Grade 1 Probe Tests - Napa Valley Unified School District: Home Page

Grade 1

Probe Tests

Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis,

Probability Mathematical Reasoning

Office of Curriculum Olive McArdle Kulas, Ed.D., Director

2001-2002

Office of Curriculum 7/9/02


Grade 1 Number Sense

Probe Tests ♦ 1.1 Form A ♦ 1.1 Form B ♦ 2.3 Form A ♦ 2.3 Form B ♦ 2.4 Form A ♦ 2.4 Form B ♦ 3.3 Form A ♦ 3.3 Form B ♦ 4.1 Form A ♦ 4.1 Form B ♦ 5.3 Form A ♦ 5.3 Form B ♦ 6.1 Form A ♦ 6.1 Form B ♦ 6.7 Form A ♦ 6.7 Form B ♦ 6.14 Form A ♦ 6.14 Form B ♦ 8.2 Form A ♦ 8.2 Form B ♦ 8.3 Form A ♦ 8.3 Form B ♦ 11.1 Form A ♦ 11.1 Form B ♦ 11.16 Form A ♦ 11.16 Form B

Aligned Objectives Test Grade 1

Number Sense – PROBE 1.1 Form A

Objective 1.1 Identify ordinal numbers up to 10. In each row of objects, mark under the object indicated by the ordinal number in the box.

1) 5th

2) 8th

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

3) 4th

4) 7th

5) 2nd

Name: __________________ Score: ____of 10 Proficient = 8/10


Aligned Objectives Test

Grade 1 Number Sense – PROBE 1.1

Form A In each row of objects, mark under the object indicated by the ordinal number in the box.

6) 6th

℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡

7) 9th

8) 10th

9) 1st

10) 3rd





Objective 1.1 Identify ordinal numbers up to 10. ANSWER KEY:

1) 5th

2) 8th ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

3) 4th

4) 7th

5) 2nd

6) 6th ℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡ ℡

7) 9th

8) 10th

9) 1st

10) 3rd



Number Sense – PROBE 1.1 Form B

Objective 1.1 Identify ordinal numbers up to 10 In rows 1-5, mark the circle that tells which star is shaded.

1.

First Third Fourth Sixth

2.

Second Fifth Third Seventh

3.

Second First Sixth Fifth

4.

First Second Third Fourth

5.

Tenth Ninth Eighth Sixth





Objective 1.1 Identify ordinal numbers up to 10 In rows 6-10, mark under the star indicated by the number in the box.

6. 2

7. 9

8. 8

9. 4

10. 6

Name: ___________________________ Score: ____ of _10__ Proficient = 8/10




Objective 1.1 Identify ordinal numbers up to 10 ANSWER KEY

1.

First Third Fourth Sixth

2.

Second Fifth Third Seventh

3.

Second First Sixth Fifth

4.

First Second Third Fourth

5.

Tenth Ninth Eighth Sixth

6. 2

7. 9

8. 8

9. 4

10. 6





Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. Directions: 1. Teacher says, “Count to 100.” 2. Teacher shows student randomly ordered numbers from 1 to 100

and asks student to identify a number pointed to. 3. Teacher says, “Write the numbers from 1 to 100.” 1. Student counts orally to 100. Teacher records actual numbers skipped or

indicates where student stopped. 2. Student accurately identifies each number.

49 99

64

76

51

100 38

45 23 17

9 12 88 5 2



Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. 3. Student writes numbers from 1 to 100.

1_________________________________________________________

10________________________________________________________

20________________________________________________________

30________________________________________________________

40________________________________________________________

50________________________________________________________

60________________________________________________________

70________________________________________________________

80________________________________________________________

90____________________________________________________ 100_ Name: ___________________________ Score: ____ of ___ Proficient = 80%




Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. ANSWER KEY 1. Student orally counts to 100 2. Student accurately identifies numbers 3. Student writes numbers 1-100





Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. Directions: 1. Teacher says, “Count to 100.”

2. Teacher shows student randomly ordered numbers from 1 to 100 and asks student to identify a number pointed to.

3. Teacher says, “Write the numbers from 1 to 100.” 1. Student counts orally to 100. Teacher records actual numbers skipped or

indicates where student stopped. 2. Student accurately identifies each number.

47 96

66

75

50

99 33

42 25 21

19 11 89 7 1



Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. 3. Student writes numbers from 1 to 100.

1_________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

______________________________________________________ 100_ Name: ___________________________ Score: ____ of ___ Proficient = 80%




Objective 2.3 Count, read and write (in numerals) whole numbers up to 100. ANSWER KEY 1. Student orally counts to 100 2. Student correctly identifies numbers 3. Student writes numbers 1-100




Objective 2.4 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20). Directions: 1) Show 10 different ways to make the number 12 using pictures or

number sentences. Name: ___________________________ Score: ____ of _10__ Proficient = 9/10 Office of Curriculum 7/9/02



Objective 2.4 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20). ANSWER KEY 10 ways to make the number 12 using pictures or number sentences.

Many possible answers: (examples)


12 + 0 +

12 – 0

6 + 6

8 + 4

2 + 2 + 2 + 2 + 2 + 2

11 + 1



Objective 2.4 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20). Directions: 1) Show 10 different ways to make the number 20 using pictures or

number sentences. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10



Objective 2.4 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20).



ANSWER KEY 10 ways to make the number 20 using pictures or number sentences.

Many possible answers: (examples)

10⊄ 10⊄ 10 + 10

18 + 2

4 + 16

12 + 8

20 – 0

20 + 0



Objective 1.1 Count by 2’s, 5’s, and 10’s 1. Look at each series of numbers. 2. Fill in the missing numbers. 3. Write whether the series was counted by 2’s, 5’s, or 10’s. Counted by: 1. 2, 4, _____, 8, 10, _____, ______,16, 18, 20 _________ 2. 5, 10, _____, 20, _____, 30, 35, _____, 45 _________ 3. 30, 40, _____, _____, 70, 80, _____ _________ 4. 25, _____, _____, 40, 45, _____, 55, 60 _________ 5. 8, _____, 12, _____, 16, _____ _________




Objective 1.1 Count by 2’s, 5’s, and 10’s 1. Look at each series of numbers. 2. Fill in the missing numbers. 3. Write whether the series was counted by 2’s, 5’s, or 10’s.

