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Grade 1 Assessments and Scoring
Checklists, Common Core State
Standards Contents: Grade 1 CCSS Assessment Map ……………..……………………………………….. p. 1 Yearlong Interview (Baseline, Fall, Winter, Spring) Yearlong Skills Interview Instructions to Teachers …………………………… pp. 2–6 Yearlong Skills Interview Record Sheet ……………………………………….. pp. 7–10 Yearlong Skills Interview Class Checklist ……………………………………… pp. 11–14 Yearlong Paper/Pencil Assessment Checklists (Baseline, Fall, Winter, Spring) Yearlong Paper/Pencil Assessment Instructions to Teachers ………………. pp. 15–18 Baseline Paper/Pencil Assessment Forms A & B……………………………… pp. 19–22 Baseline Paper/Pencil Assessment Checklist …………………………………. p. 23
Fall Paper/Pencil Assessment Forms A & B…………………………………..... pp. 24–27 Fall Paper Paper/Pencil Assessment Checklist…………………………………. p. 28 Winter Paper/Pencil Assessment Forms A & B…………………………………. pp. 29–32 Winter Paper Paper/Pencil Assessment Checklist……………………………… p. 33 Spring Paper/Pencil Assessment Forms A & B…………………………………. pp. 34–37 Spring Paper Paper/Pencil Assessment Checklist……………………………… p. 38
Fact Fluency Assessment (Units 2, 4, 5, and 6) Fact Fluency Assessment Instructions to Teachers……………………………. pp. 39–41 Fact Fluency Assessments ……………………………………………………….. pp. 42–43 Fact Fluency Assessment Checklist …………………………………………….. p. 44
Story Problem Assessments (Units 1, 3, 4, and 6) Unit 1, Bug Checklist & Story Problems………………………………………….. pp. 45–48 Unit 3, Sea Star & Crab Checklist & Story Problems……………………………. pp. 49–52 Unit 4, Penguin Checklist & Story Problems……………………………………… pp. 53–56 Unit 6, Farm Checklist & Story Problems…………………………………………. pp. 57–60
DRAFT Updated 0512
Gra
de 1
: CCS
S As
sess
men
t Map
Uni
t 1
Sept
– M
id-O
ct
Uni
t 2
Mid
-Oct
– N
ov
Uni
t 3
Dec
– J
an
Uni
t 4
Feb
– M
id-M
ar
Uni
t 5
Mid
-Mar
– A
pr
Uni
t 6
May
– J
une
Year
long
Ski
lls
Inte
rvie
w*
√
√
√
√
Year
long
Ski
lls
Pape
r/Pen
cil
Asse
ssm
ent*
B
asel
ine
Editi
on
Form
A/F
orm
B*
Fa
ll Ed
ition
Fo
rm A
/For
m B
Win
ter E
ditio
n Fo
rm A
/For
m B
Sprin
g Ed
ition
Fo
rm A
/For
m B
Fact
Flu
ency
As
sess
men
t* (P
aper
/Pen
cil)
O
ptio
nal
√
√ √
√
Pict
ure
Prob
lem
W
ork
Sam
ples
(P
aper
/Pen
cil)*
Bug
Pic
ture
Pr
oble
m W
ork
Sam
ples
Se
a St
ar P
ictu
re
Prob
lem
Wor
k Sa
mpl
es
Peng
uin
Pict
ure
Prob
lem
Wor
k Sa
mpl
es
Fa
rm P
ictu
re
Prob
lem
Wor
k Sa
mpl
es
* We
deve
lope
d a
“For
m A
” and
“Fo
rm B
” for
the
Year
long
Ski
lls P
aper
/Pen
cil A
sses
smen
t for
the
bene
fit o
f sch
ools
with
impr
ovem
ent p
lans
in p
lace
that
re
quire
an
asse
ssm
ent b
e gi
ven
and
then
re-a
dmin
iste
red
with
in 4
to 6
wee
ks. F
orm
A a
nd F
orm
B a
re p
itche
d at
the
sam
e sk
ill le
vel,
whe
reas
the
Base
line,
Fa
ll, W
inte
r, an
d Sp
ring
Editi
ons
of th
e Ye
arlo
ng S
kills
Pap
er/P
enci
l Ass
essm
ent i
ncre
ase
in s
kill
leve
l fro
m o
ne to
the
next
.
DRAFT Updated 0512
Grade 1 Yearlong Skills Interview: Instructions to Teachers 4/11
Grade 1 Yearlong Skills Interview: Instructions to the Teacher Overview Four times during the school year, starting in September, teachers conduct an individual interview with each student. The interview tasks address key first grade numeracy and computation skills that are difficult, if not impossible, to assess in any form other than individual interview. While some of the tasks vary from one assessment period to the next, the instructions in this document remain the same throughout the year. Timing • Baseline: During Unit 1 (September) • Fall: During Unit 2 (mid-October through November) • Winter: During Unit 4 (mid-February through March) • Spring: During Unit 6 (May through early June) Skills • count to 120, starting at any number less than 120 (1.NBT.1) • read numerals to 120 (1.NBT.1) • name the number that is 1 less or 1 more than any number up to 120 (1.OA.5) • fluently compose and decompose numbers to 10 (1.OA.6) • apply strategies to compute addition facts and subtraction facts to 20 (1.OA.6) • understand that the two digits of a 2-digit number represent amounts of 10’s and 1’s (1.NBT.2) You’ll need • Grade 1 Yearlong Skills Interview Record Sheet, sheets 1–4 (run 1 copy of the 4 sheets for each student; you will use the same sheets throughout the entire school year) • Grade 1 Yearlong Skills Interview Class Checklist (run several copies; you will use the same copies of the checklist through the entire school year) • Numeral Cards (run 1 copy of the cards that appear at the end of this document on a piece of cardstock; cut the cards apart and laminate if desired) • 50 blue Unifix or wooden cubes in a small basket or tub • 11 red game markers and 5 blue game markers (see note below) • two 5” x 8” index cards • one 3” x 5” index card with the number 14 written on it Note Game markers are 3/4" round translucent plastic chips. There are 100 of these markers included in the Grade 1 Bridges kit. They can also be ordered from the Math Learning Center and many other vendors of educational materials. Grade 1 Yearlong Skills Interview: Introduction The Grade 1 Yearlong Skills Interview includes 7 tasks. Each task is described on the Interview Record Sheet, accompanied by a list of materials, prompts, notes, and boxes in which to record a student’s responses through the year. In some cases, such as the example shown at the top of the next page, the task remains the same throughout the year. Once students have reached the target stated on the sheet, there is no need to retest them. For example, a few of your students may already be able to count forward by 1’s to 120 starting from any number less than 120 in September. You will mark this on the Record Sheet in the Baseline box directly below the task.
DRAFT Updated 0512
Grade 1 Yearlong Skills Interview: Instructions to Teachers 4/11
When you conduct the interview with the same student later in the fall, you will not administer this task unless you are concerned that the child may not have retained the same skill level. For many students, however, you will need to re-visit the task during several, possibly all four, assessment periods because the target reflects a degree of proficiency most children don’t reach until later in the school year.
Three of the interview tasks, 5, 6, and 7, are only conducted during the late fall, winter, and spring, as they are not appropriate for most first graders in September. Tasks 5 and 6 look at students’ strategies for adding and subtracting numbers within 20. Task 7 examines students’ understandings of place value, particularly the meaning of the digits in a 2-digit number.
Yearlong Skills Interview: Tracking the Class as a Whole A class checklist has been included so you can record and track students’ progress over the course of the year more easily (first part of page 1 is shown below). The checklist is 4 pages long, and provides scoring and support advice, as well as space to summarize results for 6 students. If you have 24 students, you will want to run 4 copies of the 4-page document to use throughout the year. As you’ll see when you look at the full-sized copy of the checklist included in this collection, the scoring changes on most tasks from one assessment period to the next, reflecting higher expectations through the year.
DRAFT Updated 0512
Grade 1 Yearlong Skills Interview: Instructions to Teachers 4/11
The scoring suggested on the checklist is designed to help you track your students’ progress with respect to common goals for first grade. The column labeled “CCSS” cites the Common Core State Standards addressed by each assessment item. The point total the baseline is 16, and 26 for each of the other three assessment periods. Students scoring 75 – 100% during a particular assessment period are considered to be “meeting standard.” Students scoring 50 – 74% for a given period are considered to be “approaching standard.” Students scoring 25 – 49% are designated as “strategic.” Students who score in this range consistently may be eligible for Title I or RTI Tier 2 support. Students scoring less than 25% are designated as ‘intensive,” and may be candidates for Special Ed or RTI Tier 3 support. Students’ performance on these interview tasks, if conducted and scored in a consistent manner from one teacher to the next in a building or district, may provide useful material to share and discuss in grade level groups, professional learning communities, or building screening committees in some cases. Note too, that the class checklists includes support materials for each skill, drawn from kindergarten and first grade resources, many of which are available for free download from the Math Learning Center web site. Yearlong Skills Interview: Helpful Hints There is no question that conducting individual interviews is as time-consuming as it is informative and rewarding. Here are some helpful hints:
• The tasks on this interview are designed to enhance or even replace some of the assessments in Grade 1 Number Corner and/or Bridges. Look at the resources already available to you before you decide to take on this instrument.
• Run a copy of the Interview Record Sheet for each student and file in an accessible location before or within the first few days of your school start date.
• Run as many copies of the Interview Class Checklist as you will need to accommodate all of your students. Label them ahead of time with students’ names.
• Gather the materials listed on the You’ll Needs list on page 1 of this document and store
them in a single container (tub, basket, re-sealable plastic bag, etc.) If you will have help from other adults, put together an “assessment pack” for each.
• Train 2 or 3 other adults to conduct the first three interview tasks. All of these tasks
involve counting of one sort or another. While it takes patience and a little practice to conduct each task, none of them requires a high level of skill on the part of the adult. Consider soliciting help from parent helpers, paraprofessionals, office or custodial help, and/or resource room teachers.
• If you have no source of outside help whatsoever, take the first couple of weeks of school
to establish tight and consistent expectations during Work Places and other independent work times. You might even consider introducing the idea that when you are wearing a particular brightly colored hat – your assessment hat – that means you’re working with one child and are not to be bothered. If you can establish routines that enable children to work with relative independence during the first few weeks, you may be able to conduct
DRAFT Updated 0512
Grade 1 Yearlong Skills Interview: Instructions to Teachers 4/11
interviews during Work Places, morning seatwork time, recess, and specials (library, music, PE, and so on) with the permission of cooperating teachers.
• Remember that you don’t have to conduct all the tasks in a single sitting with a particular
child. In fact, it may be easier and more desirable to conduct a single task or a couple of tasks, such as counting forward and reading numerals to 120, with all the students over a period of days, and then sweep through the class again with another set of tasks.
• It will save you a fair amount of time if you explain the assessment tasks to the students
ahead of time. They need and deserve to know that sometime within a several week period, someone (you or another adult) will be asking them to count and do other math-related tasks. Explain that it will help you do your best job of teaching to know what each student in class can (and cannot) do right now. This is particularly true of task 4, which involves showing and hiding cubes to assess students’ skills at composing and decomposing numbers to 10. Modeling this task as described on page 2 of the Interview Record Sheet with the class will save you from having to explain and model the task anew with every individual.
• Remember that you won’t have to assess every student on every task four times over the
course of the year. As soon as a student reaches the desired target for a particular task, that’s it. You don’t have to re-administer that particular task to that particular student again. The first time you conduct the interviews, you will only administer 4 of the 7 tasks. If you can get other adults to conduct the first 3, that leaves you with only one to do on your own during the first month of school. The chart below summarizes the interview tasks, targets, and timing through the school year. The starred items indicate tasks that you should administer personally.
Interview Task Target(s) Baseline Fall Winter Spring 1. Forward Counting Sequences
• Count forward by 1ʼs to 120 starting at 1 & numbers other than 1 • Count by 10ʼs to 100
√ √ √ √
2. Identifying 1 More and 1 Less
• Name the number that is 1 more or 1 less than any number given verbally to 120
√ √ √ √
3. Numeral Identification • Read aloud numerals from 0 to 120
√ √ √ √
* 4. Composing & Decomposing Numbers to 10
• Fluently compose and decompose numbers to 10
√ √ √
* 5. Addition Strategies • Move beyond 1:1 counting to solve basic addition facts
√ √ √
* 6. Subtraction Strategies
• Move beyond 1:1 counting to solve basic subtraction facts.
√ √ √
* 7 Place Value Understandings
• Understand that the two digits of a 2-digit number represent amounts of tens and ones
√ √ √
DRAFT Updated 0512
0 4 7
10
18 23 31
61 72 102
107 113
9 12
Numeral Cards Run 1 copy on cardstock. Cut cards apart and laminate ifdesired. Use this set for interviews with all studentsthroughout the year.
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
4/11
G
rade
1 Y
earlo
ng S
kills
Inte
rvie
w R
ecor
d Sh
eet p
age
1 of
4
Stud
entʼs
Nam
e __
____
____
____
____
____
____
____
____
__
Ass
essm
ent D
ates
___
____
__
____
____
_ _
____
____
__
____
___
Bas
elin
e
F
all
W
inte
r
S
prin
g
Ta
sk 1
: For
war
d C
ount
ing
Sequ
ence
s (T
AR
GET
S: C
ount
forw
ard
by 1ʼs
to 1
20; C
ount
by
10ʼs
to 1
00)
Mat
eria
ls N
one
Prom
pts:
a.
Sta
rt co
untin
g fro
m 1
. I w
ill te
ll yo
u w
hen
to s
top.
(Sto
p st
uden
t at 3
2.)
b. S
tart
coun
ting
from
40.
I w
ill te
ll yo
u w
hen
to s
top.
(Sto
p st
uden
t at 6
6)
c. S
tart
coun
ting
from
88.
I w
ill te
ll yo
u w
hen
to s
top.
(Sto
p st
uden
t at 1
20.)
d. C
ount
by
10ʼs
, sta
rting
at 1
0. (S
top
stud
ent a
t 100
.)
Not
es: I
f the
stu
dent
can
not m
ake
it to
the
targ
et n
umbe
r, st
op h
im/h
er a
fter 3
trie
s an
d re
cord
the
last
num
ber c
orre
ctly
nam
ed in
the
sequ
ence
. In
your
com
men
ts b
elow
, mak
e a
note
if th
e st
uden
t:
• ski
ps n
umbe
rs in
the
sequ
ence
• d
rops
bac
k to
1 a
nd s
tarts
ove
r • d
rops
bac
k to
the
prev
ious
dec
ade
(e.g
., 10
, 20,
30,
etc
.) an
d st
arts
ove
r • g
ives
the
inco
rrect
dec
ade
(e.g
., 28
, 29,
40
or 2
8, 2
9, 2
0 or
10,
20,
30,
50)
B
asel
ine
(Uni
t 1)
Fall
(Uni
t 2)
Win
ter (
Uni
t 4)
Sprin
g (U
nit 6
) a.
Stu
dent
cou
nts
accu
rate
ly fr
om 1
to
____
____
. b.
