Thinking Kids. First Grade. NCTM Strands Covered: Number and Operations. Algebra. Geometry. Measurement. Data Analysis and Probability.

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1 Thinking Kids First Grade NCTM Strands Covered: Number and Operations Algebra Geometry Measurement Data Analysis and Probability Pretest

2 How to Use This Assessment This Pretest introduces your students to the concepts and objectives from the Thinking Kids TM Math Grade 1 boxed set. Before giving your students cards from the set, use this Pretest to determine if they have a sufficient foundation to begin this box or to determine what skills and concepts to reinforce. If students score poorly, you may want to use the Thinking Kids TM Math Grade K assessment to determine if the Grade K boxed set is better for your students. Once you have scored the Pretest, use the Cards section (see number 2 below) to direct you to the appropriate cards in the Thinking Kids TM Math boxed set. After students have completed the cards for Grade 1, have them complete the Posttest so that you can assess mastery and identify students who need reteaching and further practice. Here are the specific features of this assessment: 1 2 Name Date Count with understanding and recognize how many in sets of objects Cards: C-1 and C-2 Use multiple models to develop initial understandings of place value and the base-ten number system Cards: C-3 C-4, C-5, C Count the chickens. Write the number. chickens 1.2 Count the blocks. Circle the correct number chickens See cards C-34, C-35, C-36, and See card C-64. See cards C-1 and C-2. C The trapezoid should be circled. See cards C-3, C-4, C-5, C-6, See cards C-36 and C-37. See card C-65. and C From left to right: 3, 1, 2; 1.27 The trapezoids should be 1.3 2; 5; 9 Drawings will vary, but the child colored. See cards C-8, C-9, and C-10. should be taller than the tallest See card C From left to right: 43; 65; 36 child Answers will vary See cards C-11, C-12, and C-13. See cards C-38 and C-39. depending on the type of 1.5 1; three; 5; Lines should 1.14 Students should draw a counters used. be drawn to connect these triangle. AABAABAAB See card C-67. numerals and sets: 1 to one See cards C-40, C-41, C-42, C-43, 1.29 From left to right: Lines triangle; 3 to three triangles; and C-44, C-45, C-47, and C-48. should be drawn to 3:00, 7:00, 5 to five triangles A; ABB and 9:00. See cards C-14 and C-15. See cards C-44, C-45, C-46, C-47, See cards C-68, C-71, C-73, C-74, C-48, and C-49. and C See cards C-16, C-17, and C = 8; = The caterpillar on the right See cards C-50, C-51, and C Lines should be drawn to connect these problems: = 1.17 ; + 4 and 4 3 = 1; = 9 and 9 1 See cards C-53 and C-54. = 8; = 5; and our tri Pretest Answer Key should be circled. See cards C-68, C-71, C-73, C-74, and C h 1 NCTM standard that the activity addresses 2 Corresponding Thinking Kids TM Math card(s) (Use these cards for teaching, reinforcing, or remediating the standard.) 3 Grade level and problem number 4 Symbol for the NCTM strand covered in the activities (See page 1 for a key depicting each strand.) 5 Test item that relates to the standard and assesses students readiness levels 6 Activity answers and corresponding cards to use to assess the standard Reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). All rights reserved. NCTM does not endorse the content or validity of these alignments. 2

3 Count with understanding and recognize how many in sets of objects 1.1 Count the chickens. Write the number. Cards: C-1 and C-2 chickens Use multiple models to develop initial understandings of place value and the base-ten number system 1.2 Count the blocks. Circle the correct number. Cards: C-3, C-4, C-5, C-6, and C Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections 1.3 Count the birds. Write the missing numbers. Cards: C-8, C-9, and C

4 Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers 1.4 Circle the number in each pair that is greater Cards: C-11, C-12, and C-13 Connect number words and numerals to the quantities they represent, using various physical models and representations Cards: C-14 and C Write the missing number or number word in each box. Then, draw a line from each box to the correct set. 3 one five 4