6. 7. 8. 9. 10.

2

10 15 10 5

12 15

30 25

8

30

10

50 18

12

40 20 55

70

45 65

Counted by: Name: ___________________________ Score: ____ of _10__ Proficient = 8/10


Objective 1.1 Count by 2’s, 5’s, and 10’s



ANSWER KEY 1. 2, 4, 6, 8, 10, 12,14 16, 18, 20 2s 2. 5, 10, 15, 20, 25, 30, 35, 40, 45 5s 3. 30, 40, 50, 60, 70, 80, 90 10s 4. 25, 30, 35, 40, 45, 50, 55, 60 5s 5. 8, 10, 12, 14, 16, 18 2s

2

10 15 10 5

4

20 20 12 15

6

30 25 14 25

8

40 30 16 35

10

50 35 18 45

12

60 40 20 55

6.

14

7.

70

8.

45

9.

22

10.

65

Counted by: 2s

10s 5s 2s 10s




Objective 1.1 Count by 2’s, 5’s, and 10’s 1. Look at each series of numbers. 2. Fill in the missing numbers. 3. Write whether the series was counted by 2’s, 5’s, or 10’s. 1. 2. 3. 4. 5.

20

16 30 30 20

18

50 40 24

35

60

24 50 28

45

Counted by:




Objective 1.1 Count by 2’s, 5’s, and 10’s 1. Look at each series of numbers. 2. Fill in the missing numbers. 3. Write whether the series was counted by 2’s, 5’s, or 10’s. Counted by: 6. 10, 15, _____, _____, _____, 35 _________ 7. 10, _____, _____, 40, 50, 60 _________ 8. 16, _____, _____, 22, _____, 26 _________ 9. 50, _____, 70, _____, _____, 100 _________ 10. 40, _____, 44, 46, _____, 50 _________ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10




Objective 1.1 Count by 2’s, 5’s, and 10’s ANSWER KEY

1. 2. 3. 4. 5.

20

16 30 30 20

25

18 40 35 22

30

20 50 40 24

35

22 60 45 26

40

24 70 50 28

45

26 80 55 30

Counted by: 5s

2s 10s 5s 2s

Counted by:

6. 10, 15, 20, 25, 30, 35 5s

7. 10, 20, 30 40, 50, 60 10s 8. 16, 18, 20, 22, 24, 26 2s 9. 50, 60, 70, 80, 90, 100 10s 10. 40, 42, 44, 46, 48, 50 2s





Objective 4.1 Identify odd and even numbers from 1-10. Directions: #1-5: Mark the circle that tells which number is even. 1) 2 5 9 3 O O O O

2) 6 3 7 1 O O O O

3) 1 3 8 9 O O O O

4) 5 7 8 9 O O O O

5) 9 10 1 3 O O O O 6) 3 4 6 8 O O O O

7) 2 6 7 10 O O O O

8) 2 4 9 10 O O O O

9) 1 2 4 8 O O O O

10) 5 6 4 8 O O O O

#6-10: Mark the circle that tells which number is odd.



Objective 4.1 Identify odd and even numbers from 1-10. #11-12: Circle the odd numbers in the number line. 11) 1 2 3 4 5 6 7 8 9 10 12) 10 3 4 9 6 1 8 2 5 7 Name: ___________________________ Score: ____ of _12__ Proficient = 10/12




Objective 4.1 Identify odd and even numbers from 1-10. ANSWER KEY 1. 2 5 9 3 O O O O

2. 6 3 7 1 O O O O

3. 1 3 8 9 O O O O

4. 5 7 8 9 O O O O

5. 9 10 1 3 O O O O

6. 3 4 6 8 O O O O

7. 2 6 7 10 O O O O

8. 2 4 9 10 O O O O

9. 1 2 4 8 O O O O

10. 5 6 4 8 O O O O

11. 1 2 3 4 5 6 7 8 9 10 12. 10 3 4 9 6 1 8 2 5 7





Objective 4.1 Identify odd and even numbers from 1-10. #1-4) Circle the numbers that are even. Underline the numbers that are odd. 1) 10 9 8 7 6 5 4 3 2 1 2) 1 9 10 2 3 8 7 4 6 5 3) 5 10 2 4 3 6 8 1 9 7 4) 2 4 6 8 10 9 7 5 3 1 #5-10) Make a drawing using the instructions given. 5) Draw an even number of circles. 6) Draw an odd number of straight lines.




Objective 4.1 Identify odd and even numbers from 1-10. Make a drawing using the instructions given. 7) Draw an odd number of triangles. 8) Draw an even number of squares. 9) Draw an odd number of curved lines. 10) Draw an even number of dots. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10

Objective 4.1 Identify odd and even numbers from 1-10.



ANSWER KEY 1. 10 9 8 7 6 5 4 3 2 1 2. 1 9 10 2 3 8 7 4 6 5 3. 5 10 2 4 3 6 8 1 9 7 4. 2 4 6 8 10 9 7 5 3 1

(Drawings will vary)

5. Draw an even number of circles. 6. Draw an odd number of straight lines. 7. Draw an odd number of triangles. 8. Draw an even number of squares. 9. Draw an odd number of curved lines. 10. Draw an even number of dots.


Objective 5.3 Identify 10 more/10 less. Directions:

1. 20 40 30 10 50 O O O O

6. 60 40 30 50 70 O O O O

2. 50 70 30 60 40 O O O O

7. 10 30 20 10 0 O O O O

3. 80 90 100 70 50 O O O O

8. 18 8 0 10 48 O O O O

4. 15 35 25 10 5 O O O O

9. 40 10 20 30 44 O O O O

5. 34 74 43 44 24 O O O O

10. 55 15 25 45 65 O O O O

#1-5: Mark under the number that is 10 more than the number in the square.