Stu
dent
cou
nts
accu
rate
ly fr
om 4
0 to
__
____
_.
c. S
tude
nt c
ount
s ac
cura
tely
from
88
to
____
___.
d.
Stu
dent
cou
nts
by 1
0ʼs
accu
rate
ly to
__
____
_.
Com
men
ts:
a. S
tude
nt c
ount
s ac
cura
tely
from
1 to
__
____
__.
b. S
tude
nt c
ount
s ac
cura
tely
from
40
to
____
___.
c.
Stu
dent
cou
nts
accu
rate
ly fr
om 8
8 to
__
____
_.
d. S
tude
nt c
ount
s by
10ʼ
s ac
cura
tely
to
____
___.
C
omm
ents
:
a. S
tude
nt c
ount
s ac
cura
tely
from
1 to
__
____
__.
b. S
tude
nt c
ount
s ac
cura
tely
from
40
to
____
___.
c.
Stu
dent
cou
nts
accu
rate
ly fr
om 8
8 to
__
____
_.
d. S
tude
nt c
ount
s by
10ʼ
s ac
cura
tely
to
____
___.
C
omm
ents
:
a. S
tude
nt c
ount
s ac
cura
tely
from
1 to
__
____
__.
b. S
tude
nt c
ount
s ac
cura
tely
from
40
to
____
___.
c.
Stu
dent
cou
nts
accu
rate
ly fr
om 8
8 to
__
____
_.
d. S
tude
nt c
ount
s by
10ʼ
s ac
cura
tely
to
____
___.
C
omm
ents
:
Task
2: I
dent
ifyin
g 1
Mor
e an
d 1
Less
(TA
RG
ET: N
ame
the
num
ber t
hat i
s 1
mor
e or
1 le
ss th
an a
ny n
umbe
r giv
en v
erba
lly u
p to
120
) M
ater
ials
: Non
e
Prom
pts:
a.
(Afte
r) I
am g
oing
to n
ame
som
e nu
mbe
rs. E
ach
time
I do,
I w
ant y
ou to
tell
me
the
num
ber t
hat c
omes
righ
t afte
r. Le
tʼs p
ract
ice.
Wha
t num
ber c
omes
righ
t afte
r 3?
Youʼ
re
right
. Itʼs
4. O
kay,
her
e w
e go
. 7, 1
8, 4
0, 7
9, 1
00, 1
10
b. (B
efor
e) I
am g
oing
to n
ame
som
e nu
mbe
rs. E
ach
time
I do,
I w
ant y
ou to
tell
me
the
num
ber t
hat c
omes
righ
t bef
ore.
Letʼs
pra
ctic
e. If
I sa
y, “8
”, w
hat n
umbe
r com
es ri
ght
befo
re 8
? R
ight
, itʼs
7. O
kay,
her
e w
e go
. 5, 1
2, 5
0, 6
9, 1
00, 1
20
Not
es: P
refa
ce e
ach
num
ber f
or T
ask
4a b
y sa
ying
, “W
hat n
umbe
r com
es ri
ght
afte
r……
? Pr
efac
e ea
ch n
umbe
r for
Tas
k 4b
by
sayi
ng, “
Wha
t num
ber c
omes
righ
t be
fore
……
? R
ecor
d th
e st
uden
tʼs re
spon
ses
on th
e ch
arts
bel
ow, e
ven
if th
ey a
re in
corre
ct. F
or
inst
ance
, if t
he s
tude
nt te
lls y
ou th
at 2
9 co
mes
afte
r 18,
reco
rd 2
9 an
d ke
ep g
oing
.
Bas
elin
e (U
nit 1
) Fa
ll (U
nit 2
) W
inte
r (U
nit 4
) Sp
ring
(Uni
t 6)
a. 7
, ___
__
18,
___
___
4
0, _
____
_
79
, ___
__ 1
00, _
____
_ 1
10, _
____
_
b. _
___,
5
__
__, 1
2
__
__, 5
0
___
_, 6
9
____
, 100
_
___,
120
a. 7
, ___
__
18,
___
___
4
0, _
____
_
79
, ___
__ 1
00, _
____
_ 1
10, _
____
_
b. _
___,
5
__
__, 1
2
__
__, 5
0
___
_, 6
9
____
, 100
_
___,
120
a. 7
, ___
__
18,
___
___
4
0, _
____
_
79
, ___
__ 1
00, _
____
_ 1
10, _
____
_
b. _
___,
5
__
__, 1
2
__
__, 5
0
___
_, 6
9
____
, 100
_
___,
120
a. 7
, ___
__
18, _
____
_
40,
___
___
79, _
____
100
, ___
___
110
, ___
___
b.
___
_, 5
____
, 12
____
, 50
_
___,
69
__
__, 1
00
___
_, 1
20
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
4/11
G
rade
1 Y
earlo
ng S
kills
Inte
rvie
w R
ecor
d Sh
eet p
age
2 of
4
Stu
dentʼs
Nam
e __
____
____
____
____
__ D
ates
___
_ _
___
___
_ _
___
Task
3: N
umer
al Id
entif
icat
ion
(TA
RG
ET: R
ead
alou
d nu
mer
als
from
0 to
120
) M
ater
ials
: Num
eral
Car
ds fo
r 0, 4
, 7, 1
0, 9
, 12,
18,
23,
31,
61,
72,
102
, 117
, 113
Pr
ompt
s: S
how
the
card
s in
the
orde
r lis
ted
on th
e ch
arts
bel
ow, o
ne b
y on
e. E
ach
time
say,
“Wha
t num
ber i
s th
is?”
Not
es:
On
the
char
ts b
elow
, mak
e a
chec
k m
ark
besi
de th
e nu
mer
al if
the
stud
ent r
eads
it
corre
ctly
. If h
e/sh
e re
ads
it in
corre
ctly
, rec
ord
his/
her r
espo
nse.
For
inst
ance
, if h
e/sh
e re
ads
the
num
ber 1
2 as
20
or th
e nu
mbe
r 61
as 1
6, re
cord
thos
e re
spon
ses.
B
asel
ine
(Uni
t 1)
Fall
(Uni
t 2)
Win
ter (
Uni
t 4)
Sprin
g (U
nit 6
) 0
____
_
4
___
__
7
___
__
10 _
____
9 _
____
12 _
____
18
___
__
23
___
__
31
____
_ 61
___
__
72
___
__
102
___
__
107
____
_ 1
13 _
____
0 __
___
4 _
____
7 _
____
10
___
__
9
___
__
12
___
__
18 _
____
23 _
____
3
1 __
___
61 _
____
72 _
____
1
02 _
____
10
7 __
___
113
___
__
0 __
___
4 _
____
7 _
____
10
___
__
9
___
__
12
___
__
18 _
____
23 _
____
3
1 __
___
61 _
____
72 _
____
1
02 _
____
10
7 __
___
113
___
__
0 __
___
4 _
____
7 _
____
10
___
__
9
___
__
12
___
__
18 _
____
23 _
____
3
1 __
___
61 _
____
72 _
____
1
02 _
____
10
7 __
___
113
___
__
Ta
sk 4
: Com
posi
ng &
Dec
ompo
sing
Num
bers
to 1
0 (T
AR
GET
: Flu
ently
com
pose
and
dec
ompo
se n
umbe
rs to
10)
M
ater
ials
: 10
cube
s or
oth
er s
mal
l cou
nter
s Pr
ompt
s: A
sk th
e st
uden
t to
plac
e 5
cube
s in
you
r han
d. T
hen
ask
him
/her
to c
onfir
m th
e qu
antit
y ve
rbal
ly. (
Doe
s he
/she
nee
d to
reco
unt t
he c
ubes
, or i
s he
/she
repo
rt th
e qu
antit
y co
nfid
ently
with
out r
ecou
ntin
g?)
Expl
ain
that
youʼre
goi
ng to
hid
e so
me
of th
e cu
bes
the
stud
ent j
ust g
ave
you.
Cup
bot
h ha
nds
over
the
5 cu
bes,
giv
e th
em a
littl
e sh
ake,
and
hid
e 2
of th
em in
one
han
d. H
old
the
rem
aini
ng c
ubes
out
for t
he s
tude
nt to
see
. Sa
y: “H
ow m
any
cube
s do
you
see
in m
y ha
nd n
ow?”
(Doe
s he
/she
inst
antly
iden
tify
the
quan
tity,
or n
eed
to re
coun
t it t
o be
sur
e itʼ
s 3?
) Sa
y: “H
ow m
any
cube
s am
I hi
ding
?” (D
oes
he/s
he re
spon
d w
ith th
e nu
mbe
r youʼre
hid
ing
imm
edia
tely
and
con
fiden
tly, o
r doe
s he
/she
nee
d to
do
som
e co
untin
g/fig
urin
g fir
st?)
R
epea
t ste
ps a
bove
, con
tinui
ng to
wor
k w
ith 5
cub
es, u
ntil
youʼ
ve w
orke
d th
roug
h m
ost o
f the
pos
sibl
e co
mbi
natio
ns (3
and
2, 4
and
1, 2
and
3, 0
and
5, 1
and
4)
If th
e st
uden
t giv
es y
ou im
med
iate
, con
fiden
t, an
d ac
cura
te re
spon
ses
to a
ll th
e pr
ompt
s, y
ou c
an a
ssum
e th
at h
e/sh
e is
pro
ficie
nt w
ith 3
and
4 a
s w
ell.
If th
e st
uden
t doe
s no
t re
spon
d im
med
iate
ly, c
onfid
ently
, and
acc
urat
ely
to y
our p
rom
pts
with
5 c
ubes
, ask
him
/her
to c
hang
e th
e nu
mbe
r of c
ubes
in y
our h
ands
to 4
inst
ead
of 5
. If t
he s
tude
nt d
oes
not
resp
ond
imm
edia
tely
, con
fiden
tly, a
nd a
ccur
atel
y to
you
r pro
mpt
s w
ith 4
cub
es, a
sk h
im/h
er to
cha
nge
the
num
ber o
f cub
es in
you
r han
ds to
3. D
o no
t go
belo
w 3
cub
es. I
f the
st
uden
t is
com
plet
ely
conf
iden
t with
5 c
ubes
, inc
reas
e th
e qu
antit
y to
6. R
epea
t the
ste
ps d
escr
ibed
abo
ve w
ith th
e co
mbi
natio
ns o
f 6. C
ontin
ue m
ovin
g up
war
d (to
7, 8
, 9, a
nd th
en
10) a
s fa
r as
the
stud
ent c
an g
o w
ith in
stan
tane
ous,
con
fiden
t res
pons
es. S
top
whe
n yo
u ge
t to
the
poin
t whe
re th
e st
uden
t has
to c
ount
or d
o m
enta
l fig
urin
g to
resp
ond.
Do
not g
o ab
ove
10. (
Not
e: F
irst g
rade
rs ty
pica
lly a
sses
s to
5 o
r 6 in
the
fall,
but
itʼs
not
unc
omm
on fo
r chi
ldre
n to
onl
y as
sess
to 4
or e
ven
3 ea
rly in
the
year
. Stu
dent
s w
ho s
trugg
le w
ith 3
en
terin
g fir
st g
rade
may
nee
d Ti
er 3
sup
port.
Whi
le th
is a
sses
smen
t doe
snʼt
guar
ante
e th
at s
tude
nts
will
be fl
uent
with
add
ition
and
sub
tract
ion
fact
s to
a g
iven
num
ber w
ithin
10,
the
abilit
y to
com
pose
and
dec
ompo
se to
a g
iven
num
ber i
s a
prer
equi
site
to fu
ll flu
ency
with
the
fact
s to
that
num
ber.
In o
ther
wor
ds, a
stu
dent
who
ass
esse
s to
5 is
unl
ikel
y to
be
fully
flu
ent w
ith a
dditi
on a
nd s
ubtra
ctio
n fa
cts
to 1
0. A
stu
dent
who
ass
esse
s to
8 o
r 9 is
muc
h cl
oser
to b
eing
abl
e to
dev
elop
flue
ncy
with
add
ition
& s
ubtra
ctio
n fa
cts
to 1
0.)
Bas
elin
e (U
nit 1
) Fa
ll (U
nit 2
) W
inte
r (U
nit 4
) Sp
ring
(Uni
t 6)
Stud
ent c
an c
ompo
se a
nd d
ecom
pose
nu
mbe
rs to
:
___
3
___
4
__
_ 5
_
__ 6
___
7
___
8
__
_ 9
_
__ 1
0
Stud
ent c
an c
ompo
se a
nd d
ecom
pose
nu
mbe
rs to
:
___
3
___
4
__
_ 5
_
__ 6
_
__ 7
___
8
__
_ 9
_
__10
Stud
ent c
an c
ompo
se a
nd d
ecom
pose
nu
mbe
rs to
:
___
3
___
4
__
_ 5
_
__ 6
___
7
___
8
__
_ 9
_
__ 1
0
Stud
ent c
an c
ompo
se a
nd d
ecom
pose
nu
mbe
rs to
:
___
3
___
4
__
_ 5
_
__ 6
___
7
___
8
__
_ 9
_
__ 1
0
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
4/11
G
rade
1 Y
earlo
ng S
kills
Inte
rvie
w R
ecor
d Sh
eet p
age
3 of
4
Stu
dentʼs
Nam
e __
____
____
____
____
__ D
ates
___
_ _
___
___
_ _
___
Task
5: A
dditi
on S
trat
egie
s (T
AR
GET
: Mov
e be
yond
a d
irect
mod
el s
trat
egy
to s
olve
bas
ic a
dditi
on fa
cts)
M
ater
ials
: 9 re
d ga
me
mar
kers
and
5 b
lue
gam
e m
arke
rs; t
wo
5” x
8” i
ndex
car
ds
Prom
pts:
Set
out
3 re
d ga
me
mar
kers
in fr
ont o
f the
stu
dent
, and
then
qui
ckly
cov
er
them
with
one
of t
he in
dex
card
s. S
ay, “
Weʼ
re g
oing
to s
tart
with
3 re
d m
arke
rs.”
Then
se
t out
and
qui
ckly
cov
er 2
blu
e ga
me
mar
kers
with
the
othe
r ind
ex c
ard,
as
you
say,
“a
nd w
eʼll
add
2 bl
ue m
arke
rs. H
ow m
any
mar
kers
are
ther
e al
toge
ther
?” K
eep
both
set
s of
gam
e m
arke
rs c
over
ed a
s th
e st
uden
t sol
ves
the
prob
lem
. If t
he s
tude
nt fo
rget
s ho
w
man
y m
arke
rs a
re u
nder
one
or b
oth
card
s, y
ou c
an re
min
d th
em. W
hen
he/o
r she
has
gi
ven
a re
spon
se, a
sk h
ow h
e/sh
e fig
ured
it o
ut. F
inal
ly, l
ift b
oth
card
s so
he/
she
can
chec
k th
e to
tal.
At th
is p
oint
, a s
tude
nt w
ho h
as b
een
unab
le to
mai
ntai
n bo
th q
uant
ities
an
d ad
d th
em c
an c
ount
by
1ʼs
to fi
nd th
e to
tal.
