Assessment Opportunities
Task
Student Response
Assessment Observations
T ”If I have 6 pencils and I get another 13, how many do I have altogether?”
S Correctly adds the two groups without the use of concrete material.
Did the students count by 1s from one, or did they count on from thirteen?
T Present three 6-sided numeral dice to the student.
T Add the three numbers rolled to find the total.
T How did you work out the total?
S Correctly determines the total.
Did the student count on from the largest number to determine the total? Did he/she need to use perceptual markers?
T Displays and then screens a collection of 15 counters. “I’m taking away six counters. How many are left?” Displays the six removed counters.
S Completes the subtraction task without having to see or feel the counters.
Did the student
- Count up from six?
- Count back six from 15?
- Count down to six from fifteen?
T “If I have 28 lollies and I eat 3, how many are left?”
S Completes the subtraction task without the use of concrete materials.
Which strategy did the student use to determine the answer?
T Briefly displays 17 counters before screening them. “Here are seventeen counters. I’m taking some of them away and there are 2 left. How many did I take away?”
S Determines the missing addend without seeing or feeling the counters.
Does the student model and count the concealed items? Did the student count down from 17 (17 - 2 = __) or count down to 2 (17- __= 2)? Did the student count from one?
T Displays numeral cards in the range from 1 to 100, and asks the student to name the numeral being displayed.
S Correctly names each numeral as the cards are displayed.
Is the student able to name numerals in the range:
1-10?
1-20?
1-100?
T “Count forwards starting at 73” (and stop at 92).
S Correctly says the forward number word sequence from 73 to 92.
Does the student
- know the forward number word sequence?
- Count fluently from one decade to the next?
T “Count backwards starting at 64” (and stop at 47).
S Correctly says the backward number word sequence from 64 to 47.
Does the student:
- Know the backward number word sequence?
- Count fluently from one decade to the next?
T “Name the number which comes after ....” (numbers in the range 1 to 100)
S Correctly says the number which comes after the numerals given by the teacher.
Did the student drop back and count up to find the next number?
T “Name the numeral which comes before” (a given numeral in the range from 1 to 100, e.g. the number before 30 is 29)
S Correctly says the numeral which comes before the numerals given by the teacher.
Does the student know the backward number word sequence from 100 to 1? Did the student drop back to a lower decade to determine the answer?
T “Start from 10 and count forward by 10s until I ask you to stop.”
S Correctly says the number word sequence counting on the decade.
Is the student able to correctly count by 10s, using the forward number word sequence?
T “Start from 100 and count backwards by 10s until I ask you to stop.”
S Correctly says the number word sequence counting on the decade.
Is the student able to correctly count backwards by 10s?
T Displays a set of numeral fact cards (addition facts to ten, e.g. 4 + 6 = ___.) “What does this say?” “Can you work it out?” “How did you do it?”
S Explains, for example, that 4 and 6 make 10.
Did the student fluently recall their knowledge of combinations to ten? If not, what strategy did the student use?
Did the student:
- Count from one?
- Count on from the larger number?
T Can you tell me two numbers that add up to 10 (for example)?
T Can you tell me another two?
Can you tell me another two?
S Explains, for example, that 7 and 3 make 10.
Did the student fluently recall their knowledge of combinations to ten? Did they name all of the combinations to ten by recalling number facts?
T Can you tell me two numbers that add up to 21 (for example)?
T Can you tell me another two?
Can you tell me another two?
S Provides correct response
Did the student fluently recall number facts? Did they partition numbers using standard decomposition (e.g., 20 +1)? Did they use non-standard decomposition (e.g. 17 + 4)? Did the student use patterning to help them respond (e.g. 20 + 1, 19 + 2, 18 + 3, etc.)?
T Present 24 counters to the student.
T “How many counters are there? Can you write that numeral on this sheet of paper?”
T “Using the counters could you show me what the 4 represents in the number 24?”
T “Using the counters again could you show me what the ‘2’ represents in the number 24?” If the student responds by presenting the 20 counters, ask: “How many tens is this?” If the student places only two counters next to the 2, ask: Where do the other counters go?
S Identifies the 4 in 24 as 4 ones and the 2 in 24 as 2 groups of ten, 2 tens.
Does the student understand the value of numerals and their positional value?
T Present a pile of counters (more than 18) to the student.
T Using these counters, make three groups with six in each group. How many counters are there altogether?
S Correctly forms equal groups and determines the total.
Does the student count by ones or skip count to find the total?
T Present 30 counters (6 groups of 5) to the student. “Here are 6 groups of counters with 5 counters in each group. How many counters are there altogether?”
S Able to correctly count starting with 5 and adding on in multiples of 5. Determines the total.
Does the student count by ones or skip count to find the total?
Task
T ”If I have 6 pencils and I get another 13, how many do I have altogether?”
Student Response
S Correctly adds the two groups without the use of concrete material.
Assessment Observations
Did the students count by 1s from one, or did they count on from thirteen?
Task
T Present three 6-sided numeral dice to the student.
T Add the three numbers rolled to find the total.