#6-10: Mark under the number that is 10 less than the number in the square.



#11-12: Write the numbers that are 10 more and ten less than the given number. 11. ______ 22 _______ 12. ______ 75 _______ Name: ___________________________ Score: ____ of _12__ Proficient = 10/12




Objective 5.3 Identify 10 more/10 less. ANSWER KEY

1. 20 40 30 10 50 O O O O

6. 60 40 30 50 70 O O O O

2. 50 70 30 60 40 O O O O

7. 10 30 20 10 0 O O O O

3. 80 90 100 70 50 O O O O

8. 18 8 0 10 48 O O O O

4. 15 35 25 10 5 O O O O

9. 40 10 20 30 44 O O O O

5. 34 74 43 44 24 O O O O

10. 55 15 25 45 65 O O O O


11. 12 22 32 12. 65 75 85



Objective 5.3 Identify 10 more/10 less. Directions: #1-6: Write the numbers that are 10 more and 10 less than the given number. 1) _____ 15 _____

2) _____ 90 _____

3) _____ 30 _____

4) _____ 48 _____

5) _____ 61 _____

6) _____ 10 _____

7) 66 26 36 76 86 O O O O

8) 37 17 47 73 13

O O O O

9) 17 1 7 10 18 O O O O

10) 82 51 63 72 81 O O O O

#7-8: Mark under the number that is 10 more than the number in the box.

#9-10: Mark under the number that is 10 less than the number in the circle.



Objective 5.3 Identify 10 more/10 less.



ANSWER KEY 1. 5 15 25

2. 80 90 100

3. 20 30 40

4. 38 48 58

5. 51 61 71

6. 0 10 20

7. 66 26 36 76 8 O O O O

8. 37 17 47 73 13 O O O O

9. 17 1 7 10 18 O O O O

10. 82 51 63 72 81 O O O O




Objective 6.1 Count and group objects in ones and tens. Directions: “Tens” are in the cups. “Ones” are on the outside. Write the total number. 1)


_________ 2) _________ 3) _________ 4) _________



Write the total number. 5) _________ 6) _________ 7)


_________

Write the total number. 8) _________ 9) _________ 10)







Objective 6.1 Count and group objects in ones and tens. ANSWER KEY 1. 24

2. 18

3. 36

4. 62

5. 47

6. 81

7. 55

8. 40

9. 93

10. 70




Objective 6.1 Count and group objects in ones and tens Directions: Write the number of squares. 1) 2) ________ ________ 3) 4)

________ ________




Write the number of squares. 5) 6) ________ ________ 7) 8) ________ ________




Write the number of squares. 9) 10) ________ ________ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10



Objective 6.1 Count and group objects in ones and tens



ANSWER KEY 1. 36

2. 18

3. 50

4. 72

5. 80

6. 22

7. 41

8. 64

9. 93

10. 25



Objective 6.7 Identify place values of each digit in a 2-digit number. For #1-5, circle the place value of the underlined digit. 1. 98 tens ones 2. 34 tens ones 3. 72 tens ones 4. 51 tens ones 5. 60 tens ones For #6-10, underline the correct digit. 6. 24 Underline the ones digit. 7. 80 Underline the tens digit. 8. 79 Underline the tens digit. 9. 15 Underline the ones digit. 10. 36 Underline the tens digit. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02



Objective 6.7 Identify place values of each digit in a 2-digit number. ANSWER KEY For 1-5, circle the place value of the underlined digit. 1. 98 tens ones 2. 34 tens ones 3. 72 tens ones 4. 51 tens ones 5. 60 tens ones For #6-10, underline the correct digit. 6. 24 Underline the ones digit. 7. 80 Underline the tens digit. 8. 79 Underline the tens digit. 9. 15 Underline the ones digit. 10. 36 Underline the tens digit.




Objective 6.7 Identify place values of each digit in a 2-digit number. For #1-5, underline the place value of the circled digit. 1) 77 tens ones 2) 13 tens ones 3) 46 tens ones 4) 52 tens ones 5) 90 tens ones For #6-10, underline the correct digit. 6) 84 Underline the tens digit. 7) 43 Underline the ones digit. 8) 27 Underline the ones digit. 9) 19 Underline the tens digit. 10) 65 Underline the ones digit. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02

Objective 6.7 Identify place values of each digit in a 2-digit number.



ANSWER KEY For #1-5, underline the place value of the circled digit. 1. 77 tens ones 2. 13 tens ones 3. 46 tens ones 4. 52 tens ones 5. 90 tens ones For #6-10, underline the correct digit. 6. 84 Underline the tens digit. 7. 43 Underline the ones digit. 8. 27 Underline the ones digit. 9. 19 Underline the tens digit. 10. 65 Underline the ones digit.




Objective 6.14 Compare two or more sets of objects or numbers (up to 100) and identify which is equal to (=), more (>), or less, (<) than the other. Directions: #1-3: Compare each set of objects and mark whether Set A

is more than, less than, or equal to Set B. 1) Set A Set B more less equal O O O


2) more less equal O O O 3) more less equal O O O



# 4-6 Look at the first number in each row. Circle the numbers that are greater. Underline the numbers that are less. 4) 58 22 98 41 63 5) 10 1 87 9 35 6) 95 75 97 59 99 #7-10: Write 2 numbers greater and 2 numbers less than the number in the box. Greater Less 7) 80 _____ _____ _____ _____


8) 63 ___ ___ ___ ___ 9) 47 ___ ___ ___ ___ 10) 18 ___ ___ ___ ___ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10



Objective 6.14 Compare two or more sets of objects or numbers (up to 100) and identify which is equal to (=), more (>), or less, (<) than the other. ANSWER KEY #1-3: Compare each set of objects and mark whether Set A is more than, less than, or equal to