Rep
eat p
roce
dure
des
crib
ed a
bove
with
: 5
+ 4
(5 re
d m
arke
rs, 4
blu
e m
arke
rs)
9 +
5 (9
red
mar
kers
, 5 b
lue
mar
kers
) N
ote:
Go
to h
ttp://
ww
w.s
olon
scho
ols.
org/
MR
/AS.
asp
and
wat
ch th
e se
cond
vid
eo c
lip o
n th
e pa
ge to
see
this
ass
essm
ent m
odel
ed w
ith a
firs
t gra
der.
Not
es:
Her
e is
a d
escr
iptio
n of
the
diffe
rent
stra
tegi
es a
stu
dent
mig
ht u
se to
find
the
tota
l: 1.
D
irect
Mod
el A
: Una
ble
to re
spon
d at
all
until
you
lift
both
car
ds. T
hen
coun
ts
each
mar
ker,
1 by
1, t
o ge
t the
tota
l 2.
D
irect
Mod
el B
: Cou
nts
both
qua
ntiti
es o
n hi
s/he
r fin
gers
from
1 a
nd th
en
coun
ts a
gain
from
1 to
get
the
tota
l. 3.
C
ount
ing:
Cou
nts
on fr
om o
ne o
f the
qua
ntiti
es to
get
the
tota
l. 4.
D
eriv
ed F
act:
Use
s a
fact
he/
she
alre
ady
know
s to
det
erm
ine
the
tota
l (i.e
. 5 +
5
is 1
0, s
o 5
+ 4
mus
t be
9.)
5.
Inst
ant R
ecal
l R
ecor
d th
e st
rate
gy th
at b
est d
escr
ibes
the
stud
entʼs
stra
tegy
for s
olvi
ng e
ach
com
bina
tion.
If th
e st
uden
t use
s di
rect
mod
elin
g to
sol
ve th
e fir
st 2
com
bina
tions
, sto
p th
ere.
Whe
n th
e st
uden
t get
s to
the
poin
t of u
sing
stra
tegi
es 3
, 4, o
r 5 w
ith th
e fir
st 2
co
mbi
natio
ns, o
ffer l
ast o
ne.
Fall
(Uni
t 2)
Win
ter (
Uni
t 4)
Sprin
g (U
nit 6
) 3
+ 2
____
____
____
____
____
____
____
____
____
__
5 +
4 _
____
____
____
____
____
____
____
____
____
_ 9
+ 5
____
____
____
____
____
____
____
____
____
__
3 +
2 __
____
____
____
____
____
____
____
____
____
5
+ 4
___
____
____
____
____
____
____
____
____
___
9 +
5 __
____
____
____
____
____
____
____
____
____
3 +
2 __
____
____
____
____
____
____
____
____
____
5
+ 4
___
____
____
____
____
____
____
____
____
___
9 +
5 __
____
____
____
____
____
____
____
____
____
Task
6: S
ubtr
actio
n St
rate
gies
(TA
RG
ET: M
ove
beyo
nd a
dire
ct m
odel
str
ateg
y to
sol
ve b
asic
sub
trac
tion
fact
s)
Mat
eria
ls: 1
1 re
d ga
me
mar
kers
; tw
o 5”
x 8
” ind
ex c
ards
Pr
ompt
s: S
et o
ut 6
red
gam
e m
arke
rs in
fron
t of t
he s
tude
nt. S
ay, “
Weʼ
re g
oing
to s
tart
with
6 re
d m
arke
rs,”
and
then
cov
er th
em w
ith o
ne o
f the
inde
x ca
rds.
Slid
e 3
mar
kers
ou
t fro
m u
nder
the
card
. Sho
w th
em b
riefly
to th
e st
uden
t and
say
, “an
d re
mov
e 3,
” as
you
cove
r the
3 w
ith a
sec
ond
inde
x ca
rd. T
hen
poin
t to
the
card
cov
erin
g th
e fir
st
quan
tity
and
ask,
“How
man
y ar
e le
ft?” K
eep
both
set
s of
mar
kers
cov
ered
as
the
stud
ent s
olve
s th
e pr
oble
m. T
hen
ask
the
stud
ent t
o ex
plai
n ho
w h
e/sh
e fig
ured
it o
ut.
Fina
lly, l
ift th
e fir
st c
ard
and
allo
w th
e st
uden
t to
chec
k to
see
how
man
y m
arke
rs th
ere
are.
Itʼs
fine
if h
e/sh
e co
unts
the
rem
aini
ng m
arke
rs o
ne b
y on
e to
che
ck h
is/h
er a
nsw
er.
Rep
eat t
he p
roce
dure
des
crib
ed a
bove
with
8–5
and
11–
6.
Not
e: G
o to
http
://w
ww
.sol
onsc
hool
s.or
g/M
R/A
SVid
.asp
and
wat
ch th
e vi
deo
on th
e rig
ht-
hand
sid
e of
the
page
to s
ee th
is a
sses
smen
t mod
eled
with
a fi
rst g
rade
r.
Not
es:
Her
e is
a d
escr
iptio
n of
the
diffe
rent
resp
onse
s yo
u m
ight
see
from
a s
tude
nt
1.
Adds
the
two
num
bers
inst
ead
of s
ubtra
ctin
g, e
ven
afte
r cla
rific
atio
n 2.
D
irect
Mod
el: C
ount
s th
e fir
st n
umbe
r on
his/
her f
inge
rs 1
by
1, s
tarti
ng w
ith 1
. Put
s fin
gers
dow
n 1
by 1
, cou
ntin
g fro
m 1
, and
then
reco
unts
the
num
ber l
eft,
star
ting
from
1.
3.
Cou
ntin
g: C
ount
s ba
ckw
ards
from
the
min
uend
(i.e
., 6,
5, 4
, 3, t
he a
nsw
er is
3) o
r fo
rwar
ds fr
om th
e su
btra
hend
(3, 4
, 5, 6
, the
ans
wer
is 3
) to
get t
he a
nsw
er.
4.
D
eriv
ed F
act:
Use
s a
fact
he/
she
alre
ady
know
s to
det
erm
ine
the
rem
aind
er (i
.e. 8
– 4
is
4, s
o 8
– 5
mus
t be
3, o
r 5 +
3 is
8, s
o 8
– 5
mus
t be
3.)
5.
Inst
ant R
ecal
l R
ecor
d th
e st
rate
gy th
at b
est d
escr
ibes
the
stud
entʼs
stra
tegy
for s
olvi
ng e
ach
com
bina
tion.
If th
e st
uden
t use
s di
rect
mod
elin
g to
sol
ve th
e fir
st 2
com
bina
tions
, sto
p th
ere.
Whe
n th
e st
uden
t get
s to
th
e po
int o
f usi
ng s
trate
gies
3, 4
, or 5
with
the
first
2 c
ombi
natio
ns, o
ffer l
ast o
ne.
Fall
(Uni
t 2)
Win
ter (
Uni
t 4)
Sprin
g (U
nit 6
) 6
– 3
____
____
____
____
____
____
____
____
____
__
8 –
5 __
____
____
____
____
____
____
____
____
___
11 –
6 _
____
____
____
____
____
____
____
____
____
6 –
3 __
____
____
____
____
____
____
____
____
____
8
– 5
____
____
____
____
____
____
____
____
____
_ 11
– 6
___
____
____
____
____
____
____
____
____
__
6 –
3 __
____
____
____
____
____
____
____
____
____
8
– 5
____
____
____
____
____
____
____
____
____
_ 11
– 6
___
____
____
____
____
____
____
____
____
__
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
4/11
G
rade
1 Y
earlo
ng S
kills
Inte
rvie
w R
ecor
d Sh
eet p
age
4 of
4
Stu
dentʼs
Nam
e __
____
____
____
____
__ D
ates
___
_ _
___
___
_ _
___
Task
7: P
lace
Val
ue (T
AR
GET
: Und
erst
and
that
the
two
digi
ts o
f a tw
o-di
git n
umbe
r rep
rese
nt a
mou
nts
of te
ns a
nd o
nes)
M
ater
ials
: an
inde
x ca
rd w
ith th
e nu
mbe
r 14
writ
ten
on it
and
a b
aske
t of 2
0 U
nifix
cub
es
in o
ne c
olor
Pr
ompt
s:
• Sho
w th
e st
uden
t the
car
d w
ith th
e nu
mbe
r 14
writ
ten
on it
. Ask
him
or h
er to
read
the
num
ber o
n th
e ca
rd a
nd c
ount
out
eno
ugh
cube
s to
mat
ch.
• Ask
him
to h
er to
reco
unt t
he c
ubes
to m
ake
sure
the
quan
tity
mat
ches
the
num
ber o
n th
e ca
rd.
• Poi
nt to
the
4 on
the
card
and
ask
the
stud
ent t
o sh
ow y
ou w
hat t
his
part
of th
e nu
mbe
r m
eans
, usi
ng th
e cu
bes
he o
r she
has
cou
nted
out
. • P
oint
to th
e 1
on th
e ca
rd a
nd a
sk th
e st
uden
t to
show
you
wha
t thi
s pa
rt of
the
num
ber
mea
ns, u
sing
the
cube
s he
or s
he h
as c
ount
ed o
ut.
Not
es:
• If
the
stud
ent c
anʼt
read
the
num
ber 1
4 on
the
card
, rea
d it
to h
im o
r her
and
pro
ceed
as
des
crib
ed a
t lef
t. • T
ake
note
of h
ow th
e st
uden
t rec
ount
s th
e cu
bes
to m
ake
sure
he/
she
has
set o
ut 1
4.
Doe
s he
/she
re-c
ount
the
cube
s by
2ʼs
, or u
se o
ther
form
s of
gro
upin
g to
cou
nt
effic
ient
ly, o
r doe
s he
/she
sim
ply
re-c
ount
by
1ʼs?
• D
o no
t rea
d ei
ther
of t
he n
umer
als
on th
e ca
rd to
the
stud
ent w
hen
youʼ
re a
skin
g hi
m o
r he
r to
show
the
mea
ning
of t
he 4
, and
then
the
mea
ning
of t
he 1
in th
e nu
mbe
r 14;
just
po
int e
ach
time.
• I
f the
stu
dent
sho
ws
you
1 cu
be w
hen
you
poin
t to
the
1, a
sk h
im o
r her
to te
ll yo
u ab
out t
he re
mai
ning
cub
es h
e/sh
e se
t out
on
the
tabl
e. S
ay s
omet
hing
like
, “So
you
are
sh
owin
g m
e th
at th
is p
art o
f the
num
ber (
poin
t to
the
4 in
the
num
ber 1
4) m
eans
4, a
nd
this
par
t of t
he n
umbe
r (po
int t
o th
e 1
in th
e nu
mbe
r 14)
mea
ns 1
. Iʼm
won
derin
g ab
out
all t
hese
ext
ra c
ubes
her
e in
the
mid
dle.
Wha
t abo
ut th
em?”
(Chi
ldre
n w
ill ty
pica
lly s
ay
som
ethi
ng li
ke, “
Oh,
they
donʼt
real
ly m
atte
r. Iʼm
not
sur
e w
hat t
heyʼ
re fo
r.)
• If t
he s
tude
nt s
how
s yo
u 10
cub
es w
hen
you
poin
t to
the
1, a
sk h
im o
r her
to e
xpla
in
why
he
or s
he is
sho
win
g yo
u 10
whe
n th
e nu
mbe
r youʼre
poi
ntin
g is
a 1
. Say
som
ethi
ng
like,
“So
you
are
show
ing
me
that
this
par
t of t
he n
umbe
r (po
int t
o th
e 4
in th
e nu
mbe
r 14
) mea
ns 4
, and
this
par
t of t
he n
umbe
r (po
int t
o th
e 1
in th
e nu
mbe
r 14)
mea
ns 1
0. B
ut
this
num
ber (
poin
t aga
in to
the
1 in
the
num
ber 1
4 sa
ys 1
! Why
are
you
sho
win
g m
e 10
cu
bes?
” (C
hild
ren
will
typi
cally
say
som
ethi
ng li
ke, “
Beca
use
the
1 do
esnʼ
t mea
n 1
whe
n itʼ
s th
ere.
It m
eans
10.
It m
eans
1 g
roup
of 1
0 an
d 4
mor
e!”
Fa
ll (U
nit 2
) W
inte
r (U
nit 4
) Sp
ring
(Uni
t 6)
___
Can
read
the
num
ber 1
4 ––
– C
an c
ount
out
14
cube
s ac
cura
tely
––
– C
heck
s to
mak
e su
re th
ere
are
14 c
ubes
by
____
___
____
____
____
____
____
____
____
____
____
____
____
__
___
Show
s th
e 4
in 1
4 w
ith 4
obj
ects
––
– Sh
ows
the
1 in
14
with
10
obje
cts
Com
men
ts:
___
Can
read
the
num
ber 1
4 ––
– C
an c
ount
out
14
cube
s ac
cura
tely
––
– C
heck
s to
mak
e su
re th
ere
are
14 c
ubes
by
____
___
____
____
____
____
____
____
____
____
____
____
____
__
___
Show
s th
e 4
in 1
4 w
ith 4
obj
ects
––
– Sh
ows
the
1 in
14
with
10
obje
cts
Com
men
ts:
___
Can
read
the
num
ber 1
4 ––
– C
an c
ount
out
14
cube
s ac
cura
tely
––
– C
heck
s to
mak
e su
re th
ere
are
14 c
ubes
by
____
___
____
____
____
____
____
____
____
____
____
____
____
__
___
Show
s th
e 4
in 1
4 w
ith 4
obj
ects
––
– Sh
ows
the
1 in
14
with
10
obje
cts
Com
men
ts:
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
Cla
ss C
heck
list (
4 sh
eets
)
4/11
G
rade
1 Y
earlo
ng S
kills
Inte
rvie
w C
lass
Che
cklis
t
St
uden
tsʼ N
ames
N
ote:
Thi
s ch
eckl
ist p
rovi
des
enou
gh s
pace
to re
cord
sco
res
for 6
stu
dent
s. R
un
enou
gh c
opie
s to
acc
omm
odat
e th
e st
uden
ts in
you
r cla
ss p
lus
a fe
w m
ore.
Re-
mar
k th
e sa
me
shee
ts e
ach
asse
ssm
ent p
erio
d so
you
can
eas
ily s
ee s
tude
ntsʼ
pr
ogre
ss th
roug
h th
e ye
ar. S
top
test
ing
stud
ents
on
a gi
ven
task
whe
n th
ey re
ach
the
final
targ
et, n
o m
atte
r how
ear
ly in
the
scho
ol y
ear,
and
sim
ply
cont
inue
to a
war
d th
ose
stud
ent 4
poi
nts
thro
ugh
the
rest
of t
he y
ear.
For e
xam
ple,
if a
stu
dent
is a
ble
to c
ount
to 1
20 in
Sep
tem
ber a
nd y
ouʼre
con
fiden
t tha
t he/
she
has
reta
ined
that
ski
ll ea
ch a
sses
smen
t per
iod,
you
do
not h
ave
to re
-test
that
stu
dent
.
