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 Posttest
2 How to Use This Assessment This Posttest assesses your students understanding of the concepts and objectives from the Thinking Kids TM Math Grade 1 boxed set. After your students have completed the cards from the set, use this Posttest to determine if they have mastered the concepts and to identify students who need reteaching and further practice. 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. Here are the specific features of this assessment: 1 2 Name Date Count with understanding and recognize how many in sets of objects Cards: C1 and C Count the spots on the ladybug. Write the number spots See cards C1 and C Five tens and four ones should be colored. See cards C3, C4, C5, C6, and C Students should draw an X on the second child and a line under the fourth child. See cards C8, C9, and C >; <; <; > See cards C11, C12, and C Answers will vary. See cards C14 and C spots 5 See cards C16, C17, and C ; ; ; +; +; See cards C19, C20, C21, C23, C24, a d C Posttest Answer Key 1.13 Sort, classify, and order objects by size, number, and other properties Cards: C38 and C Sort the shapes by writing their numbers in the correct spaces. Striped 6 Both 4 Sides See cards C38 and C Students should draw a triangle. ABCABCABC See cards C40, C41, C42, C43, C44, C45, C47, and C ; Each number increases by 2. See cards C44, C45, C46, C47, C48, and C These pairs should be the same color: = 12 and ; = 7 = Up 2, Right 1 See card C The scissors should be circled. See card C Recognize and apply slides, flips, and turns Card: C64 Find and name locations with simple relationships such as near to and in coordinate systems such as maps Card: C Use the grid to answer the question. Which object is below the? 1.25 Draw a flip of the triangle. See card C The T and the X should be circled. See card C65. Flip 1.27 The square should be circled. See card C = 10 blocks See card C The measuring cup should be circled. volume 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 See cards C68, C71, C73, C74, and C , 2, 4, 1 See cards C68, C71, C73, C74, and C centimeters See cards C68 and C Answers will vary depending on the type of paper clip used. See card C books See card C inches See card C paper clips; 2 crayons; 4 paper clips See card C 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 Cards: C1 and C Count the spots on the ladybug. Write the number. spots Use multiple models to develop initial understandings of place value and the baseten number system 1.2 Color the correct number of tens and ones to make the number. Cards: C3, C4, C5, C6, and C7 Tens Ones 3
4 Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections 1.3 Follow the directions. Cards: C8, C9, and C10 Draw a line under the child who is fourth in line. Draw an X on the child who is second in line. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers Cards: C11, C12, and C Write > or < to compare each pair of numbers
5 Connect number words and numerals to the quantities they represent, using various physical models and representations 1.5 Show the number 8 two more ways using words, number sentences, counters, or tally marks. Cards: C14 and C15 8 Understand and represent commonly used fractions, such 1 as 4, 1 3, and 1 2 Cards: C16, C17, and C Circle the picture that shows the fraction
6 Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations Cards: C19, C20, C21, C23, C24, and C Write + or to make each number sentence true. 2 8 = = = = = = 4 Understand the effects of adding and subtracting whole numbers 1.8 Write the number sentence for the picture. Cards: C22, C26, and C27 = 6
7 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. Brooke picked 12 flowers to give to 2 of her friends. She gave each friend the same number of flowers. How many flowers did Brooke give to each friend? flowers Develop and use strategies for wholenumber computations, with a focus on addition and subtraction Cards: C29, C30, C31, C32, and C Count on to find the sum. Craig collected 7 small shells and 2 large shells from the beach. How many shells did Craig collect in all? + = Craig collected shells. 7
8 Develop fluency with basic number combinations for addition and subtraction Cards: C34, C35, C36, 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 Cards: C36 and C Solve each problem = = = = = = 8
9 Sort, classify, and order objects by size, number, and other properties Cards: C38 and C Sort the shapes by writing their numbers in the correct spaces Striped Both 4 Sides 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: C40, C41, C42, C43, C44, C45, C47, and C48 9
10 Analyze how both repeating and growing patterns are generated Cards: C44, C45, C46, C47, C48, and C Use the pattern to answer the questions. 6, 8, 10, 12, 14, What is the next number in the pattern? How do you know? Illustrate general principles and properties of operations, such as commutativity, using specific numbers Cards: C50, C51, and C Solve each problem. Color each pair of problems that have the same sum the same color = = = = = = 10
11 Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations Cards: C53 and C Write >, <, or = to compare each set of numbers
12 Recognize, name, build, draw, compare, and sort two and threedimensional shapes 1.18 Circle the name of each shape. Card: C55 rhombus trapezoid triangle rhombus trapezoid triangle Recognize geometric shapes and structures in the environment and specify their location 1.19 Use the picture to answer the questions. Card: C55 What shape is the roof? square circle triangle Draw a door that is a rectangle. 12
13 Describe attributes and parts of two and threedimensional shapes 1.20 Write how many faces are on each figure. Cards: C56, C57, C58, and C59 Investigate and predict the results of putting together and taking apart two and threedimensional shapes 1.21 Use the pictures to answer the questions. Card: C60 What shape can be made when two squares are put together? What shape can be made when two triangles are put together? 13