Set B. 1. Set A Set B more less equal O O O


2. more less equal O O O 3. more less equal O O O # 4-6 Look at the first number in each row. Circle the numbers that are greater. Underline the numbers that are less. #7-10: Write 2 numbers greater and 2 numbers less than

the number in the box. Greater Less 4. 58 22 98 41 63 7. 80 (answers will vary) 5. 10 1 87 9 35 8. 63 ___ ___ ___ ___ 6. 95 75 97 59 99 9. 47 ___ ___ ___ ___ 10. 18 ___ ___ ___ ___



Objective 6.14 Compare 2 or more sets of objects or numbers (up to 100) and identify which is equal (=), more (>), or less (<) than the other. Directions: #1-3: Compare each set of objects and mark whether Set A is more than, less than, or equal to Set B. Set A Set B more less equal 1) O O O


2) more less equal O O O 3) more less equal O O O

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

#4-5: Ring the number that is more. 4) 22 26 84 81 33 43 51 50 5) 73 68 99 95 42 52 36 85



#6-7: Ring the number that is less in each pair of numbers. 6) 87 60 14 21 5 10 57 75 7) 38 83 27 92 63 51 17 79 #8-10: Follow the instructions. 8. Write three numbers less than 20. ______ ______ ______ 9. Write three numbers greater than 60. ______ ______ ______ 10. Write two numbers greater than 30 and less than 40. ______ ______ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02



Objective 6.14 Compare 2 or more sets of objects or numbers (up to 100) and identify which is equal (=), more (>), or less (<) than the other. ANSWER KEY Directions: #1-3: Compare each set of objects and mark whether Set A is more than, less than, or

equal to Set B. #4-5 Ring the number that is more. #6-7 Ring the number that is less. #8-10 Follow the instructions.

1. Set A Set B more less equal O O O


2. more less equal O O O 3. more less equal O O O

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

4. 22 26 84 81 33 43 51 50 5. 73 68 99 95 42 52 36 85 6. 87 69 14 21 5 10 57 75 7. 38 83 27 92 63 51 17 79 8. Write three numbers less than 20. _____ _____ _____ (Answers will

vary.) 9. Write three numbers greater than 60. ____ ____ _____ 10. Write two numbers greater than 30 and less than 40. ____ ____




Objective 8.2 Know, use and estimate addition and subtraction facts for sums up to 20 and show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference), and use the inverse relationship between addition and subtraction to solve problems. #1-10 Add or subtract. 1) 12 – 5 = _____ 16 – 9 = _____ 14 – 7 = _____ 2) 8 + 6 = ______ 9 + 2 = ______ 5 + 9 = ______ 3) 11 4) 18 5) 20 6) 15 - 9 - 9 - 10 _- 5 7) 7 8) 9 9) 10 10) 4 + 8 + 9 + 10 + 7



#11-12 Write an equation to solve the word problem. 11) There were 8 apples. A boy ate 2 of the apples. How many apples were left? 12) Ten children stood in line to buy an ice cream cone. 7 more children got in line. How many children were in line together? Name: ___________________________ Score: ____ of _12__ Proficient = 10/12




Objective 8.2 Know, use and estimate addition and subtraction facts for sums up to 20 and show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference), and use the inverse relationship between addition and subtraction to solve problems. ANSWER KEY #1-10: Add or subtract. 1. 12 – 5 = 7 16 – 9 = 7 14 – 7 = 7 2. 8 + 6 = 14 9 + 2 = 11 5 + 9 = 14 3. 11 4. 18 5. 20 6. 15 - 9 - 9 - 10 - 5 2 9 10 10 7. 7 8. 9 9. 10 10. 4 + 8 + 9 + 10 + 7 15 18 20 11 #11-12: Write an equation to solve the word problem. 11. There were 8 apples. A boy ate 2 of the apples. How many apples were left? 8 – 2 = 6 12. Ten children stood in line to buy an ice cream cone. 7 more children got in line. How many children were in line together?

10 + 7 = 17




Objective 8.2 Know, use and estimate addition and subtraction facts for sums up to 20 and show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference), and use the inverse relationship between addition and subtraction to solve problems. #1-10 Add or subtract. 1) 10 + 0 = _____ 7 – 7 = _____ 13 – 4 _____ 2) 7 + 6 = ______ 19 + 1 = _____ 20 – 6 = _____ 3) 11 4) 9 5) 10 6) 6 + 9 - 8 + 10 +12 7) 8 8) 19 9) 12 10) 16 + 8 - 3 - 7 -10 #11-12 Write an equation to solve the story problem. 11. 18 bananas grew on a tree. 3 monkeys each ate 1. How many bananas were left on the tree? 12. There were 4 elephants in the zoo. The zookeeper bought 2 more. How

many elephants were in the zoo altogether? Name: ___________________________ Score: ____ of _12__ Proficient = 10/12




Objective 8.2 Know, use and estimate addition and subtraction facts for sums up to 20 and show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference), and use the inverse relationship between addition and subtraction to solve problems. ANSWER KEY #1-10 Add or subtract. 1. 10 + 0 = 10 7 – 7 = 0 13 – 4 = 9 2. 7 + 6 = 13 19 + 1 = 20 20 – 6 = 14 3. 11 4. 9 5. 10 6. 6 + 9 - 8 + 10 +12

20 1 20 18 7. 8 8. 19 9. 12 10. 16 + 8 - 3 - 7 -10 16 16 5 6 #11-12 Write an equation to solve the story problem. 11. 18 bananas grew on a tree. 3 monkeys each ate 1. How many bananas were left on the tree? 18 – 3 = 15 12. There were 4 elephants in the zoo. The zookeeper bought 2 more. How

many elephants were in the zoo altogether? 4 + 2 = 6




Objective 8.3 Find the sum of up to three one digit numbers For each problem, add the digits and write the answer under the line or on the line 1) 2) 4 3) 6 + 3 = _____ +3 1 +1 4) 5 + 2 + 1 = _____ 5) 6 + 1 + 5 = _____ 6) 4 7) 9 8) 8 + 9 = _____ 2 1 +4 +5 9) 3 + 3 + 0 = _____ 10) 7 5 +3 Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02



