Assessment Opportunities
Task
Student Response
Assessment Observations
T “Start counting from one and I’ll tell you when to stop.”
S States the forward number word sequence from one to ten accurately.
Does the student know the forward number word sequence?
T “Count backwards from ten to one.”
S States the backward number word sequence from ten to one accurately.
Does the student know the backward number word sequence?
T Displays a set of numeral cards from 0 to 10.
T “Point to numeral... (Do not place numeral cards in order. Do not ask numerals in sequence.)
S Points without hesitation to the correct numeral as it is given by the teacher.
Can the student identify any or all of the numerals from 0 to 10?
T Holds up numeral cards in the range from 0 to 10. “Tell me the name of this numeral.”
S Without hesitation says the correct name of the numeral being displayed by the teacher.
Can the student name any or all of the numerals as they are displayed?
T Holds five counters and openly displays them to the student. “How many counters do I have here in my hand?”
S As s/he touches each counter s/he says a number word in correct sequence from one to five.
Does the student know and name the forward count?
Does the student have a one word, one counter match?
T Displays a container of approximately 20 counters to the student. “Give me six counters from the pile.”
S Takes counters from the container and correctly says the forward count until six is reached.
Does the student:
- know the forward number word sequence?
- have a one word, one counter match?
- stop at six?
- have a concept of the number of items in a collection?
T Displays a set of numeral cards from 0 to 10 and a large container of counters. Points to various numerals and each time says to the student:
T “Make a pile of this many counters”.
S Makes the correct collection of counters to match each numeral in the set displayed.
Does the student:
- know the forward number word sequence?
- have a one word, one counter match?
- have a concept of the number of items in a collection?
T Holds up a numeral card.
T “What is the number that comes before ___?”
S States the number before the given numeral.
Does the student know the backward number word sequence and use that to say the number before? Does he or she start back at one to work out their response?
T Holds up a numeral card.
T “What is the number that comes after ___?”
S States the number after the given numeral.
Does the student know the forward number word sequence and use that to say the number after? Does he or she start back at one to work out their response?
T Gives a set of numeral cards from 0 to 10.
T “Please order these numbers from largest to smallest”
S Accurately orders the numerals.
Does the student know the backward number word sequence when presented as numerals?
T Gives a set of numeral cards from 0 to 10.
T “Please order these numbers from smallest to largest.”
S Accurately orders the numerals.
Does the student know the forward number word sequence when presented as numerals?
T Gives 10 counters.
T Remove 8 counters.
T “How many are left?”
S Uses one-to-one correspondence to remove items and correctly counts how many are left.
Can the student use one-to-one correspondence? Does he or she understand subtraction? Can he or she use counting to work out the answer to a problem?
T Flashes dice dot patterns.
T “Please tell me the number of dots you see.”
S Effortlessly subitises dice patterns
Does the student immediately recognise patterns?
T Gives a set of numeral cards and dot cards.
T “Please match the numerals with the number of dots.”
S Matches the dot cards and numeral cards
Does the student match the correct numerals with amounts?
Task
T “Start counting from one and I’ll tell you when to stop.”
Student Response
S States the forward number word sequence from one to ten accurately.
Assessment Observations
Does the student know the forward number word sequence?
Task
T “Count backwards from ten to one.”
Student Response
S States the backward number word sequence from ten to one accurately.
Assessment Observations
Does the student know the backward number word sequence?
Task
T Displays a set of numeral cards from 0 to 10.
T “Point to numeral... (Do not place numeral cards in order. Do not ask numerals in sequence.)
Student Response
S Points without hesitation to the correct numeral as it is given by the teacher.
Assessment Observations
Can the student identify any or all of the numerals from 0 to 10?
Task
T Holds up numeral cards in the range from 0 to 10. “Tell me the name of this numeral.”
Student Response
S Without hesitation says the correct name of the numeral being displayed by the teacher.
Assessment Observations
Can the student name any or all of the numerals as they are displayed?
Task
T Holds five counters and openly displays them to the student. “How many counters do I have here in my hand?”
Student Response
S As s/he touches each counter s/he says a number word in correct sequence from one to five.
Assessment Observations
Does the student know and name the forward number word sequence?
Does the student have a one word, one counter match?
Task
T Displays a container of approximately 20 counters to the student. “Give me six counters from the pile.”
Student Response
S Takes counters from the container and correctly says the forward count until six is reached.
Assessment Observations
Does the student:
- know the forward number word sequence?
- have a one word, one counter match?
- stop at six?
- have a concept of the number of items in a collection?
Task
T Displays a set of numeral cards from 0 to 10 and a large container of counters. Points to various numerals and each time says to the student:
T “Make a pile of this many counters”.
Student Response
S Makes the correct collection of counters to match each numeral in the set displayed.
Assessment Observations
Does the student:
- know the forward number word sequence?
- have a one word, one counter match?
- have a concept of the number of items in a collection?
Task
T Holds up a numeral card.
T “What is the number that comes before ___?”
Student Response
S States the number before the given numeral.
Assessment Observations
Does the student know the backward number word sequence and use that to say the number before? Does he or she start back at one to work out their response?
Task
T Holds up a numeral card.
T “What is the number that comes after ___?”
Student Response
S States the number after the given numeral.
Assessment Observations
Does the student know the forward number word sequence and use that to say the number after? Does he or she start back at one to work out their response?
Task
T Gives a set of numeral cards from 0 to 10.
T “Please order these numbers from largest to smallest”
Student Response
S Accurately orders the numerals.
Assessment Observations
Does the student know the backward number word sequence when presented as numerals?
Task
T Gives a set of numeral cards from 0 to 10.
T “Please order these numbers from smallest to largest.”
Student Response
S Accurately orders the numerals.
Assessment Observations
Does the student know the forward number word sequence when presented as numerals?
Task
T Gives 10 counters.
T Remove 8 counters.
T “How many are left?”
Student Response
S Uses one-to-one correspondence to remove items and correctly counts how many are left.
Assessment Observations
Can the student use one-to-one correspondence? Does he or she understand subtraction? Can he or she use counting to work out the answer to a problem?
Task
T Flashes dice dot patterns.
T “Please tell me the number of dots you see.”
Student Response
S Effortlessly subitises dice patterns
Assessment Observations
Does the student immediately recognise patterns?
Task
T Gives a set of numeral cards and dot cards.
T “Please match the numerals with the number of dots.”
Student Response
S Matches the dot cards and numeral cards
Assessment Observations
Does the student match the correct numerals with amounts?