Su
ppor
t Res
ourc
es
Task
C
CSS
Po
ints
Pos
sibl
e
1a–c
BA
SELI
NE:
C
ount
s by
one
s fo
rwar
d to
120
, sta
rtin
g at
any
nu
mbe
r les
s th
an 1
20
1.N
BT.1
0
pts:
less
than
20
1 pt
: bet
wee
n 21
and
32
2 pt
s: b
etw
een
40 a
nd 6
6 3
pts:
bet
wee
n 87
and
100
4
pts:
to 1
00 o
r mor
e
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber
Line
, Act
iviti
es 1
–3
A6 O
ne D
ot, M
any
Dot
s K
inde
rgar
ten
Wor
k Pl
aces
1E
, 1I,
1J, 1
M, 1
P, 2
A, 2
B, 2
D,
2F, 2
H, 2
J, 2
I, 2L
G
rade
1 S
uppl
emen
t Set
s A1
Num
bers
to 1
20, A
ctiv
ities
1–
4 G
rade
1 W
ork
Plac
es
1D, 1
H, 1
I G
rade
1 S
uppo
rt A
ctiv
ities
1A
, 2A
See
G1
Prac
tice
Boo
k fo
r re
leva
nt p
ract
ice
page
s.
1a–c
FA
LL: C
ount
s by
on
es fo
rwar
d to
120
, st
artin
g at
any
num
ber
less
than
120
1.N
BT.1
0
pts:
less
than
32
1 pt
: to
32
2 pt
s: to
66
3 pt
s: to
100
4
pts:
bet
wee
n 10
1 an
d 12
0
1a–c
WIN
TER:
Cou
nts
by
ones
forw
ard
to 1
20,
star
ting
at a
ny n
umbe
r le
ss th
an 1
20
1.N
BT.1
0
pts:
less
than
66
1 pt
: to
66
2 pt
s: to
100
3
pts:
bet
wee
n 10
1 an
d 10
9 4
pts:
bet
wee
n 11
0 an
d 12
0
1a–c
SPR
ING
: Cou
nts
by
ones
forw
ard
to 1
20,
star
ting
at a
ny n
umbe
r le
ss th
an 1
20
1.N
BT.1
0
pts:
less
than
100
1
pt: t
o 10
0 2
pts:
bet
wee
n 10
1 an
d 10
9 3
pts:
bet
wee
n 11
0 an
d 12
0 4
pts:
to 1
20
1d B
ASE
LIN
E: C
ount
s by
tens
to 1
00
K.C
C.1
0 pt
s: c
anʼt
coun
t by
10ʼs
at a
ll 1
pt: t
o 20
, 30,
or 4
0 2
pts:
to 5
0 or
bey
ond
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber
Line
, Act
ivity
1
Kin
derg
arte
n W
ork
Plac
es
1E, 1
I, 2B
, 2J,
2I
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
, Act
iviti
es
1–4
A5 P
lace
Val
ue, A
ctiv
ities
1–3
G
rade
1 W
ork
Plac
es
1D, 1
H, 1
I G
rade
1 S
uppo
rt A
ctiv
ities
10
C
See
G1
Prac
tice
Boo
k fo
r re
leva
nt p
ract
ice
page
s.
1d F
ALL
: Cou
nts
by te
ns
to 1
00
K.C
C.1
0 pt
s: to
20
or le
ss
1 pt
: to
30, 4
0, o
r 50
2 pt
s: to
60
or b
eyon
d
1d W
INTE
R: C
ount
s by
te
ns to
100
K.
CC
.1
0
pts:
to 3
0 or
less
1
pt: t
o 40
, 50,
or 6
0 2
pts:
to 7
0 or
bey
ond
1d S
PRIN
G: C
ount
s by
te
ns to
100
K.
CC
.1
0
pts:
to 4
0 or
less
1
pt: b
etw
een
50 a
nd 9
0 2
pts:
to 1
00
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
Cla
ss C
heck
list (
4 sh
eets
)
4/11
Ta
sk
CC
SS
Poin
ts P
ossi
ble
Stud
entsʼ N
ames
Su
ppor
t Res
ourc
es
2 B
ASE
LIN
E: N
ames
th
e nu
mbe
r tha
t is
one
less
or o
ne m
ore
than
an
y nu
mbe
r giv
en
verb
ally
up
to 1
20
1.O
A.5
0 pt
s: C
anno
t per
form
the
task
at a
ll 1
pt: N
ames
num
bers
afte
r but
not
bef
ore
7, 1
8, 5
, 12
2 pt
s: N
ames
num
bers
bef
ore
and
afte
r 7, 1
8, 5
, 12
3 pt
s: N
ames
num
bers
afte
r but
not
bef
ore
40, 7
9, 5
0, 6
9 4
pts:
Nam
es n
umbe
rs b
efor
e an
d af
ter 4
0, 7
9, 5
0, 6
9
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber
Line
, Act
ivity
1
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
, Act
ivity
1
See
G1
Prac
tice
Boo
k fo
r re
leva
nt p
ract
ice
page
s.
2
FALL
: Nam
es th
e nu
mbe
r tha
t is
one
less
or
one
mor
e th
an a
ny
num
ber g
iven
ver
bally
up
to 1
20
1.O
A.5
0 pt
s: C
anno
t per
form
the
task
at a
ll 1
pt: N
ames
num
bers
afte
r but
not
bef
ore
7, 1
8, 5
, 12
2 pt
s: N
ames
num
bers
bef
ore
and
afte
r 7, 1
8, 5
, 12
3 pt
s: N
ames
num
bers
afte
r but
not
bef
ore
40, 7
9, 5
0, 6
9 4
pts:
Nam
es n
umbe
rs b
efor
e an
d af
ter 4
0, 7
9, 5
0, 6
9
2 W
INTE
R: N
ames
the
num
ber t
hat i
s on
e le
ss o
r on
e m
ore
than
any
nu
mbe
r giv
en v
erba
lly u
p to
120
1.O
A.5
0 pt
s: N
ames
num
bers
bef
ore
and
afte
r 7, 1
8, 5
, 12
1 pt
: Nam
es n
umbe
rs a
fter b
ut n
ot b
efor
e 40
, 79,
50,
69
2 pt
s: N
ames
num
bers
bef
ore
and
afte
r 40,
79,
50,
69
3 pt
s: N
ames
num
bers
afte
r but
not
bef
ore
79, 1
00
4 pt
s: N
ames
num
bers
bef
ore
and
afte
r 79,
100
2 SP
RIN
G: N
ames
the
num
ber t
hat i
s on
e le
ss o
r on
e m
ore
than
any
nu
mbe
r giv
en v
erba
lly u
p to
120
1.O
A.5
0 pt
s: N
ames
num
bers
bef
ore
and
afte
r 40,
79,
50,
69
1 pt
: Nam
es n
umbe
rs a
fter b
ut n
ot b
efor
e 79
, 100
2
pts:
Nam
es n
umbe
rs b
efor
e an
d af
ter 7
9, 1
00
3 pt
s: N
ames
num
bers
afte
r but
not
bef
ore
110,
120
4
pts:
Nam
es n
umbe
rs b
efor
e an
d af
ter 1
10, 1
20
3 B
ASE
LIN
E: R
ead
alou
d nu
mer
als
from
0–
120
1.N
BT.1
0
pts:
Can
not r
ead
any
of th
e nu
mer
als
1 pt
: Rea
ds n
umer
als
to 1
2 (0
, 4, 7
, 9, 1
0, 1
2)
2 pt
s: R
eads
num
eral
s to
31
(all
card
s to
31)
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber
Line
, Act
ivity
1
Kin
derg
arte
n W
ork
Plac
es
1J, 1
O, 2
A, 2
C, 2
F, 2
G
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
, Act
. 1–4
A2
Num
eral
s to
1,0
00, A
ct. 1
–3
A5 P
lace
Val
ue, A
ct. 1
–3
Gra
de 1
Sup
port
Act
iviti
es
4C, 7
B, 1
0C
See
G1
Prac
tice
Boo
k fo
r re
leva
nt p
ract
ice
page
s.
3 FA
LL: R
ead
alou
d nu
mer
als
from
0–1
20
1.N
BT.1
0
pts:
Rea
ds n
umer
als
to 1
2 (0
, 4, 7
, 9, 1
0, 1
2)
1 pt
: Rea
ds n
umer
als
to 3
1 (a
ll ca
rds
to 3
1)
2 pt
s: R
eads
num
eral
s to
72
(all
card
s to
72)
3 W
INTE
R: R
ead
alou
d nu
mer
als
from
0–1
20
1.N
BT.1
0
pts:
Rea
ds n
umer
als
to 3
1 (a
ll ca
rds
to 3
1)
1 pt
: Rea
ds n
um. t
o 72
(all
card
s to
72)
2
pts:
Rea
ds n
umer
als
to 1
00 (a
ll ca
rds
to 1
00)
3 SP
RIN
G R
ead
alou
d nu
mer
als
from
0–1
20
1.N
BT.1
0
pts:
Rea
ds n
um. t
o 72
(all
card
s to
72)
1
pt: R
eads
num
eral
s to
100
(all
card
s to
100
) 2
pts:
Rea
ds n
umer
als
to 3
02 (a
ll ca
rds)
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
Cla
ss C
heck
list (
4 sh
eets
)
4/11
Ta
sk
C
CSS
Po
ints
Pos
sibl
e
Stud
entsʼ N
ames
Supp
ort R
esou
rces
4 C
ompo
ses
and
Dec
ompo
ses
Num
bers
to
Ten
1.O
A.6
0 pt
s: C
anʼt
perfo
rm th
e ta
sks
with
3 c
ubes
1
pt: C
an p
erfo
rm th
e ta
sks
with
4 a
nd 5
cub
es
2 pt
s: C
an p
erfo
rm th
e ta
sks
with
6 a
nd 7
cub
es
3 pt
s: C
an p
erfo
rm th
e ta
sks
8 an
d 9
cube
s 4
pts:
Can
per
form
the
task
s w
ith 1
0 cu
bes
BL
BL
BL
BL
BL
BL
Kin
derg
arte
n Su
pple
men
t Set
s A4
Add
& S
ubtra
ct, A
ct. 1
–8
Gra
de 1
Sup
plem
ent S
ets
A3 A
dd/S
ub o
n N
umbe
r Lin
e,
Act.
1–3
A4 E
quiv
alen
t Nam
es, A
ct. 1
& 2
G
rade
1 W
ork
Plac
es
2A, 2
D, 2
F, 2
G, 3
B, 3
C, 3
E Se
e K
& G
1 Pr
actic
e B
ook
for
rele
vant
pra
ctic
e pa
ges.
F
F
F
F
F
F W
W
W
W
W
W
S
S
S
S
S
S 5
FALL
: App
lies
and
expl
ains
str
ateg
ies
to
com
pute
add
ition
fact
s fo
r sum
s to
20.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: U
ses
dire
ct m
odel
stra
tegy
, but
is u
nabl
e to
get
the
corre
ct to
tal f
or
eith
er 3
+ 2
or 5
+ 4
1
pt: U
ses
dire
ct m
odel
stra
tegy
to s
olve
3 +
2 c
orre
ctly
; mis
ses
5 +
4 or
ca
nnot
tack
le it
2
pts:
Use
s di
rect
mod
el s
trate
gy to
sol
ve 3
+ 2
and
5 +
4 c
orre
ctly
. (9
+ 5
not o
ffere
d at
this
poi
nt.)
3 pt
s: C
ount
s on
to s
olve
3 +
2 a
nd 5
+ 4
; mis
ses
9 +
5 or
can
not t
ackl
e it.
4
pts:
Cou
nts
on to
sol
ve a
ll 3
fact
s
Kin
derg
arte
n Su
pple
men
t Set
s A4
Add
& S
ubtra
ct, A
ct. 1
–6
(The
se a
ctiv
ities
sup
port
the
deve
lopm
ent o
f cou
ntin
g on
and
co
untin
g ba
ckw
ards
.) G
rade
1 S
uppl
emen
t Set
s A3
Add
/Sub
tract
on
the
Num
ber
Line
, Act
. 1–3
A4
Equ
ival
ent N
ames
, Act
. 1, 2
B1
Pro
perti
es &
Rel
atio
nshi
ps,
Act.
1–3
and
Wor
kshe
ets
1–3
Gra
de 1
Wor
k Pl
aces
2I
, 2J
Gra
de 1
Sup
port
Act
iviti
es
3C, 6
D, 7
C
See
G1
Prac
tice
Boo
k fo
r re
leva
nt p
ract
ice
page
s.
5 W
INTE
R: A
pplie
s an
d ex
plai
ns s
trate
gies
to
com
pute
add
ition
fact
s fo
r su
ms
to 2
0.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: U
ses
dire
ct m
odel
stra
tegy
to s
olve
3 +
2 c
orre
ctly
; mis
ses
5 +
4 or
ca
nnot
tack
le it
1
pt: U
ses
dire
ct m
odel
stra
tegy
to s
olve
3 +
2 a
nd 5
+ 4
cor
rect
ly. (
9 +
5 no
t offe
red
at th
is p
oint
.) 2
pts:
Cou
nts
on to
sol
ve 3
+ 2
and
5 +
4; m
isse
s 9
+ 5
or c
anno
t tac
kle
it.
3 pt
s: C
ount
s on
to s
olve
all
3 fa
cts
4 pt
s: U
ses
deriv
ed fa
ct s
trate
gy to
sol
ve o
ne fa
ct o
r mor
e
5 SP
RIN
G: A
pplie
s an
d ex
plai
ns s
trate
gies
to
com
pute
add
ition
fact
s fo
r su
ms
to 2
0.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: U
ses
dire
ct m
odel
stra
tegy
to s
olve
3 +
2 a
nd 5
+ 4
cor
rect
ly. (
9 +
5 no
t offe
red
at th
is p
oint
.) 1
pt: C
ount
s on
to s
olve
3 +
2 a
nd 5
+ 4
; mis
ses
9 +
5 or
can
not t
ackl
e it.
2
pts:
Cou
nts
on to
sol
ve a
ll 3
fact
s 3
pts:
Use
s de
rived
fact
stra
tegy
to s
olve
one
fact
or m
ore
4 pt
s: U
ses
deriv
ed fa
ct s
trate
gy to
sol
ve tw
o fa
cts
or m
ore
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls In
terv
iew
Cla
ss C
heck
list (
4 sh
eets
)
4/11
Ta
sk
C
CSS
Po
ints
Pos
sibl
e
Stud
entsʼ N
ames
Su
ppor
t Res
ourc
es
6 FA
LL: A
pplie
s an
d ex
plai
ns s
trat
egie
s to
co
mpu
te s
ubtr
actio
n fa
cts
to 1
8.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: A
dds
inst
ead
of s
ubtra
ctin
g; s
eem
s to
hav
e lit
tle o
r no
unde
rsta
ndin
g of
sub
tract
ion
OR
atte
mpt
s to
use
a d
irect
mod
el s
trate
gy b
ut is
una
ble
to
get t
he c
orre
ct a
nsw
er
1 pt
: Use
s di
rect
mod
el s
trate
gy to
sol
ve 6
– 3
cor
rect
ly; m
isse
s 8
– 5
or
cann
ot ta
ckle
it
2 pt
s: U
ses
dire
ct m
odel
stra
tegy
to s
olve
6 –
3 a
nd 8
– 5
cor
rect
ly. (
11 –
6
not o
ffere
d at
this
poi
nt.)