Objective 8.3 Find the sum of up to three one digit numbers ANSWER KEY 1. 5

2. 6

3. 9

4. 8

5. 12

6. 10

7. 15

8. 17

9. 6

10. 15




Objective 8.3 Find the sum of up to three one digit numbers For each problem, add the digits and write the answer under the line or on the line 1) 4 2) 3 3) 6 + 8 = _____ 1 2 +5 +7 4) 9 5) 2 + 5 + 1 = _____ +9 6) 5 + 5 + 0 = _____ 7) 3 +4 8) 9 + 2 + 1 = _____ 9) 7 10) 8 + 0 = _____ 4 +1 Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02



Objective 8.3 Find the sum of up to three one digit numbers ANSWER KEY 1. 10

2. 12

3. 14

4. 18

5. 8

6. 10

7. 7

8. 12

9. 12

10. 8


Napa Valley Unified School District Aligned Objectives Test

Grade 1 Number Sense

PROBE 11.1 Form A

Objective 11.1 Identify models divided into equal parts. Directions: 1-5 Mark the shapes divided into equal parts. 6-10 Make two equal parts on each shape. 1. 2.


O O O O O O O O 3. 4.

O O O O O O O O 5.

O O O O 6. 7. 8. 9. 10. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10

Number Sense PROBE 11.1

Form A

Napa Valley Unified School District Aligned Objectives Test

Grade 1

ANSWER KEY Directions: 1-5 Mark the shapes divided into equal parts. 6-10 Make two equal parts on each shape. 1. 2.


O O O O O O O O 3. 4.

O O O O O O O O 5.

O O O O 6. 7. 8. (Answers will vary in

placement of the dividing line but should show two equal parts)

9. 10.




Objective 11.1 Identify models divided into equal parts. Directions: #1-5) Circle the shape that shows equal parts. 1. 2. 3. 4. 5.



Objective 11.1 Identify models divided into equal parts. #6 –10) Draw a line to make equal parts on each shape.


6. 7. 8. 9. 10. Name: ___________________________ Score: ____ of _10__ Proficient = 8/10



Objective 11.1 Identify models divided into equal parts. ANSWER KEY


1. 2. 3. 4. 5. 6. (#7 answer may vary but should show equal parts) 7. 8. 9. 10.



Objective 11.16 Determine the value of a set of coins and show different combinations of coins that equal the same value. Count the coins and write how much. ________⊄ ________⊄

1)

________⊄ ________⊄


________⊄

2)

3)

________⊄

4)

5)

6)




Draw combinations of coins to equal the amount in the box. 7)

4 ⊄ 8) 11 ⊄ 9) 19 ⊄ 10) 2 ⊄ Draw as many combinations of coins as you can to equal 25⊄ or draw how many ways you can make 25⊄. 11) 25 ⊄ Name: ___________________________ Score: ____ of _11__ Proficient = 9/11



Objective 11.16 Determine the value of a set of coins and show different combinations of coins that equal the same value.


ANSWER KEY 1. 4⊄ 2. 10⊄ 3. 7⊄ 4. 25⊄ 5. 12⊄ 6. 16⊄ 7. 4 cents

8) 11 cents

or

9) 19 cents

or

10) 2 cents

11) Answers will vary



Objective 11.16 Determine the value of a set of coins and show different combinations of coins that equal the same value. #1-5) Write how much money the coins equal. ________⊄ ________⊄ ________⊄

1)

2)

________⊄

3)

________⊄

4)

5)


#6-10) Draw coins to equal the amount in the box.



6)

7 ⊄ 7) 13 ⊄ 8) 18 ⊄ 9) 20 ⊄ 10) 5 ⊄ Draw how many ways you can make 26⊄. 11) 26 ⊄ Name: ___________________________ Score: ____ of _11__ Proficient = 9/11 Office of Curriculum 7/9/02



Objective 11.16 Determine the value of a set of coins and show different combinations of coins that equal the same value.


ANSWER KEY 1. 10⊄ 2. 5⊄ 3. 3⊄ 4. 16⊄ 5. 15⊄ 6. 7⊄

7) 13 cents

or

8) 18 cents

or

9) 20 cents

10) 5 cents

11) Answers will vary

or or

or

Or penny combinations


Grade 1 Algebra and Functions

Probe Tests ♦ 1.1 Form A ♦ 1.1 Form B ♦ 2.4 Form A ♦ 2.4 Form B


Algebra and Functions – PROBE 1.1 Form A

Objective 1.1 Identify the identity element for addition Oral directive: Mark under the number that goes in the box. 1) + 5 = 5 2) + 8 = 8 10 5 0 1 0 1 16 8 3) + 9 = 9 4) + 3 = 3 9 1 0 18 0 6 1 3 5) + 7 = 7 7 1 0 8




Given a group of number tiles. Teacher says: 6) “Show five tiles and zero tiles. How many in all? ___________

Write a number sentence to show how many in all.” 7) “Show 7 tiles and zero tiles. How many in all? ___________

Write a number sentence to show how many in all.”

8) “Show 6 tiles and zero tiles. How many in all? ____________


9) “Show 3 tiles and zero tiles. How many in all? ____________ Write a number sentence to show how many in all.” 10) “Show 2 tiles and zero tiles. How many in all? _____________






Objective 1.1 Identify the identity element for addition ANSWER KEY 1) 0

2) 0

3) 0

4) 0

5) 0

6) 5 tiles 5 + 0 = 5

7) 7 tiles 7 + 0 = 5

8) 6 tiles 6 + 0 = 6

9) 3 tiles 3 + 0 = 3

10) 2 tiles 2 + 0 = 2



Algebra and Functions – PROBE 1.1 Form B

Objective 1.1 Identify the identity element for addition Oral directive: Mark under the number that goes in the box. 1) + 6 = 6 2) 10 + = 10 6 1 2 0 1 5 0 3 3) 10 - = 7 4) 4 + = 6 8 5 0 3 2 1 4 0 5) 1 + = 1 1 10 14 0




Given a group of number tiles. Teacher says: 6) “Show ten tiles and zero tiles. How many in all? ___________

Write a number sentence to show how many in all.” 7) “Show 6 tiles and zero tiles. How many in all? ___________


8) “Debbie had some crayons in her desk. She put 4 more crayons

in her desk. Then she had 12 crayons. How many did she have in her desk to start with?” _______________

9) “Tito had 5 cookies. He gave 2 to his best friend. How many did

he have left?” 10) “Samir wrote 2 stories last week and 3 this week. How many did

he write in all? _________________Write a number sentence to show how many?”

