 5/5
______
2 / TASK 4: Recognize numerals 0-9
Display the numeral cards one at a time. Say, Can you name the number? Repeat with each number. / Circle the numbers that were correctly identified.
0 1 2 3 4 5 6 7 8 9
Mastery 10/10
______
2 / TASK 5: Match quantities and numerals
Display a set of number cards and a set of object cards. Say, Can you match this number to the correct amount of objects? Repeat with the rest of the numbers. / Circle the numbers that were correctly matched.
01 2 3 4 5 6 7 8 9
Mastery 10/10
______
2 / Task 6: Order numbers 1-10
Give the child a set of number cards 1-10. Say, Can you put these cards in order from 1 to 10. / Order 1-10 Yes
Mastery 1/1
______
3 / TASK 7: Writes numerals (0-9)
Provide writing paper and ask the child to write the numerals in random order correctly (numbers must be written with proper form) Reversals should not be counted.
*use paper with boxes / Numerals formed correctly:
01 2 3 4 5 6 7 8 9
Mastery 10/10
______
3 / TASK 8: Compares quantities to 9 (More and Less)
-Place 4 yellow magnets and 3 red magnets on the cookie sheet. Ask, Which group has more?
-Add 1 more magnet to each group. Say, Which group has less?
-Add 1 more red magnet to that group. Ask, What can you tell me about these groups? / Child understands:
More Yes
Less Yes
Same Yes
Mastery 3/3
______
Comments______
______
3 / TASK 9: Identifies 2-D shapes
-Display a circle, square, triangle, rectangle and oval. Point to the circle. Say,
What is the name of this shape? Repeat with the other shapes. / Circle the shapes that the child correctly identifies:
circle square triangle
rectangle oval
Mastery 5/5
______
3 / TASK 10: Copy, extend, and create a pattern
-Create an ABC pattern using pattern blocks for the child to see. Say, Look at the pattern. What should come next? Use pattern blocks to keep the pattern going.
-Place a different ABC pattern on the table in front of the child. Ask, child to copy the pattern.
-If the child can copy the pattern, provide different manipulatives. Ask, Can you choose 3 items and create a pattern of your own?
Tell me about your pattern? / Child successfully:
extends Yes
copies Yes
creates Yes
Mastery 3/3
______
______
______
3 / TASK 11: Identify and state the value of coins
-Place a penny, nickel and dime on the table. Teacher points to the penny. Ask, What is the name of this coin? How much is it worth?
Repeat with each of the other coins. / Identify:
penny Yes
nickel Yes
dime Yes
State the value:
penny Yes
nickel Yes
dime Yes
Mastery 6/6
______
3 / TASK 12: Represent simple addition problems
-Provide a cookie sheet a total of 10, 2-color magnets. Place 3 counters red side up, and 2 counters yellow side up. Ask the child to push the two groups together and tell you how many there are in all. Use the same procedure above to solve 7+3= 10; 5+2=7 / _____ 3+2 =
_____ 7+3=
_____ 5+2=
Mastery 3/3
______
3 / TASK 13: Represent simple subtraction problems.
Teacher places 6 bear counters in front of the child. Ask, How many bears are there? Say, 3 of the bears are going away. Student separate 3 bears from the group. Teacher asks, How many bears are left? Use the same procedure as above to solve 10 – 4 = ; 8 – 6 = / Student is able to separate objects from a group.
_____6-3=
_____10-4=
_____8-6=
Mastery 3/3
______
4 / TASK 14: Measure length using non-standard measure.
Use Growing w/Math, page 78 for assessment. Use alternate assessment to retest. / Student is able to measure length:
Yes
Mastery 4/4
______
4 / TASK 15: Describe and order simple events
-Mix up cards for one event sequence and place them faceup in front of the child.
-Say, Could you put these cards in order so that they tell the (lion’s) story? (sequencing cards)
-When the child has ordered the cards, say, Tell me the (lion’s) story. What happened first…next…after that…last? / Child can put the cards in order:
Yes
Child can tell the story in order:
Yes
Mastery 2/2
______

4/20/10

KINDERGARTEN MATH

TASKS 1-20

4 / TASK 16: Divide groups of objects equally
-Place 3 baskets and 9 objects in front of the child. Say, I want you to share these (bears) so that there are the same numbers in each basket.
- When the child has divided the (bears), ask, How many (bears) are there in each basket? Is the number in each basket equal?
-Repeat with 12 and 15 (bears) / Divides groups equally:
______9
______12
______15
Mastery 3/3
______
4 / TASK 17: Organizes and analyzes data
Use attached graphing assessment. / Child is able to graph objects onto the graphing mat correctly.
Yes
Child can identify more:
Yes
Child can identify less:
Yes
Mastery 3/3
______

4/20/10