5 Understand and represent commonly used fractions, such 1 as 4, 1 3, and 1 2 Cards: C-16, C-17, and C Circle the fraction that the picture shows Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations Cards: C-19, C-20, C-21, C-23, C-24, and C Find the problems that are in the same fact families. Draw lines to connect those problems = = = = = = = = 8 Understand the effects of adding and subtracting whole numbers 1.8 Write the number sentence for the picture. Cards: C-22, C-26, and C-27 + = 5

6 Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally Card: C Draw a picture to solve the problem. Write the answer on the line. Ann invited her friends to a puppet show. She had 3 rows of seats. She put 3 seats in each row. How many seats did Ann have? seats Develop and use strategies for wholenumber computations, with a focus on addition and subtraction Cards: C-29, C-30, C-31, C-32, and C Make tally marks under the numbers to solve the problems = = 6

7 Develop fluency with basic number combinations for addition and subtraction Cards: C-34, C-35, C-36, and C Find the problems that have the same answers. Draw lines to connect those problems Use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators 1.12 Estimate how many apples are in the trees. Circle the answer. Cards: C-36 and C

8 Sort, classify, and order objects by size, number, and other properties Cards: C-38 and C Number the children from 1 to 3 to order them from shortest to tallest. Then, draw a child who is taller than the tallest child. Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another 1.14 Draw the shape that comes next to complete the pattern. Then, name the pattern using letters. Cards: C-40, C-41, C-42, C-43, C-44, C-45, C-47, and C-48 Analyze how both repeating and growing patterns are generated Cards: C-44, C-45, C-46, C-47, C-48, and C Use the pattern to answer the questions. A B B A B B A B B What is the next letter in the pattern? What letters repeat? 8

9 Illustrate general principles and properties of operations, such as commutativity, using specific numbers Cards: C-50, C-51, and C Write each number sentence another way = 8 + = = 9 + = Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations Cards: C-53 and C Write + or to make each number sentence true. 7 4 = = 6 9

10 Recognize, name, build, draw, compare, and sort two- and threedimensional shapes 1.18 Color the triangles. Then, answer the question. Card: C-55 How many triangles did you color? Recognize geometric shapes and structures in the environment and specify their location 1.19 Color the triangle red. Color the square blue. Color the rectangles yellow. Color the circles black. Card: C-55 10

11 Describe attributes and parts of two- and threedimensional shapes 1.20 Write how many sides are in each shape. Cards: C-56, C-57, C-58, and C-59 Investigate and predict the results of putting together and taking apart two- and threedimensional shapes 1.21 Circle the shapes needed to make the picture. Card: C-60 11

12 Describe, name, and interpret relative positions in space and apply ideas about relative position 1.22 Answer the questions. Card: C-61 Wendy Tara Scott Who is standing next to Zach? Zach Which two children are standing next to Tara? and Describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance Card: C Help the dog find the bone. Circle the answer to the question. How did the dog move to get to the bone? Up 3 Down 4 Right 2 Left 1 12

13 Find and name locations with simple relationships such as near to and in coordinate systems such as maps 1.24 Use the grid to answer the question. Card: C-63 Which vegetable is next to the? Recognize and apply slides, flips, and turns Card: C Use the pictures to answer the questions. Is this a slide, a flip, or a turn? Is this a slide, a flip, or a turn? 13

14 Recognize and create shapes that have symmetry 1.26 Circle the shape that has symmetry. Card: C-65 Recognize and represent shapes from different perspectives 1.27 Color the two shapes that are the same. Card: C-66 Relate ideas in geometry to ideas in number and measurement 1.28 Put counters on the lines around the square. Write the number. Card: C-67 counters 14

15 Recognize the attributes of length, volume, weight, area, and time Cards: C-68, C-71, C-73, C-74, and C Draw a line to connect each clock to the correct time. 7:00 3:00 9:00 Compare and order objects according to these attributes Cards: C-68, C-71, C-73, C-74, and C These caterpillars are in order from shortest to longest. Circle the missing caterpillar.? 15

16 Understand how to measure using nonstandard and standard units Cards: C-68 and C Color the squares to show how tall the monkey is. Then, answer the question. How tall is the monkey? squares Use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meterstick 1.32 Use a small paper clip to measure the rectangle. Card: C-69 The rectangle is about paper clips long. 16