Name: ___________________________ Score: ____ of _10__ Proficient = 8/10Office of Curriculum 7/9/02



Objective 1.1 Identify the identity element for addition ANSWER KEY 1) 0

2) 0

3) 3

4) 2

5) 0

6) 10 tiles 10 + 0 = 10

7) 6 tiles 6 + 0 = 6

8) 8 crayons 12 - 4 = 8 or 8 + 4 = 12

9) 3 cookies 5 - 2 = 3

10) 5 stories 2 + 3 = 5





Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers. Directions: Write what comes next. 1) 1, 2, 3, 1, 2, 3, ____, ____, ____ 2) 6, 6, 7, 6, 6, 7, ____, ____, ____ 3) 4, 5, 4, 5, ____, ____, ____, ____ 4) 3, 8, 3, 8, 3, 8, ____, ____ 5) 6, 7, 8, 6, 7, 8, ____, ____, ____ 6) 5, 2, 5, 2, 5, 2, ____, ____, ____, ____ 7) 2, 2, 3, 2, 2, 3, 2, 2, 3, ____, ____, ____ 8) 7, 1, 7, 1, 7 1, ____, ____



Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers. Write what comes next. 9) 9, 8, 7, 9, 8, 7, ____, ____, ____ Tell how the addends make a pattern. Tell how the sums make a pattern. 10) 3 4 5 6 +1 +1 +1 +1 4 5 6 7 Name: ___________________________ Score: ____ of _10__ Proficient = 8/10




Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers. ANSWER KEY 1. 1, 2, 3

2. 6, 6, 7

3. 4, 5, 4, 5

4. 3, 8

5. 6, 7, 8

6. 5, 2, 5, 2

7. 2, 2, 3

8. 7, 1

9. 9, 8, 7

10. answers may vary




Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers. Directions: Write what comes next? 1) 2, 2, 4, 4, 2, 2, 4, 4, ____, ____, ____, ____

2) 7, 8, 1, 7, 8, 1, ____, ____, ____

3) 3, 3, 4, 3, 3, 4, ____, ____, ____

4) 1, 2, 4, 1, 2, 4, ____, ____, ____

5) 5, 5, 9, 5, 5, 9 ____, ____, ____

6) 7, 8, 7, 8, 7, 8, ____, ____

7) 6, 7, 9, 6, 7, 9, ____, ____, ____

8) 4, 4, 7, 7, 4, 4, 7, 7, ____, ____, ____, ____




Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers.

Directions: What comes next?

9) 4, 8, 1, 4, 8, 1, ____, ____, ____

10) Directions: Tell what patterns you see.

6 5 4 3 2

-2 -2 -2 -2 -2 4 3 2 1 0 Name: ___________________________ Score: ____ of _10__ Proficient = 8/10




Objective 2.4 Recognize, describe, extend and explain ways to get to a next term in simple repeating patterns involving one digit numbers. ANSWER KEY 1) 2, 2, 4, 4

2) 7, 8, 1

3) 3, 3, 4

4) 1, 2, 4

5) 5, 5, 9

6) 7, 8

7) 6, 7, 9

8) 4, 4, 7, 7

9) 4, 8, 1

10) answers may vary



Grade 1 Measurement and Geometry

Probe Tests ♦ 1.2 Form A

♦ 1.2 Form B

♦ 2.5 Form A

♦ 2.5 Form B

♦ 2.8 Form A

♦ 2.8 Form B

♦ 3.4 Form A

♦ 3.4 Form B

♦ 3.9 Form A

♦ 3.9 Form B

♦ 3.10 Form A

♦ 3.10 Form B



Measurement & Geometry – PROBE 1.2 Form A

Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. Directions: Teacher says: 1) “Max bought a new pencil. Measure the pencil with your ruler. How many inches long is

Max’s ruler?” Mark your answer. 1 inch 2 inches 3 inches 4 inches Teacher says: 2) “Samantha bought a new block set. Measure the block set with

your ruler. How many inches long is the set?

A B E F G H I J D C

3 inches 2 inches 1 inch 4 inches

3) About how many cubes long is the crayon?



2 5 6 4

4) Which container would hold the most water?

A B C D


5) Which object is the longest?

A B C



6) About how many paper clips long is the watermelon?


6 4 10 1

7) Which object is the shortest?

A B C




#8-10 Measure the height in inches. 8) 9) 10) _______ inches _______ inches ______ inches Name: _________________________ Score: ____ of 10 Proficient = 8/10




Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. ANSWER KEY 1. 4 inches

2. 3 inches

3. 6 inches

4. D

5. C

6. 4

7. B

8. 3 inches

9. 2 inches

10. 4 inches

Measurement & Geometry –

PROBE 1.2 Form B


Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit.


Directions: Teacher says: 1) “Carla bought a stapler.

Measure the stapler with your ruler. How many inches long is Carla’s stapler?” Mark your answer. 1 inch 2 inches 3 inches 4 inches O O O O

Teacher says: 2) “David bought a new toy bus. Measure the toy bus with your

ruler. How many inches long is it?” 3 inches 2 inches 1 inch 4 inches O O O O


PROBE 1.2 Form B


Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. 3) About how many cubes long is the trumpet?


2 5 6 4 O O O O

4) Which container would hold the most water?

A B C D O O O O


PROBE 1.2 Form B


Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. 5) Which object is the longest?


A B C

O O O 6) About how many paper clips long is the hot dog? 5 3 8 6 O O O O 7) Which object is the shortest?