Kin
derg
arte
n Su
pple
men
t Set
s A4
Add
& S
ubtra
ct, A
ct. 1
, 7, 8
(T
hese
act
iviti
es s
uppo
rt th
e de
velo
pmen
t of c
ount
ing
on a
nd
coun
ting
back
war
ds.)
Gra
de 1
Sup
plem
ent S
ets
A3 A
dd/S
ubtra
ct o
n th
e N
umbe
r Li
ne, A
ct. 1
–3
A4 E
quiv
alen
t Nam
es, A
ct. 1
, 2
B1 P
rope
rties
& R
elat
ions
hips
, Ac
t. 1–
3 an
d W
orks
heet
s 1–
3 G
rade
1 W
ork
Plac
es
2I, 2
J G
rade
1 S
uppo
rt A
ctiv
ities
3C
, 6D
, 7C
Se
e G
1 Pr
actic
e B
ook
for
rele
vant
pra
ctic
e pa
ges.
6 W
INTE
R: A
pplie
s an
d ex
plai
ns s
trate
gies
to
com
pute
sub
tract
ion
fact
s to
18.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: U
ses
dire
ct m
odel
stra
tegy
to s
olve
6 –
3 c
orre
ctly
; mis
ses
8 –
5 or
ca
nnot
tack
le it
1
pt: U
ses
dire
ct m
odel
stra
tegy
to s
olve
6 –
3 a
nd 8
– 5
cor
rect
ly. (
11 –
6
not o
ffere
d at
this
poi
nt.)
2 pt
s: U
ses
coun
ting,
der
ived
fact
, or i
nsta
nt re
call
to s
olve
one
of t
he
fact
s; u
ses
dire
ct m
odel
for t
he o
ther
s.
6 SP
RIN
G: A
pplie
s an
d ex
plai
ns s
trate
gies
to
com
pute
sub
tract
ion
fact
s to
18.
1.O
A.3
1.O
A.5
1.O
A.6
0 pt
s: U
ses
dire
ct m
odel
stra
tegy
to s
olve
6 –
3 a
nd 8
– 5
cor
rect
ly. (
11 –
6
not o
ffere
d at
this
poi
nt.)
1 pt
: Use
s co
untin
g, d
eriv
ed fa
ct, o
r ins
tant
reca
ll to
sol
ve tw
o of
the
fact
s;
uses
dire
ct m
odel
for t
he o
ther
2
pts:
Use
s co
untin
g, d
eriv
ed fa
ct, o
r ins
tant
reca
ll to
sol
ve a
ll th
ree
fact
s.
7 FA
LL: U
nder
stan
ds
that
the
4 in
14
mea
ns 4
on
es a
nd th
at th
e 1
in
14 m
eans
10
ones
1.N
BT.2
1
pt: P
erfo
rms
the
first
3 ta
sks
corre
ctly
; sho
ws
1 cu
be w
hen
aske
d to
de
mon
stra
te th
e m
eani
ng o
f the
1 in
14,
and
is c
ompl
etel
y un
conc
erne
d ab
out t
he re
st o
f the
cub
es (t
he 9
that
rem
ain
unac
coun
ted
for)
2 pt
s: P
erfo
rms
the
first
3 ta
sks
corre
ctly
; sho
ws
1 cu
be w
hen
aske
d to
de
mon
stra
te th
e m
eani
ng o
f the
1 in
14,
and
is p
uzzl
ed b
y th
e re
st o
f the
cu
bes
(the
9 th
at re
mai
n un
acco
unte
d fo
r) 3
pts:
Per
form
s th
e fir
st 3
task
s co
rrect
ly; s
how
s 10
cub
es w
hen
aske
d to
de
mon
stra
te th
e m
eani
ng o
f the
1 in
14,
but
bec
omes
con
fuse
d an
d re
verts
ba
ck to
1 c
ube
whe
n pr
esse
d.
4 pt
s: P
erfo
rms
the
first
3 ta
sks
corre
ctly
; sho
ws
10 c
ube
whe
n as
ked
to
dem
onst
rate
the
mea
ning
of t
he 1
in 1
4, a
nd is
abl
e to
exp
lain
whe
n qu
estio
ned
that
the
1 in
14
mea
ns te
n, o
r 1 g
roup
of t
en.
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
, Act
ivity
3
A5 P
lace
Val
ue
Gra
de 1
Wor
k Pl
aces
1D
, 1I,
1J, 2
I, 2J
G
rade
1 U
nit 4
, pp.
472
–473
, H
elp,
a S
kua!
G
rade
1 N
umbe
r Cor
ner W
ed.
Wor
kout
s: S
ep, N
ov, D
ec, F
eb
Gra
de 1
Sup
port
Act
iviti
es
4C, 7
B, 1
0B
7 W
INTE
R: U
nder
stan
ds
that
the
4 in
14
mea
ns 4
on
es a
nd th
at th
e 1
in 1
4 m
eans
10
ones
1.N
BT.2
7 SP
RIN
G: U
nder
stan
ds
that
the
4 in
14
mea
ns 4
on
es a
nd th
at th
e 1
in 1
4 m
eans
10
ones
1.N
BT.2
Tota
l Sco
re (B
asel
ine)
16 p
ts.
Tota
l Sco
re (F
all)
26
pts
.
Tota
l Sco
re (W
inte
r)
26
pts
.
Tota
l Sco
re (S
prin
g)
26
pts
.
Bas
elin
e Sc
orin
g G
uide
M
eetin
g St
anda
rd: 1
2–16
pts
(75
–100
% c
orre
ct)
App
roac
hing
Sta
ndar
d: 8
–11
pts.
(50–
74%
cor
rect
)
Stra
tegi
c: 4
–7 p
ts. (
25–4
9% c
orre
ct)
In
tens
ive:
3 p
ts o
r les
s (2
4% o
r les
s co
rrect
) Fa
ll, W
inte
r & S
prin
g Sc
orin
g G
uide
Mee
ting
Stan
dard
: 20–
26 p
ts. (
75–1
00%
cor
rect
)
A
ppro
achi
ng S
tand
ard:
13–
19 p
ts. (
50–7
4% c
orre
ct)
Stra
tegi
c: 7
–12
pts.
(25–
49%
cor
rect
)
Inte
nsiv
e: 6
pts
or l
ess
(24%
or l
ess
corre
ct)
DRAFT Updated 0512
Grade 1 Yearlong Skills Paper/Pencil Assessment: Instructions to Teachers 4/11
Yearlong Skills Paper/Pencil Assessment: Instructions to the Teacher Overview Four times during the school year, starting in September, students spend two Number Corner periods completing a 2-page written assessment in place of regular workouts. Although the format of the assessment will remain the same throughout the year, the challenge level of the items will increase to reflect reasonable expectations for each assessment period. This set of instructions is geared to the Baseline Edition, but applies to each of the other 3 assessments as well. Timing • Baseline Edition: Sometime within the first 2–3 weeks of school during Number Corner • Fall Edition: Sometime toward the end of November during Number Corner • Winter Edition: Sometime toward the middle of March during Number Corner • Spring Edition: Sometime toward the end of May during Number Corner Skills • counting by ones forward and backward from 1 to 120 (1.NBT.1) • writing, comparing, and ordering numbers to 120 (1.NBT.3) • relate counting to subtraction by counting backward (1.OA.5) You’ll need • Grade 1 Yearlong Skills Paper/Pencil Assessment, pp 1–2 (run 1 copy of each sheet on a display master; run a class set of the two pages back-to-back) • Grade 1 Yearlong Skills Paper/Pencil Assessment Class Checklist (run several copies) • a piece of paper to mask parts of the display master Note: Provide a privacy screen for each child, or have students sit at a fair distance from one another so copying isn’t an issue. Yearlong Skills Paper/Pencil Assessment: page 1 At the start of the Number Corner period you have selected for the first day of testing, distribute a copy of the assessment to students. Give them a minute to look at page 1 and examine the tasks. Then place a copy of the sheet on the overhead projector or document camera, and cover all but the first task. Help students write their name and the date at the top of the sheet by modeling on your own sheet. Next, ask students to write the numbers 1 through 10 in the row of empty boxes at the top of the sheet. Demonstrate by writing the numerals 1–3 on your own sheet as students watch. Reassure them that it’s okay if they’re not yet sure how to write all the numerals to 10. Ask them to do their best, and tell them that it will help you do a better job of teaching them if you know what they can and cannot do right now. When they understand what to do, turn off the overhead or document camera, and give students a few minutes to work.
DRAFT Updated 0512
Grade 1 Yearlong Skills Paper/Pencil Assessment: Instructions to Teachers 4/11
As students finish writing the numbers to 10, ask them to lay their pencils down so you can tell they are finished. Then turn the projector or camera on again, and direct students’ attention to the first task under problem 2, marked with a leaf. Explain that this is a practice problem, and you will all work together to solve it. Then work with input from the class to count forward by 1’s and fill in the numbers that are missing from the sequence.
Teacher Please find the row that starts with a leaf. Put your finger on the leaf. This is our time to practice together. In this row, you’ll need to count forward by ones to fill in the missing numbers. Let’s say the first numbers in the leaf row together. Ready? 2, 3, 4, what comes next when you keep counting? Right, it’s 5. Let’s all write a 5 together, right after the 4. What comes next after 5? Yep, it’s 6. Let’s write a 6 together. I’ll work on my sheet up here, and you work on your paper. What comes next after 6? Yes, it’s 7, and it’s already written in for you. What number do we need to write next? You’re right, it’s 8. And what comes next after 8 when you count forward? Yes, it’s 9. Let’s all write 9 on the last line in the leaf row. When you have completed the practice row together, ask students to count forward to fill in the missing numbers in the ladybug, and then the mouse row. Have them work independently on these tasks and lay their pencils down when they have completed both rows.
Next, draw students’ attention to the row on the page marked with a package. Explain the task and model counting and writing backwards by 1’s from 10 at the overhead or document camera as students work on their own sheets.
DRAFT Updated 0512
Grade 1 Yearlong Skills Paper/Pencil Assessment: Instructions to Teachers 4/11
When you have completed the practice row together, ask students to count backward to fill in the missing numbers in the butterfly, and then the dog row. Have them work independently on these tasks and lay their pencils down when they have completed both rows. Collect students’ sheets and save them for the next assessment period.
Yearlong Skills Paper/Pencil Assessment: page 2 At the start of Number Corner the second day of testing, give students back their assessments from the previous day. Display the second sheet at the overhead or document camera, and ask students to turn their sheets over so they see the same problems as the ones on display.
Help students write their name and the date at the top of the page by modeling on your own sheet. Then cover all the problems except the first, and draw students’ attention to the spider that marks the beginning of problem 4 on their sheets. Ask them to circle the number that is more in each box, and put their pencils down when they have finished all three boxes in that row. Use the drawing at the beginning of each problem to help children navigate as you give instructions to the group. Work the practice example under problem 6 together, writing the numbers in order on your sheet as students give input and write the numbers in order
on their own sheets. Have them complete the second part of problem 6 independently and lay their pencils down when they are finished. Collect students’ sheets.
DRAFT Updated 0512
Grade 1 Yearlong Skills Paper/Pencil Assessment: Instructions to Teachers 4/11
Scoring the Yearlong Skills Paper/Pencil Assessment You can use the checklist shown below (full size version included in this collection) to compile assessment results and get an overview of students’ strengths, as well as areas in which they will need more work.
Although you will provide additional instruction in reading, writing, comparing, and ordering numerals to 120 throughout the school year, the skills on the baseline edition of this assessment are typical of year-end expectations for kindergartners. If some of your first graders score less than half the points possible, you may want to refer to the support suggestions on the checklist to provide them with extra help in skills with which they may be struggling. Too, students who score less than a quarter of the possible points may be candidates for special services. Note: The Fall, Winter, and Spring “editions” of this assessment are formatted, administered, and scored just like the Baseline. The numbers in assessment items 2–6 change through the year, however, to reflect the increasing level of proficiency expected of first graders as the year progresses.
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Baseline A page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 2, 3, 4, ____, ____, 7, ____, ____
a.
3, ____, 5, 6, ____, 8, ____, ____
b.
11, ____, 13, ____, ____, 16, ____, 18
3. Count backward to fill in the missing numbers.
Practice 10, 9, 8, ____, ____, 5, ____, ____
a.
7, ____, 5, 4, ____, 2, ____, ____
b.
8, ____, 6, ____, ____, 3, ____, 1
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Baseline A page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
8 6 7 10 3 0
5. Circle the number in each pair that is less.
a. b. c.
10 5 2 3 4 1
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 5 3 4 1 2
______ ______ ______ ______ ______ least most
7 9 10 8 6
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Baseline B page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 2, 3, 4, ____, ____, 7, ____, ____
a.
5, ____, 7, 8, ____, 10, ____, ____
b.
13, ____, 15, ____, ____, 18, ____, 20
3. Count backward to fill in the missing numbers.
Practice 10, 9, 8, ____, ____, 5, ____, ____
a.
9, ____, 7, 6, ____, 4, ____, ____
b.
11, ____, 9, ____, ____, 6, ____, 4
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Baseline B page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
4 7 8 3 0 10
5. Circle the number in each pair that is less.
a. b. c.