14 Describe, name, and interpret relative positions in space and apply ideas about relative position Card: C Follow the directions. Draw an X on the toy that is above the teddy bear. Circle the toy that is below the boat. Describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance 1.23 Help the frog find the lily pad. Circle the answer to the question. Card: C62 How did the frog move to get to the lily pad? Down 2, Left 1 Up 2, Right 1 Up 1, Left 1 Down 1, Right 2 14
15 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: C63 Circle the object that is below the. Recognize and apply slides, flips, and turns Card: C Draw a flip of the triangle. Flip 15
16 Recognize and create shapes that have symmetry Card: C Circle the two letters that have symmetry. T N X Recognize and represent shapes from different perspectives 1.27 Circle the shape of the bottom face of the figure. Card: C66 Relate ideas in geometry to ideas in number and measurement Card: C Use the length of each side to write a number sentence. Then, solve the number sentence to find the perimeter. 3 blocks 2 blocks 2 blocks 3 blocks = blocks 16
17 Recognize the attributes of length, volume, weight, area, and time Cards: C68, C71, C73, C74, and C Circle the answer to each question. What tool is used to measure water? What does the circled tool measure? length weight volume Compare and order objects according to these attributes Cards: C68, C71, C73, C74, and C Number the animals from 1 to 4 to order them from lightest to heaviest. 17
18 Understand how to measure using nonstandard and standard units 1.31 Measure the caterpillar in centimeters. Cards: C68 and C71 centimeters 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 dog. Card: C69 The dog is about paper clips long. 18
19 Measure with multiple copies of units of the same size, such as paper clips laid end to end 1.33 Use the stack of books to measure the bookcase. Card: C70 Use tools to measure Card: C71 The bookcase is 1.34 Measure the train in inches. books tall. The train is inches long. 19
20 Develop common referents for measures to make comparisons and estimates 1.35 Answer the questions. Card: C72 How many paper clips long is the crayon? paper clips How many crayons long is the pencil? crayons How many paper clips long is the pencil? paper clips 20
21 Sort and classify objects according to their attributes and organize data about the objects Cards: C76 and C Sort counting bears into the correct columns. Small Red Bears Large Blue Bears Represent data using concrete objects, pictures, and graphs Cards: C78, C79, and C Graph the data from the tally chart. Color the spaces above each color word. Number of Marbles Lucy s Marbles red green blue Colors red green blue 21
22 Describe parts of the data and the set of data as a whole to determine what the data show Cards: C81 and C Use the graph to answer the questions. Total Rainfall Sunday Monday Tuesday Days of the Week How many inches of rain fell on Sunday? Inches inches How many inches of rain fell on Monday? inch Discuss events related to students experiences as likely or unlikely Cards: C83 and C Look at the picture. Write likely or unlikely to answer the question Is it likely or unlikely that you would pull a penny from the purse? 22
23 Posttest Answer Key spots See cards C1 and C Five tens and four ones should be colored. See cards C3, C4, C5, C6, and C Students should draw an X on the second child and a line under the fourth child. See cards C8, C9, and C >; <; <; > See cards C11, C12, and C Answers will vary. See cards C14 and C See cards C16, C17, and C ; ; ; +; +; See cards C19, C20, C21, C23, C24, and C = 4 See cards C22, C26, and C Drawings will vary, but students should draw 2 groups of 6 flowers. 6 flowers See card C shells See cards C29, C30, C31, C32, and C Lines should be drawn to connect these problems: 10 4 and 8 2; 7 3 and 9 5; and 6 5 and 4 3. See cards C34, C35, C36, and C ; 15; 14; 17; 11; 13 See cards C36 and C Sort, classify, and order objects by size, number, Sort the shapes by writing their numbers in the and other properties correct spaces. Cards: C38 and C Striped 4 Both 1 4 Sides See cards C38 and C Students should draw a triangle. ABCABCABC See cards C40, C41, C42, C43, C44, C45, C47, and C ; Each number increases by 2. See cards C44, C45, C46, C47, C48, and C These pairs should be the same color: = 12 and = 12; = 7 and = 7; and = 10 and = 10. See cards C50, C51, and C <; >; < See cards C53 and C trapezoid; rhombus See card C triangle; A rectangular door should be drawn on the house. See card C ; 5; 6 See cards C56, C57, C58, and C The rectangle and the square should be circled. See card C The ball should have an X on it. The doll should be circled. See card C Up 2, Right 1 See card C The scissors should be circled. See card C Recognize and apply slides, flips, and turns Card: C Draw a flip of the triangle. See card C The T and the X should be circled. See card C The square should be circled. See card C = 10 blocks See card C The measuring cup should be circled. volume See cards C68, C71, C73, C74, and C , 2, 4, 1 See cards C68, C71, C73, C74, and C centimeters See cards C68 and C Answers will vary depending on the type of paper clip used. See card C books See card C inches See card C paper clips; 2 crayons; 4 paper clips See card C72. Flip 23
24 1.36 Check that students sort the counting bears into the correct columns. See cards C76 and C The graph should be colored to represent 3 red marbles, 4 green marbles, and 5 blue marbles. See cards C78, C79, and C inches; 1 inch See cards C81 and C likely See cards C83 and C84. Posttest Answer Key 24
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