17 Measure with multiple copies of units of the same size, such as paper clips laid end to end 1.33 Use small paper clips to measure each object. Card: C-70 The pencil is about paper clips long. The crayon is about paper clips long. Use tools to measure Card: C Circle the answer to each question. Which tool measures length? Which tool measures time? 17

18 Develop common referents for measures to make comparisons and estimates 1.35 Circle the unit of measurement that you would use to measure each object. Card: C-72 inch foot centimeter meter 18

19 Sort and classify objects according to their attributes and organize data about the objects 1.36 Write the sorting rule for each group. Cards: C-76 and C-77 Represent data using concrete objects, pictures, and graphs Cards: C-78, C-79, and C The class voted for a new pet. Use the graph to answer the question. turtle mouse bird fish Which kind of pet got the most votes? 19

20 Describe parts of the data and the set of data as a whole to determine what the data show Cards: C-81 and C Use the table to answer the questions. Toy Cars in the Store Color Amount blue 8 green 10 red 3 yellow 7 How many green toy cars does the store have? green toy cars Does the store have more red toy cars or more blue toy cars? 20

21 Discuss events related to students experiences as likely or unlikely Cards: C-83 and C Read the problem. Write likely or unlikely to answer the question. Ms. Ling put 5 apples and 12 pears in a bag. Is it likely or unlikely that the first piece of fruit that she picks will be an apple? 21

22 1.1 4 chickens See cards C-1 and C See cards C-3, C-4, C-5, C-6, and C ; 5; 9 See cards C-8, C-9, and C From left to right: 43; 65; 36 See cards C-11, C-12, and C ; three; 5; Lines should be drawn to connect these numerals and sets: 1 to one triangle; 3 to three triangles; and 5 to five triangles. See cards C-14 and C See cards C-16, C-17, and C Lines should be drawn to connect these problems: = 4 and 4 3 = 1; = 9 and 9 1 = 8; = 9 and 9 4 = 5; and = 5 and 5 3 = 2. See cards C-19, C-20, C-21, C-23, C-24, and C = 6 See cards C-22, C-26, and C Students should draw 3 rows of 3 seats. 9 seats See card C Objective: Develop and 1.10 use strategies for wholenumber computations, Make tally marks under the numbers to help solve with a focus on addition and subtractions the problem. Cards: C-29, C-30, C-31, C-32, and C = = See cards C-29, C-30, C-31, C-32, and C Lines should be drawn to connect these problems: and 4 + 2; 5 1 and 8 4; and 4 + 5; and 5 3 and Pretest Answer Key See cards C-34, C-35, C-36, and C See cards C-36 and C From left to right: 3, 1, 2; Drawings will vary, but the child should be taller than the tallest child. See cards C-38 and C Students should draw a triangle. AABAABAAB See cards C-40, C-41, C-42, C-43, C-44, C-45, C-47, and C A; ABB See cards C-44, C-45, C-46, C-47, C-48, and C = 8; = 9 See cards C-50, C-51, and C ; + See cards C-53 and C Four triangles should be colored. 4 See card C Check that the triangle is red, the square is blue, the two rectangles are yellow, and the two circles are black. See card C ; 6; 4 See cards C-56, C-57, C-58, and C The trapezoid and the circle should be circled. See card C Scott; Wendy and Scott See card C Up 3 See card C The pumpkin should be circled. See card C turn; flip See card C The trapezoid should be circled. See card C The trapezoids should be colored. See card C Answers will vary depending on the type of counters used. See card C From left to right: Lines should be drawn to 3:00, 7:00, and 9:00. See cards C-68, C-71, C-73, C-74, and C The caterpillar on the right should be circled. See cards C-68, C-71, C-73, C-74, and C Five squares should be colored. 5 squares See cards C-68 and C Answers will vary depending on the type of paper clip used. See card C Answers will vary depending on the type of paper clip used. See card C ruler; clock See card C inch; meter See card C circles; squares See cards C-76 and C mouse See cards C-78, C-79, and C green toy cars; blue toy cars See cards C-81 and C unlikely See cards C-83 and C

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