9 3 4 8 1 0
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 5 3 4 1 2
______ ______ ______ ______ ______ least most
8 4 6 5 7
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls P
aper
/Pen
cil A
sses
smen
t: Ba
selin
e C
lass
Che
cklis
t (1
shee
t, us
e fo
r rec
ordi
ng th
e re
sults
of b
oth
Base
line
Vers
ions
A a
nd B
)
4/1
1 G
rade
1 Y
earlo
ng S
kills
Pap
er/P
enci
l Ass
essm
ent:
Base
line
A &
B Cl
ass
Chec
klis
t
S
tude
ntsʼ
Nam
es
Item
CC
SS
Poin
ts P
ossi
ble
Supp
ort
1 W
rites
num
eral
s 1–
10
1.N
BT.1
0
pts:
Not
all
the
num
eral
s en
tere
d O
R
1 pt
: All
10 n
umer
als
ente
red,
but
som
e ar
e ou
t of
sequ
ence
; som
e nu
mer
als
may
be
reve
rsed
OR
2
pts:
All
10 n
umer
als
ente
red
in th
e co
rrect
se
quen
ce; s
ome
reve
rsal
s O
R
3 pt
s: A
ll 10
num
eral
s en
tere
d in
the
corre
ct
sequ
ence
; no
reve
rsal
s
Kin
derg
arte
n W
ork
Plac
es 1
O
Kin
derg
arte
n Su
pple
men
t Set
s Se
t A4
Addi
tion
& Su
btra
ctio
n K
inde
rgar
ten
Prac
tice
Boo
k Pa
ges
1–11
, 13
–16,
18–
21, 2
8, 3
5, 3
6
A A
A A
A A
B B
B B
B B
2a. C
ount
s an
d w
rites
by
1ʼs
forw
ard
to 2
0 fro
m 3
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le)
Kin
derg
arte
n W
ork
Plac
es 1
J, 1
O, 2
A, 2
D,
2H, 2
J, 2
I, 2F
K
inde
rgar
ten
Supp
lem
ent S
ets
A1 C
ount
ing
on th
e N
umbe
r Lin
e Se
t A6
One
Dot
, Man
y D
ots
Cal
. Pat
tern
K
inde
rgar
ten
Prac
tice
Boo
k Pa
ges
1–11
, 13
–16,
18–
21, 2
8, 3
5–39
, 48
A A
A A
A A
B B
B B
B B
2b. C
ount
s an
d w
rites
by
1ʼs
forw
ard
to 2
0 fro
m 3
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t)
A A
A A
A A
B B
B B
B B
3a. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 1
1 an
d le
ss
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) K
inde
rgar
ten
Supp
lem
ent S
ets
A1 C
ount
ing
on th
e N
umbe
r Lin
e K
inde
rgar
ten
Prac
tice
Boo
k Pa
ge 3
5
A A
A A
A A
B B
B B
B B
3b. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 1
1 an
d le
ss
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) A
A A
A A
A
B B
B B
B B
4a–c
Com
pare
s nu
mbe
rs to
10
(iden
tifie
s th
e nu
mbe
r in
each
pai
r tha
t is
mor
e)
K.C
C.7
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) K
inde
rgar
ten
Wor
k Pl
aces
1M
, 1P
Kin
derg
arte
n Su
pple
men
t Set
s Se
t A4
Addi
tion
& Su
btra
ctio
n Se
t A6
One
Dot
, Man
y D
ots
Cal
. Pat
tern
K
inde
rgar
ten
Prac
tice
Boo
k Pa
ges
26,
28, 3
0, 3
1
A A
A A
A A
B B
B B
B B
5a–c
Com
pare
s nu
mbe
rs to
10
(iden
tifie
s th
e nu
mbe
r in
each
pai
r tha
t is
less
)
K.C
C.7
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) A
A A
A A
A
B B
B B
B B
6 O
rder
s nu
mbe
rs to
10
from
leas
t to
mos
t
K.C
C.7
5
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce)
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber L
ine
Kin
derg
arte
n Pr
actic
e B
ook
Page
s 16
, 27
, 35,
50,
51,
70
A A
A A
A A
B B
B B
B B
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
30
pts
A
A A
A A
A
B B
B B
B B
* Mee
ting
Stan
dard
(Bas
elin
e): 2
3 –
30 p
oint
s (7
5 –1
00%
cor
rect
)
Appr
oach
ing
Stan
dard
(Bas
elin
e): 1
5 –
22 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c (B
asel
ine)
: 8 –
14
poin
ts (2
5 –
49%
cor
rect
)
Inte
nsiv
e: 7
poi
nts
or fe
wer
(24%
or l
ess
corre
ct)
Not
e: T
he K
inde
rgar
ten
Supp
lem
ent S
ets
and
Prac
tice
Book
pag
es li
sted
abo
ve c
an b
e ac
cess
ed a
nd d
ownl
oade
d fo
r fre
e at
the
Mat
h Le
arni
ng C
ente
r web
site
. Go
to w
ww
.mat
hlea
rnin
gcen
ter.o
rg,
and
clic
k on
the
Brid
ges
Supp
ort f
or T
each
ers
butto
n on
the
hom
e pa
ge. W
hen
you
get t
o th
e ge
nera
l sup
port
page
, fin
d th
e Ki
nder
garte
n lin
k. T
hen
find
the
Supp
lem
ents
and
Pra
ctic
e Pa
ges
link
on
the
Kind
erga
rten
page
.
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Fall A page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 10, 11, 12, ____, ____, 15, ____, ____
a.
18, ____, ____, 21, ____, 23, ____
b.
29, ____, ____, ____, 33, ____, 35
3. Count backward to fill in the missing numbers.
Practice 9, 8, ____, ____, 5, ____, ____
a.
17, ____, 15, 14, ____, 12, ____, ____
b.
33, ____, 31, ____, ____, 28, ____, 26
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Fall A page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
31 13 18 32 30 12
5. Circle the number in each pair that is less.
a. b. c.
21 12 20 19 35 31
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 8 10 12 9 11
______ ______ ______ ______ ______ least most
17 21 19 20 18
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Fall B page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 10, 11, 12, ____, ____, 15, ____, ____
a.
19, ____, ____, 22, ____, 24, ____
b.
27, ____, ____, ____, 31, ____, 33
3. Count backward to fill in the missing numbers.
Practice 9, 8, ____, ____, 5, ____, ____
a.
15, ____, 13, 12, ____, 10, ____, ____
b.
31, ____, 29, ____, ____, 26, ____, 24
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Fall B page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
21 12 19 31 20 18
5. Circle the number in each pair that is less.
a. b. c.
23 32 30 29 36 28
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 8 10 12 9 11
______ ______ ______ ______ ______ least most
19 21 20 23 22
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls P
aper
/Pen
cil A
sses
smen
t: Fa
ll C
lass
Che
cklis
t (1
shee
t, us
e fo
r rec
ordi
ng th
e re
sults
of b
oth
Fall
Vers
ions
A a
nd B
)
4/1
1 G
rade
1 Y
earlo
ng S
kills
Pap
er/P
enci
l Ass
essm
ent:
Fall
A &
B Cl
ass
Chec
klis
t
S
tude
ntsʼ
Nam
es
Item
CC
SS
Poin
ts P
ossi
ble
Supp
ort
1 W
rites
num
eral
s 1–
10
1.N
BT.1
0
pts:
Not
all
the
num
eral
s en
tere
d O
R
1 pt
: All
10 n
umer
als
ente
red,
but
som
e ar
e ou
t of
sequ
ence
; som
e nu
mer
als
may
be
reve
rsed
OR
2
pts:
All
10 n
umer
als
ente
red
in th
e co
rrect
se
quen
ce; s
ome
reve
rsal
s O
R
3 pt
s: A
ll 10
num
eral
s en
tere
d in
the
corre
ct
sequ
ence
; no
reve
rsal
s
Kin
derg
arte
n W
ork
Plac
es 1
O
Kin
derg
arte
n Su
pple
men
t Set
s Se
t A4
Addi
tion
& Su
btra
ctio
n K
inde
rgar
ten
Prac
tice
Boo
k Pa
ges
1–11
, 13
–16,
18–
21, 2
8, 3
5, 3
6
A A
A A
A A
B B
B B
B B
2a. C
ount
s an
d w
rites
by
1ʼs
forw
ard
to 3
5, s
tarti
ng a
t 18
or m
ore.
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le)
Kin
derg
arte
n W
ork
Plac
es 2
A, 2
D, 2
H, 2
J,
2I, 2
L, 2
M
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber L
ine
Set A
6 O
ne D
ot, M
any
Dot
s C
al. P
atte
rn
Kin
derg
arte
n Pr
actic
e B
ook
Page
s 1–
11,
13–1
6, 1
8–21
, 28,
35–
39, 4
8
A A
A A
A A
B B
B B
B B
2b. C
ount
s an
d w
rites
by
1ʼs
forw
ard
to 3
5, s
tarti
ng a
t 18
or m
ore.
1.
NBT
.1
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
; dig
it re
vers
als
are
not)
A A
A A
A A
B B
B B
B B
3a. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 3
3 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) K
inde
rgar
ten
Supp
lem
ent S
ets
A1 C
ount
ing
on th
e N
umbe
r Lin
e K
inde
rgar
ten
Prac
tice
Boo
k Pa
ge 3
5
A A
A A
A A
B B
B B
B B
3b. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 3
3 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) A
A A
A A
A
B B
B B
B B
4a–c
Com
pare
s nu
mbe
rs to
32
(iden
tifie
s th
e nu
mbe
r in
each
pai
r tha
t is
mor
e)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) K
inde
rgar
ten
Wor
k Pl
aces
1M
, 1P
Kin
derg
arte
n Su
pple
men
t Set
s Se
t A4
Addi
tion
& Su
btra
ctio
n Se
t A6
One
Dot
, Man
y D
ots
Cal
. Pat
tern
K
inde
rgar
ten
Prac
tice
Boo
k Pa
ges
26,
28, 3
0, 3
1
A A
A A
A A
B B
B B
B B
5a–c
Com
pare
s nu
mbe
rs to
36
(iden
tifie
s th
e nu
mbe
r in
each
pai
r tha
t is
less
)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) A
A A
A A
A
B B
B B
B B
6 O
rder
s nu
mbe
rs b
etw
een
17 a
nd 2
3 fro
m le
ast t
o m
ost
1.N
BT.3
5
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t )
Kin
derg
arte
n Su
pple
men
t Set
s A1
Cou
ntin
g on
the
Num
ber L
ine
Kin
derg
arte
n Pr
actic
e B
ook
Page
s 16
, 27
, 35,
50,
51,
70
A A
A A
A A
B B
B B
B B
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
30
pts
A
A A
A A
A
B B
B B
B B
* Mee
ting
Stan
dard
(Bas
elin
e): 2
3 –
30 p
oint
s (7
5 –1
00%
cor
rect
)
Appr
oach
ing
Stan
dard
(Bas
elin
e): 1
5 –
22 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c (B
asel
ine)
: 8 –
14
poin
ts (2
5 –
49%
cor
rect
)
Inte
nsiv
e: 7
poi
nts
or fe
wer
(24%
or l
ess
corre
ct)
Not
e: T
he K
inde
rgar
ten
Supp
lem
ent S
ets
and
Prac
tice
Book
pag
es li
sted
abo
ve c
an b
e ac
cess
ed a
nd d
ownl
oade
d fo
r fre
e at
the
Mat
h Le
arni
ng C
ente
r web
site
. Go
to w
ww
.mat
hlea
rnin
gcen
ter.o
rg,
and
clic
k on
the
Brid
ges
Supp
ort f
or T
each
ers
butto
n on
the
hom
e pa
ge. W
hen
you
get t
o th
e ge
nera
l sup
port
page
, fin
d th
e Ki
nder
garte
n lin
k. T
hen
find
the
Supp
lem
ents
and
Pra
ctic
e Pa
ges
link
on
the
Kind
erga
rten
page
.
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Winter A page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 29, ____, 31, ____, ____, 34, ____
a.
69, ____, ____, 72, ____, 74, ____
b.
94, ____, 96, ____, 98, ____, ____
3. Count backward to fill in the missing numbers.
Practice 41, 40, ____, ____, 37, ____, ____
a.
73, ____, 71, 70, ____, 68, ____, ____
b.
91, ____, 89, ____, ____, 86, ____, 84
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Winter A page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
75 57 18 80 61 16
5. Circle the number in each pair that is less.
a. b. c.
89 97 99 90 63 36
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 54 42 23 17 36
______ ______ ______ ______ ______ least most
67 31 52 45 77
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Winter B page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 29, ____, 31, ____, ____, 34, ____
a.
78, ____, ____, 81, ____, 83, ____
b.
89, ____, 91, ____, 93, ____, ____
3. Count backward to fill in the missing numbers.
Practice 41, 40, ____, ____, 37, ____, ____
a.
84, ____, 82, 81, ____, 79, ____, ____
b.
73, ____, 71, ____, ____, 68, ____, 66
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Winter B page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
86 68 19 91 71 69
5. Circle the number in each pair that is less.
a. b. c.
79 82 98 89 17 70
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 54 42 23 17 36
______ ______ ______ ______ ______ least most
69 33 54 47 79
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls P
aper
/Pen
cil A
sses
smen
t: W
inte
r Cla
ss C
heck
list (
1 sh
eet,
use
for r
ecor
ding
the
resu
lts o
f bot
h W
inte
r Ver
sion
s A
and
B)
4
/11
Gra
de 1
Yea
rlong
Ski
lls P
aper
/Pen
cil A
sses
smen
t: W
inte
r A &
B C
lass
Che
cklis
t
S
tude
ntsʼ
Nam
es
Item
CC
SS
Poin
ts P
ossi
ble
Supp
ort
1 W
rites
num
eral
s 1–
10
1.N
BT.1
0
pts:
Not
all
the
num
eral
s en
tere
d O
R
1 pt
: All
10 n
umer
als
ente
red,
but
som
e ar
e ou
t of
sequ
ence
; som
e nu
mer
als
may
be
reve
rsed
OR
2
pts:
All
10 n
umer
als
ente
red
in th
e co
rrect
se
quen
ce; s
ome
reve
rsal
s O
R
3 pt
s: A
ll 10
num
eral
s en
tere
d in
the
corre
ct
sequ
ence
; no
reve
rsal
s
Gra
de 1
Wor
k Pl
aces
1G
, 1K,
2C
G
rade
1 P
ract
ice
Boo
k Pa
ges
1, 2
, 11
, 13
A A
A A
A A
B B
B B
B B
2a. C
ount
s an
d w
rites
by
1ʼs
forw
ard
from
69
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le)
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
G
rade
1 P
ract
ice
Boo
k Pa
ges
22, 3
9, 4
2,
43, 4
6, 6
9, 7
0, 7
1, 7
2 G
rade
1 S
uppo
rt A
ctiv
ities
4C
, 7B,
10B
A A
A A
A A
B B
B B
B B
2b. C
ount
s an
d w
rites
by
1ʼs
forw
ard
from
89
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t)
A A
A A
A A
B B
B B
B B
3a. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 8
4 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) G
rade
1 S
uppl
emen
t Set
s A1
Num
bers
to 1
20
Gra
de 1
Pra
ctic
e B
ook
Page
22
A A
A A
A A
B B
B B
B B
3b. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 9
1 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) A
A A
A A
A
B B
B B
B B
4a–c
Com
pare
s nu
mbe
rs b
etw
een
16
and
86 (i
dent
ifies
the
num
ber i
n ea
ch
pair
that
is m
ore)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) G
rade
1 S
uppl
emen
t Set
s A1
Num
bers
to 1
20
A5 P
lace
Val
ue
Gra
de 1
Pra
ctic
e B
ook
Page
39
A A
A A
A A
B B
B B
B B
5a–c
Com
pare
s nu
mbe
rs b
etw
een
17
and
99 (i
dent
ifies
the
num
ber i
n ea
ch
pair
that
is le
ss)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) A
A A
A A
A
B B
B B
B B
6 O
rder
s no
n-co
nsec
utiv
e nu
mbe
rs
betw
een
31 a
nd 7
9 fro
m le
ast t
o m
ost
1.N
BT.3
5
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t)
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
A5
Pla
ce V
alue
G
rade
1 P
B P
ages
11,
15,
30,
42
A A
A A
A A
B B
B B
B B
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
30
pts
A
A A
A A
A
B B
B B
B B
* Mee
ting
Stan
dard
(Bas
elin
e): 2
3 –
30 p
oint
s (7
5 –1
00%
cor
rect
)
Appr
oach
ing
Stan
dard
(Bas
elin
e): 1
5 –
22 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c (B
asel
ine)
: 8 –
14
poin
ts (2
5 –
49%
cor
rect
)
Inte
nsiv
e: 7
poi
nts
or fe
wer
(24%
or l
ess
corre
ct)
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Spring A page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 79, ____, 81, ____, ____, 84, ____
a.