T How did you work out the total?
Student Response
S Correctly determines the total.
Assessment Observations
Did the student count on from the largest number to determine the total? Did he/she need to use perceptual markers?
Task
T Displays and then screens a collection of 15 counters. “I’m taking away six counters. How many are left?” Displays the six removed counters.
Student Response
S Completes the subtraction task without having to see or feel the counters.
Assessment Observations
Did the student
- Count up from six?
- Count back six from 15?
- Count down to six from fifteen?
Task
T “If I have 28 lollies and I eat 3, how many are left?”
Student Response
S Completes the subtraction task without the use of concrete materials.
Assessment Observations
Which strategy did the student use to determine the answer?
Task
T Briefly displays 17 counters before screening them. “Here are seventeen counters. I’m taking some of them away and there are 2 left. How many did I take away?”
Student Response
S Determines the missing addend without seeing or feeling the counters.
Assessment Observations
Does the student model and count the concealed items? Did the student count down from 17 (17 - 2 = __) or count down to 2 (17- __= 2)? Did the student count from one?
Task
T Displays numeral cards in the range from 1 to 100, and asks the student to name the numeral being displayed.
Student Response
S Correctly names each numeral as the cards are displayed.
Assessment Observations
Is the student able to name numerals in the range:
1-10?
1-20?
1-100?
Task
T “Count forwards starting at 73” (and stop at 92).
Student Response
S Correctly says the forward number word sequence from 73 to 92.
Assessment Observations
Does the student
- know the forward number word sequence?
- Count fluently from one decade to the next?
Task
T “Count backwards starting at 64” (and stop at 47).
Student Response
S Correctly says the backward number word sequence from 64 to 47.
Assessment Observations
Does the student:
- Know the backward number word sequence?
- Count fluently from one decade to the next?
Task
T “Name the number which comes after ....” (numbers in the range 1 to 100)
Student Response
S Correctly says the number which comes after the numerals given by the teacher.
Assessment Observations
Did the student drop back and count up to find the next number?
Task
T “Name the numeral which comes before” (a given numeral in the range from 1 to 100, e.g. the number before 30 is 29)
Student Response
S Correctly says the numeral which comes before the numerals given by the teacher.
Assessment Observations
Does the student know the backward number word sequence from 100 to 1? Did the student drop back to a lower decade to determine the answer?
Task
T “Start from 10 and count forward by 10s until I ask you to stop.”
Student Response
S Correctly says the number word sequence counting on the decade.
Assessment Observations
Is the student able to correctly count by 10s, using the forward number word sequence?
Task
T “Start from 100 and count backwards by 10s until I ask you to stop.”
Student Response
S Correctly says the number word sequence counting on the decade.
Assessment Observations
Is the student able to correctly count backwards by 10s?
Task
T Displays a set of numeral fact cards (addition facts to ten, e.g. 4 + 6 = ___.) “What does this say?” “Can you work it out?” “How did you do it?”
Student Response
S Explains, for example, that 4 and 6 make 10.
Assessment Observations
Did the student fluently recall their knowledge of combinations to ten? If not, what strategy did the student use?
Did the student:
- Count from one?
- Count on from the larger number?
Task
T Can you tell me two numbers that add up to 10 (for example)?
T Can you tell me another two?
Can you tell me another two?
Student Response
S Explains, for example, that 7 and 3 make 10.
Assessment Observations
Did the student fluently recall their knowledge of combinations to ten? Did they name all of the combinations to ten by recalling number facts?
Task
T Can you tell me two numbers that add up to 21 (for example)?
T Can you tell me another two?
T Can you tell me another two?
Student Response
S Provides correct response
Assessment Observations
Did the student fluently recall number facts? Did they partition numbers using standard decomposition (e.g., 20 +1)? Did they use non-standard decomposition (e.g. 17 + 4)? Did the student use patterning to help them respond (e.g. 20 + 1, 19 + 2, 18 + 3, etc.)?
Task
T Present 24 counters to the student.
T “How many counters are there? Can you write that numeral on this sheet of paper?”
T “Using the counters could you show me what the 4 represents in the number 24?”
T “Using the counters again could you show me what the ‘2’ represents in the number 24?” If the student responds by presenting the 20 counters, ask: “How many tens is this?” If the student places only two counters next to the 2, ask: Where do the other counters go?
Student Response
S Identifies the 4 in 24 as 4 ones and the 2 in 24 as 2 groups of ten, 2 tens.
Assessment Observations
Does the student understand the value of numerals and their positional value?
Task
T Present a pile of counters (more than 18) to the student.
T Using these counters, make three groups with six in each group. How many counters are there altogether?
Student Response
S Correctly forms equal groups and determines the total.
Assessment Observations
Does the student count by ones or skip count to find the total?
Task
T Present 30 counters (6 groups of 5) to the student. “Here are 6 groups of counters with 5 counters in each group. How many counters are there altogether?”
Student Response
S Able to correctly count starting with 5 and adding on in multiples of 5. Determines the total.
Assessment Observations
Does the student count by ones or skip count to find the total?