A B C O O O

Measurement & Geometry – PROBE 1.2

Aligned Objectives Test Grade 1 Form B

Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. #8-10 Measure the height in inches. 8) 9) 10) _____inches ______inches ______inches Name: ________________________________ Score: ____ of 10 Proficient = 8/10


Measurement & Geometry – PROBE 1.2

Form B


Objective 1.2 Compare length, weight, liquid volume of two or more objects using direct comparison or non-standard unit. ANSWER KEY:

1) 3 inches

2) 2 inches

3) 5 cubes

4) C

5) B

6) 3

7) C

8) 4 inches

9) 3 inches

10) 2 inches





Objective 2.5 Know months of the year. 1) How many months are in one year? ___________ 2) Write the number of days on the calendar.

Start with Tuesday, March 1.

3) Write the number of days on the calendar.

Start with Thursday, December 1.


Objective 2.5 Know months of the year.

Aligned Objectives Test Measurement & Geometry – PROBE 2.5 Grade 1 Form A

#4-5) Write the names of the months in the correct order.

1. ___________________________ NOVEMBER 2. ___________________________

MARCH 3. ___________________________ JANUARY APRIL

JUNE

MAY

4. ___________________________ 5. ___________________________ 6. ___________________________ OCTOBER

AUGUST

SEPTEMBER

7. ___________________________ 8. ___________________________ DECEMBER 9. ___________________________ FEBRUARY JULY 10. ___________________________

11. ___________________________

12. ___________________________ Name: ___________________________ Score: ____ of _5__ Proficient = 80%



Objective 2.5 Know months of the year ANSWER KEY 1) 12 2) March

Student writes the number of days

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

3) December


27 28 29 30 31

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

4-5) January July February August March September

October

April May November June December



Aligned Objectives Test Measurement & Geometry – PROBE 2.5 Grade 1 Form B

1) How many months are in one year? ___________ 2) Write the number of days on the calendar.

Start with Wednesday, January 1

3) Write the number of days on the calendar.

Start with Friday, November 1.

JJAANNUUAARRYY

NNOOVVEEMMBBEERR




#4-5) Write the names of the months in the correct order.

1.___________________________ JANUARY 2.___________________________

MARCH 3.___________________________ NOVEMBER MAY 4.___________________________

APRIL 5.___________________________ JULY 6.___________________________ DECEMBER AUGUST 7.___________________________

OCTOBER 8.___________________________ SEPTEMBER 9.___________________________ FEBRUARY JUNE 10.___________________________

11.___________________________

12.___________________________ Name: ___________________________ Score: ____ of _5__ Proficient = 80%



Objective 2.5 Know months of the year ANSWER KEY 1) 12 2) January


JANUARY

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

3) November


NOVEMBER

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

4-5) January July February August March September

April October May November June December

Aligned Objectives Test Measurement & Geometry – PROBE 2.8 Grade 1 Form A Objective 2.8 Tell time to nearest half-hour and compare time related events. Directions: 1) Mark under the clock that shows three-th

irty.

� � � � 2) under the clock that shows eight-thirty. Mark

� � � �



3) Draw hands on the clock to show the time one-half hour later.

Measurement & Geometry – PROBE 2.8 Aligned Objectives Test Form A Grade 1


Estimate whether each activity would take 1 minute or 1 hour. Circle the correct answer. 5) Brush your teeth: 1 minute 1 hour 6) Practice piano: 1 minute 1 hour 7) Put on shoes: 1 minute 1 hour


8) Number the activities in order from what happens first to what

happens last. ______ eat dinner ______ go to school ______ eat lunch ______ brush your teeth ______ put on pajamas ______ do homework

Circle the correct answer. 9) Would you brush your teeth before or after you get into bed?

Before After

10) Would you tie your shoe before or after you put it on?

Before After Name: ___________________________ Score: ____ of _10__ Proficient = 9/10




Objective 2.8 Tell time to nearest half-hour and compare time related events. ANSWER KEY 1) C

2) C

3) Hands on clock should show 11 o’clock

4) Hands on clock should show 2:30

5) 1 minute

6) 1 hour

7) 1 minute

8) Any reasonable numbering order is acceptable

9) Before

10) After

Measurement & Geometry – PROBE 2.8 Aligned Objectives Test Form B Grade 1 Objective 2.8 Tell time to nearest half-hour and compare time related events. Directions: 1) Mark under the clock that shows two-thirt

y.

� � � � 2) under the clock that shows nine-thirty. Mark

� � � � 3) Draw hands on the clock to show the time one-half hour later.




Estimate whether each activity would take 1 minute or 1 hour. Circle the correct answer. 5) Comb your hair: 1 minute 1 hour 6) Write your name: 1 minute 1 hour 7) Do your homework: 1 minute 1 hour


Measurement & Geometry – PROBE 2.8 Aligned Objectives Test Form B Grade 1 8) Number the activities in order from what happens first to what

happens last. ______ go to bed ______ go to school ______ eat lunch ______ get dressed for school ______ go home from school ______ wake up

#9-10: Circle the correct answer. 9) Would you get dressed for school before or after you get out of

bed?

Before After

10) Would you put on your jacket before or after you get dressed?

Before After Name: ___________________________ Score: ____ of _10__ Proficient = 8/10 Office of Curriculum 7/9/02


Objective 2.8 Tell time to nearest half-hour and compare time related events.


ANSWER KEY 1) B

2) D



5) 1 minute

6) 1 minute

7) 1 hour

8) wake up, get dressed, go to school, eat lunch, home from school,

go to bed

(The order may vary for “go to school, eat lunch”.)

9) After

10) After



Objective 3.4 Identify, describe, compare, classify common geometric shapes: rectangles Directions: 1) Mark under the shape that is the same as the first shape.