73, ____, ____, 76, ____, 78, 79, ____
b.
89, ____, 91, ____, 93, ____, ____
3. Count backward to fill in the missing numbers.
Practice 75, 74, ____, ____, 71, ____, ____
a.
95, ____, 93, 92, ____, 90, ____, ____
b.
83, ____, 81, ____, ____, 78, ____, 76
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Spring A page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
82 28 19 90 71 17
5. Circle the number in each pair that is less.
a. b. c.
88 91 89 98 72 67
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 44 32 13 58 26
______ ______ ______ ______ ______ least most
77 91 42 35 89
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Spring B page 1 of 2
1. Write the numerals 1 through 10 in the boxes below.
2. Count forward to fill in the missing numbers.
Practice 79, ____, 81, ____, ____, 84, ____
a.
83, ____, ____, 86, ____, 88, ____
b.
79, ____, 81, ____, 83, ____, ____
3. Count backward to fill in the missing numbers.
Practice 75, 74, ____, ____, 71, ____, ____
a.
96, ____, 94, 93, ____, 91, ____, ____
b.
84, ____, 82, ____, ____, 79, ____, 77
DRAFT Updated 0512
NAME ___________________________________ DATE _______________
Yearlong Skills Paper/Pencil Assessment: Spring B page 2 of 2
4. Circle the number in each pair that is more.
a. b. c.
93 39 16 60 41 14
5. Circle the number in each pair that is less.
a. b. c.
78 81 79 88 92 87
6. These numbers are mixed up! Write them in order from least to most on the lines.
Practice 44 32 13 58 26
______ ______ ______ ______ ______ least most
51 52 15 91 78
______ ______ ______ ______ ______ least most
DRAFT Updated 0512
Gra
de 1
, Yea
rlong
Ski
lls P
aper
/Pen
cil A
sses
smen
t: Sp
ring
Cla
ss C
heck
list (
1 sh
eet,
use
for r
ecor
ding
the
resu
lts o
f bot
h Sp
ring
Vers
ions
A a
nd B
)
4/1
1 G
rade
1 Y
earlo
ng S
kills
Pap
er/P
enci
l Ass
essm
ent:
Sprin
g A
& B
Clas
s Ch
eckl
ist
Stu
dent
sʼ N
ames
Ite
m
CC
SS
Poin
ts P
ossi
ble
Supp
ort
1 W
rites
num
eral
s 1–
10
1.N
BT.1
0
pts:
Not
all
the
num
eral
s en
tere
d O
R
1 pt
: All
10 n
umer
als
ente
red,
but
som
e ar
e ou
t of
sequ
ence
; som
e nu
mer
als
may
be
reve
rsed
OR
2
pts:
All
10 n
umer
als
ente
red
in th
e co
rrect
se
quen
ce; s
ome
reve
rsal
s O
R
3 pt
s: A
ll 10
num
eral
s en
tere
d in
the
corre
ct
sequ
ence
; no
reve
rsal
s
Gra
de 1
Wor
k Pl
aces
1G
, 1K,
2C
G
rade
1 P
ract
ice
Boo
k Pa
ges
1, 2
, 11
, 13
A A
A A
A A
B B
B B
B B
2a. C
ount
s an
d w
rites
by
1ʼs
forw
ard
from
73
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le)
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
G
rade
1 P
ract
ice
Boo
k Pa
ges
22, 3
9, 4
2,
43, 4
6, 6
9, 7
0, 7
1, 7
2 G
rade
1 S
uppo
rt A
ctiv
ities
4C
, 7B,
10B
A A
A A
A A
B B
B B
B B
2b. C
ount
s an
d w
rites
by
1ʼs
forw
ard
from
89
or m
ore
1.N
BT.1
4
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t)
A A
A A
A A
B B
B B
B B
3a. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 9
5 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) G
rade
1 S
uppl
emen
t Set
s A1
Num
bers
to 1
20
Gra
de 1
Pra
ctic
e B
ook
Page
22
A A
A A
A A
B B
B B
B B
3b. C
ount
s an
d w
rites
by
1ʼs
back
war
d fro
m 8
4 or
less
1.O
A.5
4 pt
s (1
pt f
or e
ach
corre
ct n
umbe
r in
the
sequ
ence
; num
eral
reve
rsal
s ar
e ac
cept
able
) A
A A
A A
A
B B
B B
B B
4a–c
Com
pare
s nu
mbe
rs b
etw
een
14
and
93 (i
dent
ifies
the
num
ber i
n ea
ch
pair
that
is m
ore)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) G
rade
1 S
uppl
emen
t Set
s A1
Num
bers
to 1
20
A5 P
lace
Val
ue
Gra
de 1
Pra
ctic
e B
ook
Page
39
A A
A A
A A
B B
B B
B B
5a–c
Com
pare
s nu
mbe
rs b
etw
een
67
and
98 (i
dent
ifies
the
num
ber i
n ea
ch
pair
that
is le
ss)
1.N
BT.3
3
pts
(1 p
t for
eac
h co
rrect
resp
onse
) A
A A
A A
A
B B
B B
B B
6 O
rder
s no
n-co
nsec
utiv
e nu
mbe
rs
betw
een
15 a
nd 9
1 fro
m le
ast t
o m
ost
1.N
BT.3
5
pts
(1 p
t for
eac
h co
rrect
num
ber i
n th
e se
quen
ce; n
umer
al re
vers
als
are
acce
ptab
le; d
igit
reve
rsal
s ar
e no
t)
Gra
de 1
Sup
plem
ent S
ets
A1 N
umbe
rs to
120
A5
Pla
ce V
alue
G
rade
1 P
B P
ages
11,
15,
30,
42
A A
A A
A A
B B
B B
B B
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
30
pts
A
A A
A A
A
B B
B B
B B
* Mee
ting
Stan
dard
(Bas
elin
e): 2
3 –
30 p
oint
s (7
5 –1
00%
cor
rect
)
Appr
oach
ing
Stan
dard
(Bas
elin
e): 1
5 –
22 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c (B
asel
ine)
: 8 –
14
poin
ts (2
5 –
49%
cor
rect
)
Inte
nsiv
e: 7
poi
nts
or fe
wer
(24%
or l
ess
corre
ct)
DRAFT Updated 0512
Grade 1 Fact Fluency Assessment: Instructions to Teachers 4/11
Fact Fluency Assessment: Instructions to the Teacher Overview Four times during the school year, starting in November, students spend two Number Corner periods completing a 2-page fact fluency assessment in place of regular workouts. The assessment remains the same throughout the year; this set of instructions applies each time you conduct the assessment. Timing • Toward the end of Unit 2 (November) during Number Corner • Toward the end of Unit 4 (February or early March) during Number Corner • Toward the end of Unit 5 (April) during Number Corner • Toward the end of Unit 6 (late May or early June) during Number Corner Skills • demonstrate fluency for addition and subtraction within 10 (1.OA.6) • use strategies to compute addition and related subtraction facts for sums to 20 (optional) You’ll need • Fact Fluency Assessment, pp 1–2 (run a class set of the two pages back-to-back) • Fact Fluency Class Checklist (run several copies) Fact Fluency Assessment: page 1 Page 1 is a set of twenty addition facts to 10. There are ten more addition facts to 20 at the bottom of the sheet. This set of ten facts is NOT part of the assessment. They have been included as an optional feature, and will be addressed on the next page.
DRAFT Updated 0512
Grade 1 Fact Fluency Assessment: Instructions to Teachers 4/11
We recommend that you conduct this assessment as timed test. After you have distributed a copy of the sheet to each student, look it over with the class. Explain that you are going to give them 2 minutes to complete as many of the addition facts as they can, not including the set marked with an apple at the bottom of the sheet. After that, you will take a break and give them more time to finish any of the combinations they didn’t get to the first time around. When the students understand what is going to happen, start the 2-minute timing. At the end of 2 minutes, give students a calm and quiet signal to stop, and ask them to draw a vertical line on their paper directly after the last addition problem they completed, so you can see how many they finished in the given time. Model this at the board, if necessary. Next, take a stretch and wiggle break, and give students another 5 minutes or so to complete any remaining addition combinations. Students who complete the first 20 facts before the rest of the class can be invited to tackle the 10 facts at the bottom of the sheet if appropriate to their skill level. Then collect the papers, and reassure students that if they didn’t finish all the combinations, or found some of them difficult, they’ll have many opportunities this year to develop more speed and proficiency. Fact Fluency Assessment: page 2 Page 2 is a set of twenty subtraction facts to 10. There are ten more subtraction facts to 20 at the bottom of the sheet. This set of ten facts is NOT part of the assessment. They have been included as an optional feature, and will be addressed on the next page. Again, we recommend that you conduct this as a timed test, on a different day than you conducted the addition assessment.
DRAFT Updated 0512
Grade 1 Fact Fluency Assessment: Instructions to Teachers 4/11
Before you have the class start, take a minute or two to be certain children understand these are subtraction, not addition combinations. Do a couple of simple subtraction problems on the board with the class as a warm-up before you begin the 2-minute timing. Next, take short break, and give students another 5 minutes or so to complete any remaining subtraction combinations. Students who complete the first 20 facts before the rest of the class can be invited to tackle the 10 facts at the bottom of the sheet if appropriate to their skill level. Then collect the papers, and reassure students that if they didn’t finish all the combinations, or found some of them difficult, they’ll have many opportunities this year to develop more speed and proficiency. Scoring the Fact Fluency Assessment You can use the checklist shown below (full size version included in this collection) to compile assessment results and get an overview of students’ current level of fluency with addition and subtraction facts to 10.
DRAFT Updated 0512
NAME ___________________________________ DATE _____________
Fact Fluency Assessment page 1 of 2
1. Add
2 3 2 5 3 + 3 + 4 + 2 + 3 + 1
3 8 9 1 6 + 3 + 2 + 1 + 8 + 3
6 2 5 7 4 + 4 + 5 + 5 + 3 + 2
4 2 7 5 1 + 4 + 6 + 2 + 4 + 4
10 6 6 7 7 + 4 + 5 + 6 + 8 + 7
9 8 8 10 10 + 9 + 9 + 8 + 5 + 9
DRAFT Updated 0512
NAME ___________________________________ DATE _____________
Fact Fluency Assessment page 2 of 2
2. Subtract
5 6 3 7 5 – 2 – 3 – 2 – 7 – 3
4 8 9 10 8 – 2 – 5 – 8 – 5 – 4
7 9 6 2 9 – 4 – 4 – 4 – 1 – 3
7 10 9 8 10 – 5 – 7 – 2 – 6 – 4
12 14 16 18 14 – 6 – 4 – 10 – 9 – 7
16 13 17 13 15 – 8 – 3 – 10 – 9 – 9
DRAFT Updated 0512
Gra
de 1
, Uni
t 2 F
act F
luen
cy A
sses
smen
t Cla
ss C
heck
list (
1 sh
eet)
4/
11
Gra
de 1
Fac
t Flu
ency
Ass
essm
ent C
lass
Che
cklis
t
St
uden
tsʼ N
ames
Ite
m
CC
SS
Poin
ts P
ossi
ble
Supp
ort
1 Q
uick
ly re
calls
add
ition
fact
s fo
r sum
s eq
ual t
o 10
5,
7, 4
, 8, 4
6,
10,
10,
9, 9
10
, 7, 1
0, 1
0, 6
8,
8, 9
, 9, 5
1.O
A.6
20 p
ts p
ossi
ble
(1 p
t for
ea
ch c
orre
ct a
nsw
er e
nter
ed
durin
g a
2-m
inut
e tim
ing.
DO
N
OT
scor
e fa
cts
com
plet
ed
corre
ctly
afte
r the
2-m
inut
e tim
ing.
Supp
ort
K Su
pple
men
t Set
A4,
Add
ition
&
Subt
ract
ion,
Act
iviti
es 1
–8
G1
Prac
tice
Wor
kboo
k, p
ages
7, 1
2, 1
4, 1
5,
17, 1
8, 3
1, 3
2, 3
4, 3
5, 3
8, 4
0, 5
3, 5
4, 5
6 G
1 St
uden
t Sup
port
3C, 6
D, a
nd 7
C (N
C
Vol.
1, p
g. 1
22; N
C V
ol. 2
, pgs
. 253
, 302
–30
3)
G1
Wor
k Pl
aces
2A,
2B,
2D
, 2F,
2G
, 3B,
3C
, 3E
G1
Brid
ges,
Uni
t 4: T
rave
l Gam
es
Opt
iona
l “ap
ple”
add
ition
fact
s at
the
botto
m o
f pag
e 1
14, 1
1, 1
2, 1
5, 1
4 18
, 17,
16,
15,
19
1.O
A.6
DO
NO
T SC
OR
E
2 Q
uick
ly re
calls
rela
ted
subt
ract
ion
fact
s fo
r sum
s to
10
3, 3
, 1, 0
, 2
2, 3
, 1, 5
, 4
3, 5
, 2, 1
, 6
2, 3
, 7, 2
, 6
1.O
A.6
20 p
ts p
ossi
ble
(1 p
t for
ea
ch c
orre
ct a
nsw
er e
nter
ed
durin
g a
2-m
inut
e tim
ing.
DO
N
OT
scor
e fa
cts
com
plet
ed
corre
ctly
afte
r the
2-m
inut
e tim
ing.
Opt
iona
l “ap
ple”
sub
tract
ion
fact
s at
the
botto
m o
f pag
e 2
6, 1
0, 6
, 9, 7
8,
10,
7, 4
, 6
1.O
A.6
DO
NO
T SC
OR
E
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
40
pts
* Mee
ting
Stan
dard
: 30
– 40
poi
nts
(75–
100%
cor
rect
)
Ap
proa
chin
g St
anda
rd: 2
0 –
29 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c: 1
0 –
19 p
oint
s (2
5–49
% c
orre
ct)
Inte
nsiv
e: 9
poi
nts
or fe
wer
(24%
or l
ess
corre
ct)
DRAFT Updated 0512
Bug Work Sample Picture Problem 1
Name ________________________ Date _________________
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Bug Work Sample Picture Problem 2
Name ________________________ Date _________________
There are 6 ladybugs on the grass and 3 ladybugs on the ground. How many altogether?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Bug Work Sample Picture Problem 3
Name ________________________ Date _________________
7 beetles in the grass. When 4 of them go home, how many will be left?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Gra
de 1
, Uni
t 1 W
ork
Sam
ples
Cla
ss C
heck
list (
1 sh
eet)
4/
11
Gra
de 1
Uni
t 1 W
ork
Sam
ples
Cla
ss C
heck
list
S
tude
ntsʼ
Nam
es
Not
e: T
here
are
3 B
ug P
ictu
re P
robl
ems
in th
e se
t inc
lude
d in
the
Uni
t One
As
sess
men
t Col
lect
ion.
