1-20 Diagnostic Interview Assessment

Transcription

1 Chapter 1 Diagnostic Interview ment Materials ten frames (see eteacher Resources) two-color counters hundred chart (see eteacher Resources) base-ten blocks (tens) Model Numbers to 20 Place 2 ten frames and counters in front of the child. Model the number with counters. Ask the child to name the number you modeled. Repeat with more numbers between identifies the number in the ten frames as 15 names each number using models Use a Hundred Chart to Count Display the hundred chart. Ask the child if you will say 60 when counting from 52 to 57. Repeat with more number sequences. counts using a hundred chart identifies that they will not say 60 when counting from 52 to 57. recognizes the order of numbers Tens Place 3 tens blocks in front of the child. Ask the child to tell how many tens there are and to say the number. recognizes that each tens block represents 1 ten counts by tens and identifies the number as 30 For intervention options, see TE p Diagnostic Interview ment

2 Chapter 2 Diagnostic Interview ment Materials ten frame (see eteacher Resources) two-color counters base-ten blocks (tens and ones) Identify Numbers to 30 Place 17 counters in 2 ten frames. Ask the child to write the number of counters. Repeat with various numbers to 30. identifies the number modeled as 17 writes the number modeled as 17 identifies a number using models writes a number using models Place Value: 2-Digit Numbers Place 6 tens blocks and 4 ones blocks in front of the child. Ask the child to say the number you have modeled. Then ask the child to write the number. Repeat with various numbers to 99. identifies the 2-digit number as 64 writes the number modeled as 64 names a 2-digit number using models writes a 2-digit number using models Compare 2-Digit Numbers Using Symbols Say 28 and 21. Have the child model the numbers with base-ten blocks. Then ask the child to compare the numbers and identify which number is greater and which number is less. models 2-digit numbers compares and identifies the number that is greater compares and identifies the number that is less For intervention options, see TE p Diagnostic Interview ment

3 Chapter 3 Diagnostic Interview ment Materials two-color counters connecting cubes sign cards for 1 and 5 (see eteacher Resources) Use Symbols to Add Display one blue connecting cube, a train of two red connecting cubes, and a train of one blue connecting cube and two red connecting cubes. Have children place the sign cards between the cubes to complete the addition sentence. Have the child identify each symbol and explain what it means or when it would be used. correctly places the 1 and 5 symbol below the connecting cubes to indicate joining understands the meaning of the plus symbol understands the meaning of the equal sign Sums to 10 Place 4 red counters and 2 yellow counters in front of the child. Have the child find the total number of counters. Repeat with groups of 10 or fewer counters. identifies the sum as 6 uses counters to find the total amount Doubles and Doubles Plus One Display two trains of 4 red connecting cubes. Have the child write the doubles fact that is represented by the cube train. Repeat with two trains of 6 blue connecting cubes. understands the concept of a doubles fact writes doubles facts For intervention options, see TE p Diagnostic Interview ment

4 Chapter 4 Diagnostic Interview ment Materials two-color counters base-ten blocks (tens and ones) Addition Patterns Place rows of 3, 4, 5, and 6 counters in front of the child. Have the child add 2 counters to each row and say how many counters in each row. Ask the child to describe the addition pattern. uses models to find the sum for each row describes an addition pattern Addition Facts Write Ask the child to find the sum. Provide counters if needed. Repeat with various other addition facts to 20. identifies the sum as 11 adds to find sums to 20 Tens and Ones Place 5 tens blocks and 7 ones blocks in front of the child. Ask the child to say the number that is modeled. identifies the 2-digit number modeled as 57 recognizes that each tens block represents 1 ten recognizes that each ones block represents 1 one For intervention options, see TE p Diagnostic Interview ment

5 Chapter 5 Diagnostic Interview ment Materials two-color counters base-ten blocks (tens and ones) Subtraction Patterns Place rows of 7, 6, 5, and 4 counters in front of the child. Have the child remove one counter from each row and tell each difference. Ask the child to describe the subtraction pattern. uses counters to subtract one and find the difference identifies and explains the subtraction pattern Subtraction Facts Provide counters for the child. Have the child find the difference for Repeat with more subtraction facts to 20. identifies the difference as 9 uses counters to find the difference for subtraction problems Tens and Ones Place 2 tens blocks and 3 ones blocks in front of the child to model the number 23. Have the child tell how many tens and how many ones are shown. Then name the number 25 and have the child use base-ten blocks to model the number. uses base-ten blocks to identify how many tens and ones are in a two-digit number uses base-ten blocks to model 25 For intervention options, see TE p Diagnostic Interview ment

6 Chapter 6 Diagnostic Interview ment Materials base-ten blocks (hundreds, tens, and ones) Model Subtracting Tens Place 5 tens blocks in front of the child. Write the subtraction sentence Have the child model the problem and then write the difference. Repeat for models the subtraction finds the differences 2-Digit Addition Write the problem Have the child model the problem with base-ten blocks and write the sum. Repeat with two more 2-digit addition problems. models the addition finds the sums Hundreds, Tens, and Ones Place 3 hundreds blocks, 4 tens blocks, and 2 ones blocks in front of the child. Have the child tell how many hundreds, tens, and ones, and then write the number. recognizes that each hundreds block represents 1 hundred recognizes that each tens block represents 1 ten recognizes that each ones block represents 1 one writes the number For intervention options, see TE p Diagnostic Interview ment