Hav
e st
uden
ts
wor
k in
depe
nden
tly d
urin
g 3
shor
t as
sess
men
t per
iods
to s
olve
thes
e pr
oble
ms.
Rea
d ea
ch p
robl
em to
the
clas
s be
fore
the
stud
ents
go
to w
ork,
an
d re
-read
it to
indi
vidu
als
as n
eede
d du
ring
the
wor
k pe
riod.
Thi
s is
not
mea
nt
to b
e a
read
ing
test
. Bu
g Pi
ctur
e Pr
oble
ms
CCSS
Poin
ts
Poss
ible
:
Uni
t 1, B
ug W
ork
Sam
ple
Pict
ure
Prob
lem
s
(See
Bla
cklin
es in
clud
ed in
Uni
t 1 A
sses
smen
t Col
lect
ion.
)
Prob
lem
1: T
wo
lady
bugs
cra
wlin
g on
the
grou
nd. H
ow m
any
legs
do
they
hav
e?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
St
ory
Prob
lem
s be
low
)
Prob
lem
2: T
here
are
6 la
dybu
gs o
n th
e gr
ass
and
3
lady
bugs
on
the
grou
nd. H
ow m
any
alto
geth
er?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
St
ory
Prob
lem
s be
low
)
Prob
lem
3: 7
bee
tles
in th
e gr
ass.
Whe
n 4
of th
em g
o ho
me,
how
man
y w
ill be
left?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
St
ory
Prob
lem
s be
low
)
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
9
pts.
Scor
ing
Scal
e fo
r Sol
ving
Sto
ry P
robl
ems:
3 P
oint
s Po
ssib
le fo
r eac
h pr
oble
m:
Und
erst
andi
ng
1 po
int f
or u
sing
the
info
rmat
ion
give
n in
the
prob
lem
St
rate
gy
1 po
int f
or u
sing
a v
iabl
e st
rate
gy th
at c
ould
lead
to th
e an
swer
; stra
tegi
es m
ay in
clud
e dr
awin
gs, n
umbe
r sen
tenc
es, n
umer
ic re
pres
enta
tions
, and
so
on
Ans
wer
1 po
int f
or s
how
ing
the
corre
ct a
nsw
er
* Mee
ting
Stan
dard
: 7 –
9 p
oint
s (7
5–10
0% c
orre
ct)
Appr
oach
ing
Stan
dard
: 5 –
6 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c: 3
– 4
poi
nts
(25–
49%
cor
rect
)
In
tens
ive:
2 p
oint
s or
few
er (2
4% o
r les
s co
rrect
)
DRAFT Updated 0512
Unit 3 Work Sample Blackline Run a class set.
Sea Star & Crab Work Sample Picture Problem 1
Name ________________________ Date _________________
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
There are 3 sea stars in the sand. How many arms in all?
DRAFT Updated 0512
Unit 3 Work Sample Blackline Run a class set.
Sea Star & Crab Work Sample Picture Problem 2
Name ________________________ Date _________________
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
There are 9 crabs in the sand. 3 crabs go away. How many crabs are left?
DRAFT Updated 0512
Unit 3 Work Sample Blackline Run a class set.
Sea Star & Crab Work Sample Picture Problem 3
Name ________________________ Date _________________
There are 7 goldfish in the sea. The hungry shark eats 5 of them. How many goldfish are left?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Gra
de 1
, Uni
t 3 W
ork
Sam
ples
Cla
ss C
heck
list (
1 sh
eet)
4/
11
Gra
de 1
Uni
t 3 W
ork
Sam
ples
Cla
ss C
heck
list
S
tude
ntsʼ
Nam
es
Not
e: T
here
are
3 S
ea S
tar &
Cra
b Pi
ctur
e Pr
oble
ms
in th
e se
t inc
lude
d in
th
e U
nit T
hree
Ass
essm
ent C
olle
ctio
n.
Hav
e st
uden
ts w
ork
inde
pend
ently
du
ring
3 sh
ort a
sses
smen
t per
iods
to
solv
e th
ese
prob
lem
s. R
ead
each
pr
oble
m to
the
clas
s be
fore
the
stud
ents
go
to w
ork,
and
re-re
ad it
to in
divi
dual
s as
nee
ded
durin
g th
e w
ork
perio
d. T
his
is n
ot m
eant
to b
e a
read
ing
test
. Se
a St
ar &
Cra
b Pi
ctur
e Pr
oble
ms
CCSS
Poin
ts
Poss
ible
:
Uni
t 3, S
ea S
tar &
Cra
b Sa
mpl
e Pi
ctur
e Pr
oble
ms
(S
ee B
lack
lines
incl
uded
in U
nit 3
Ass
essm
ent C
olle
ctio
n.)
Prob
lem
1: T
hree
sea
sta
rs in
the
sand
. How
man
y ar
ms
in
all?
1.O
A.1
1.O
A.2
3 pt
s (S
ee S
corin
g Sc
ale
for S
olvi
ng
Stor
y Pr
oble
ms
belo
w)
Prob
lem
2: 9
cra
bs in
the
sand
. 3 c
rabs
go
away
. How
m
any
crab
s ar
e le
ft?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
St
ory
Prob
lem
s be
low
)
Prob
lem
3: 7
gol
dfis
h in
the
sea.
The
hun
gry
shar
k ea
ts
5 of
them
. How
man
y go
ldfis
h le
ft?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
St
ory
Prob
lem
s be
low
)
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
9
pts.
Scor
ing
Scal
e fo
r Sol
ving
Sto
ry P
robl
ems:
3 P
oint
s Po
ssib
le fo
r eac
h pr
oble
m:
Und
erst
andi
ng
1 po
int f
or u
sing
the
info
rmat
ion
give
n in
the
prob
lem
St
rate
gy
1 po
int f
or u
sing
a v
iabl
e st
rate
gy th
at c
ould
lead
to th
e an
swer
; stra
tegi
es m
ay in
clud
e dr
awin
gs, n
umbe
r sen
tenc
es, n
umer
ic re
pres
enta
tions
, and
so
on
Ans
wer
1 po
int f
or s
how
ing
the
corre
ct a
nsw
er
* Mee
ting
Stan
dard
: 7 –
9 p
oint
s (7
5–10
0% c
orre
ct)
Appr
oach
ing
Stan
dard
: 5 –
6 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c: 3
– 4
poi
nts
(25–
49%
cor
rect
)
In
tens
ive:
2 p
oint
s or
few
er (2
4% o
r les
s co
rrect
)
DRAFT Updated 0512
Uni
t 4 W
ork
Sam
ples
Bla
cklin
e R
un a
cla
ss se
t.
Peng
uins
Wor
k Sa
mpl
e Pi
ctur
e Pr
oble
m 1
N
ame
____
____
____
____
____
____
____
____
____
____
____
____
____
_ D
ate
____
____
____
____
____
____
__
Use
pic
ture
s, nu
mbe
rs, a
nd/o
r wor
ds to
show
how
you
solv
e th
e pr
oble
m. C
ircle
the
answ
er.
DRAFT Updated 0512
Uni
t 4 W
ork
Sam
ples
Bla
cklin
e R
un a
cla
ss se
t.
Peng
uins
Wor
k Sa
mpl
e Pi
ctur
e Pr
oble
m 2
N
ame
____
____
____
____
____
____
____
____
____
____
____
____
____
_ D
ate
____
____
____
____
____
____
__
Use
pic
ture
s, nu
mbe
rs, a
nd/o
r wor
ds to
show
how
you
solv
e th
e pr
oble
m. C
ircle
the
answ
er.
DRAFT Updated 0512
Uni
t 4 W
ork
Sam
ples
Bla
cklin
e R
un a
cla
ss se
t.
Peng
uins
Wor
k Sa
mpl
e Pi
ctur
e Pr
oble
m 3
N
ame
____
____
____
____
____
____
____
____
____
____
____
____
____
_ D
ate
____
____
____
____
____
____
__
Use
pic
ture
s, nu
mbe
rs, a
nd/o
r wor
ds to
show
how
you
solv
e th
e pr
oble
m. C
ircle
the
answ
er.
DRAFT Updated 0512
Gra
de 1
, Uni
t 4 W
ork
Sam
ples
Cla
ss C
heck
list (
1 sh
eet)
4/
11
Gra
de 1
Uni
t 4 W
ork
Sam
ples
Cla
ss C
heck
list
Stu
dent
sʼ N
ames
N
ote:
The
re a
re 3
Pen
guin
Pic
ture
Pr
oble
ms
in th
e se
t inc
lude
d in
the
Uni
t Fo
ur A
sses
smen
t Col
lect
ion.
Hav
e st
uden
ts w
ork
inde
pend
ently
dur
ing
3 sh
ort a
sses
smen
t per
iods
to s
olve
thes
e pr
oble
ms.
Rea
d ea
ch p
robl
em to
the
clas
s be
fore
the
stud
ents
go
to w
ork,
an
d re
-read
it to
indi
vidu
als
as n
eede
d du
ring
the
wor
k pe
riod.
Thi
s is
not
mea
nt
to b
e a
read
ing
test
. Pe
ngui
n Pi
ctur
e Pr
oble
ms
CCSS
Poin
ts P
ossi
ble
Uni
t 4, P
engu
in S
ampl
e Pi
ctur
e Pr
oble
ms
(S
ee B
lack
lines
incl
uded
in U
nit 4
Ass
essm
ent C
olle
ctio
n.)
Prob
lem
1: F
ive
peng
uins
in th
e w
ater
. 6 p
engu
ins
on th
e la
nd. H
ow m
any
peng
uins
in a
ll?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
Sto
ry
Prob
lem
s be
low
)
Prob
lem
2: S
ix p
engu
ins.
Eac
h pe
ngui
n ha
s 2
eggs
. H
ow m
any
eggs
alto
geth
er?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
Sto
ry
Prob
lem
s be
low
)
Prob
lem
3: F
iftee
n pe
ngui
ns. 9
jum
ped
in th
e w
ater
. H
ow m
any
are
left
on la
nd?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
Sto
ry
Prob
lem
s be
low
)
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
9
pts.
Scor
ing
Scal
e fo
r Sol
ving
Sto
ry P
robl
ems:
3 P
oint
s Po
ssib
le fo
r eac
h pr
oble
m:
Und
erst
andi
ng
1 po
int f
or u
sing
the
info
rmat
ion
give
n in
the
prob
lem
St
rate
gy
1 po
int f
or u
sing
a v
iabl
e st
rate
gy th
at c
ould
lead
to th
e an
swer
; stra
tegi
es m
ay in
clud
e dr
awin
gs, n
umbe
r sen
tenc
es, n
umer
ic re
pres
enta
tions
, and
so
on
Ans
wer
1 po
int f
or s
how
ing
the
corre
ct a
nsw
er
* Mee
ting
Stan
dard
: 7 –
9 p
oint
s (7
5–10
0% c
orre
ct)
Appr
oach
ing
Stan
dard
: 5 –
6 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c: 3
– 4
poi
nts
(25–
49%
cor
rect
)
In
tens
ive:
2 p
oint
s or
few
er (2
4% o
r les
s co
rrect
)
DRAFT Updated 0512
Unit 6 Work Sample Blackline Run a class set.
Farm Work Sample Picture Problem 1
Name __________________________________ Date ___________________
There are 3horses in the barn.How many legs?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Unit 6 Work Sample Blackline Run a class set.
Farm Work Sample Picture Problem 2
Name __________________________________ Date ___________________
There are 3 horses, 2 cows, and 5 goats on the farm.How many animals altogether?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Unit 6 Work Sample Blackline Run a class set.
Farm Work Sample Picture Problem 3
Name __________________________________ Date ___________________
There were 16 chickens in the coop. 8 escaped!How many chickens are left?
Use pictures, numbers and words to show how you solve the problem. Circle the answer.
DRAFT Updated 0512
Gra
de 1
, Uni
t 6 W
ork
Sam
ples
Cla
ss C
heck
list (
1 sh
eet)
4/
11
Gra
de 1
Uni
t 6 W
ork
Sam
ples
Cla
ss C
heck
list
S
tude
ntsʼ
Nam
es
Not
e: T
here
are
3 F
arm
Pic
ture
Pr
oble
ms
in th
e se
t inc
lude
d in
the
Uni
t Si
x As
sess
men
t Col
lect
ion.
Hav
e st
uden
ts d
o ea
ch o
ne o
n a
diffe
rent
day
in
depe
nden
tly. R
ead
each
pro
blem
to
the
clas
s be
fore
the
stud
ents
go
to
wor
k, a
nd re
-read
it to
indi
vidu
als
as
need
ed d
urin
g th
e w
ork
perio
d. T
his
is
not m
eant
to b
e a
read
ing
test
. Fa
rm P
ictu
re P
robl
ems
CCSS
Poin
ts P
ossi
ble
Uni
t 6, F
arm
Wor
k Sa
mpl
e Pi
ctur
e Pr
oble
ms
(S
ee B
lack
lines
incl
uded
in U
nit 6
Ass
essm
ent C
olle
ctio
n.)
Prob
lem
1: T
here
are
3 h
orse
s in
the
barn
. How
man
y le
gs?
1.O
A.1
1.O
A.2
3 pt
s (S
ee S
corin
g Sc
ale
for S
olvi
ng S
tory
Pr
oble
ms
belo
w)
Prob
lem
2: T
here
are
3 h
orse
s, 2
cow
s, a
nd 5
goa
ts
on th
e fa
rm. H
ow m
any
anim
als
alto
geth
er?
1.O
A.1
1.O
A.2
3 pt
s (S
ee S
corin
g Sc
ale
for S
olvi
ng S
tory
Pr
oble
ms
belo
w)
Prob
lem
3: T
here
wer
e 16
chi
cken
s in
the
coop
. 8
esca
ped!
How
man
y ch
icke
ns a
re le
ft?
1.O
A.1
3
pts
(See
Sco
ring
Scal
e fo
r Sol
ving
Sto
ry
Prob
lem
s be
low
)
Tota
l Sco
re/L
evel
of P
rofic
ienc
y*
9
pts.
Scor
ing
Scal
e fo
r Sol
ving
Sto
ry P
robl
ems:
3 P
oint
s Po
ssib
le fo
r eac
h pr
oble
m:
Und
erst
andi
ng
1 po
int f
or u
sing
the
info
rmat
ion
give
n in
the
prob
lem
St
rate
gy
1 po
int f
or u
sing
a v
iabl
e st
rate
gy th
at c
ould
lead
to th
e an
swer
; stra
tegi
es m
ay in
clud
e dr
awin
gs, n
umbe
r sen
tenc
es, n
umer
ic re
pres
enta
tions
, and
so
on
Ans
wer
1 po
int f
or s
how
ing
the
corre
ct a
nsw
er
* Mee
ting
Stan
dard
: 7 –
9 p
oint
s (7
5–10
0% c
orre
ct)
Appr
oach
ing
Stan
dard
: 5 –
6 p
oint
s (5
0–74
% c
orre
ct)
Stra
tegi
c: 3
– 4
poi
nts
(25–
49%
cor
rect
)
In
tens
ive:
2 p
oint
s or
few
er (2
4% o
r les
s co
rrect
)
DRAFT Updated 0512