7 Chapter 7 Diagnostic Interview ment Materials number line (blank) (see eteacher Resources) connecting cubes plastic analog clock Order Numbers to 100 on a Number Line Label the number line from 45 to 55, leaving the space for 50 blank. Circle from 49 to 51 on the number line. Have the child identify the missing number. uses a number line to find the missing number between two numbers Repeat with a number line labeled from 21 to 31, leaving space for 25 blank. Skip Count by Fives and Tens Place 3 cube trains of 5 connecting cubes each in a row in front of the child. Have the child count by fives to find the number of cubes in all. Place 3 cube trains of 10 connecting cubes each in a row in front of the child. Have the child count by tens to find the number of cubes in all. uses 5-cube trains to skip count by fives to find the number of cubes in all uses 10-cube trains to skip count by tens to find the number of cubes in all Time to the Hour Show the child a time of 3 o clock on the analog clock. Have the child say the time aloud. Repeat for 8 o clock and 12 o clock. identifies the time as 3:00 uses an analog clock face to tell times to the hour For intervention options, see TE p Diagnostic Interview ment

8 Chapter 8 Diagnostic Interview ment Materials 3 crayons (different lengths) pencil (about 5 inches long) stapler color tiles marker connecting cubes paper clips Compare Lengths Place 3 crayons of different lengths in front of the child. Have the child order them from shortest to longest. Then have the child order them from longest to shortest. compares lengths of crayons places crayons in order from shortest to longest places crayons in order from longest to shortest Use Nonstandard Units to Measure Length Place a pencil in front of the child. Tell the child to use color tiles to measure the length of the pencil. Place a stapler in front of the child. Have the child use color tiles to measure the length of the stapler. uses color tiles to measure the length of pencil uses color tiles to measure the length of a stapler Measure Length Twice: Nonstandard Units Place a marker in front of the child. Have the child measure the marker with paper clips and then with connecting cubes. Ask the child to describe what they notice about the two measurements. uses paper clips to measure the length of the marker uses connecting cubes to measure the length of the marker explains why one measurement is greater than the other. For intervention options, see TE p Diagnostic Interview ment

9 Chapter 9 Diagnostic Interview ment Materials 3 pieces of poster board (different lengths) marker color tiles connecting cubes paper clips paintbrush Compare Lengths Place three pieces of poster board of different lengths in front of the child. Have the child order the pieces of poster board from shortest to longest. Then have the child order them from longest to shortest. compares lengths of pieces of poster board orders lengths from shortest to longest orders lengths from longest to shortest Use Nonstandard Units to Measure Length Place a marker in front of the child. Have the child use color tiles to measure the length of the marker. Place a notebook in front of the child. Have the child use color tiles to measure the length of the notebook. measures the length of a marker using nonstandard units measures the length of a notebook using nonstandard units Measure Length Twice: Nonstandard Units Place a paintbrush in front of the child. Have the child measure the paintbrush with cubes and then with paper clips. Ask the child to identify which measurement is greater and why. measures the length using a nonstandard unit measures the length using another nonstandard unit of a different length explains why one measurement is greater than the other For intervention options, see TE p Diagnostic Interview ment

10 Chapter 10 Diagnostic Interview ment Materials picture graph (see Student Edition, page 650) tally chart (see Student Edition, page 650) connecting cubes Read a Picture Graph Show the child the picture graph on page 650. Ask the child to point to each orange to the right of the label orange as they tell the number of oranges shown in the graph. Ask the child to identify how many pears would be in the graph, if there were 2 more pears. identifies each picture tells the total number represented by the row of pictures tells what the total number of pears would be if there were 2 more pears Read a Tally Chart Show the child the tally chart on page 650. Ask the child to explain how he or she can tell how many children chose blue by looking at the tally chart. understands the meaning of tallies on a tally chart understands the meaning of categories on a tally chart Addition and Subtraction Facts Give the child 10 connecting cubes. Ask the child to use the cubes to find , 7 2 5, 5 1 4, and finds the differences finds the sums For intervention options, see TE p Diagnostic Interview ment

11 Chapter 11 Diagnostic Interview ment Materials Triangles (see eteacher Resources) Plane Shapes (circle, square, rectangle) sphere, rectangular prism, and cylinder manipulatives, objects Equal Parts Cut out two circles. Draw a line through the center of one circle. Draw a line across the bottom of the other circle. Allow the child to fold the circles along the lines. Have the child point to the circle that has two equal parts. Repeat the activity with two rectangles. identifies the circle with two equal parts identifies the rectangle with two equal parts Identify Three-Dimensional Shapes Place a ball, a rectangular box, and a soup can in front of the child. Show the child the cylinder manipulative. Have the child point to the object with that shape. Then show the child the rectangular prism manipulative and have the child point to the object with that shape. Ask the child to name the shape of the soup can. identifies the object that is shaped like a sphere identifies the object that is shaped like a rectangular prism identifies that the book is shaped like a cylinder Identify Shapes Show the child a drawing of 3 rectangles with different orientations and 1 circle. Have the child point to the one that does not belong. Show the child cutouts of 2 different triangles, 1 square, and 1 rectangle. Have the child point to each triangle. identifies the two-dimensional shape that does not belong identifies two different triangles For intervention options, see TE p Diagnostic Interview ment