2)

3) What shape is the classroom door? _____________________

Draw and name it. 4) How many sides does that shape have? __________________



Write the number of sides and corners that each figure has. 5) 6) 7) 8) _____ corners _____ corners _____ corners _____ corners _____ sides _____ sides _____ sides _____ sides Given assortment of blocks for student to sort: sphere, pyramid, rectangular prism. Sort blocks into flat surfaces and curved surfaces. 9) Which shape(s) have a flat surface?

____________________________________

10) Which shape(s) have a curved surface? ____________________________________ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10

Measurement & Geometry – PROBE 3.4 Aligned Objectives Test Form A Grade 1

Objective 3.4 Identify, describe, compare, classify common geometric shapes: rectangles ANSWER KEY 1) 2) 3) Rectangle 4) 4 sides 5) 3 corners

3 sides

6) 4 corners 4 sides


8) no corners

no sides

9) Shapes sorted. All flat surfaces. 10) All curved surfaces.




Objective 3.4 Identify, describe, compare, classify common geometric shapes: rectangles Directions: 1) Mark under the shape that is the same as the first shape.

2)

3) What shape is the classroom window? _____________________

Draw and name it. 4) How many sides does that shape have? __________________



Objective 3.4 Identify, describe, compare, classify common geometric shapes: rectangles #5 – 8: Write the number of sides and corners that each figure has. 5) 6) 7) 8) _____ corners _____ corners _____ corners _____ corners _____ sides _____ sides _____ sides _____ sides Given assortment of blocks for student to sort: sphere, pyramid, rectangular prism. Sort blocks into flat surfaces and curved surfaces. 9) Which shape(s) have a flat surface?

____________________________________

10) Which shape(s) have a curved surface? ____________________________________ Name: ___________________________ Score: ____ of _10__ Proficient = 8/10

Measurement & Geometry – PROBE 3.4 Aligned Objectives Test Form B Grade 1

Objective 3.4 Identify, describe, compare, classify common geometric shapes: rectangles ANSWER KEY 1) 2) 3) Rectangle or square 4) 4 sides 5) 4 corners

4 sides



8) 4 corners

4 sides

9) Shapes sorted. All flat surfaces. 10) All curved surfaces.



Objective 3.9 Identify figures that have bilateral and rotational symmetry.


Directions: “These shapes can be folded where you see the broken line. The two sides of the shape should perfectly match when you fold them. There would be no parts sticking out.” Write yes or no under each shape to tell whether the shape would be a perfect match when folded. 1) 2) 3) ___________ ______________ ____________ 4) 5) 6)

___________ ______________ ____________

Aligned Objectives Test Measurement & Geometry – PROBE 3.9 Grade 1 Form A 7) Given a paper triangle. Fold the shape to make matching points. 8) Given a paper square. Fold the shape to make matching parts. 9) Given a paper circle. Fold the shape to make matching parts. 10) Open up your paper triangle, square, and circle. Which of those

shapes now has lines that divide them into two equal parts?

_____________ _____________ ______________

Name: _________________________________Score: ____ of 10 Proficient = 8/10


Aligned Objectives Test Measurement & Geometry – PROBE 3.9 Grade 1 Form A Objective 3.9 Identify figures that have bilateral and rotational symmetry. Answer Key 1) No 2) No 3) Yes 4) No 5) Yes 6) No 7) folded


8) folded 9) folded 10)


Objective 3.9 Identify figures that have bilateral and rotational symmetry.


Directions: “These shapes can be folded where you see the broken line. The two sides of the shape should perfectly match when you fold them. There would be no parts sticking out.” Write yes or no under each shape to tell whether the shape would be a perfect match when folded. 1) 2) 3) ___________ ______________ ____________ 4) 5) 6)

___________ ______________ ____________

Aligned Objectives Test Measurement & Geometry – PROBE 3.9 Grade 1 Form B 7) Given a paper oval. Fold the shape to make matching points. 8) Given a paper triangle. Fold the shape to make matching parts. 9) Given a paper rectangle. Fold the shape to make matching parts. 10) Open up your paper triangle, square, and circle. Which of those

shapes now has lines that divide them into two equal parts? Write their names here.

_____________ _____________ ______________

Name: _________________________________Score: ____ of 10 Proficient = 8/10


Aligned Objectives Test Measurement & Geometry – PROBE 3.9 Grade 1 Form B Objective 3.9 Identify figures that have bilateral and rotational symmetry. Answer Key 1) No 2) Yes 3) No 4) No 5) No 6) Yes


7) folded 8) folded 9) folded 10)



Objective 3.10 Identify congruent figures What shape has a question mark in it? 1) 2)

? Using the dots at the bottom, draw a figure with the same size and the same shape as the one drawn at the top. 3) 4)

?



Using the dots at the bottom, draw a figure with the same size and the same shape as the one drawn at the top. 5) 6)

7) Put an “X” under the 2 congruent shapes.



8) Put an “X” under the 2 congruent shapes. Circle the correct answer (yes or no). 9) Are these 2 figures congruent? Yes or No 10) Are these 2 figures congruent? Yes or No Name: ___________________________ Score: ____ of _10__ Proficient = 8/10


Objective 3.10 Identify congruent figures


ANSWER KEY 1) 2) 3) 4)

5) 6)

7) X X 8) X X 9) No 10) Yes


Measurement & Geometry – PROBE 3.10 Aligned Objectives Test Form B Grade 1

Objective 3.10 Identify congruent figures What shape has a question mark in it? 1) 2)


?

?




7) Put an “X” under the 2 congruent shapes.



8) Put an “X” under the 2 congruent shapes. Circle the correct answer (yes or no). 9) Are these 2 figures congruent? Yes or No 10) Are these 2 figures congruent? Yes or No Name: ___________________________ Score: ____ of _10__ Proficient = 8/10



Objective 3.10 Identify congruent figures ANSWER KEY 1) 2) 3) 4)

5) 6)

7) X X 8) X X 9) No 10) Yes


Grade 1 Statistics, Data Analysis

and Probability

Probe Tests ♦ 1.2 Form A ♦ 1.2 Form B


Statistics, Data Analysis, and Probability Aligned Objectives Test PROBE 1.2 – Form A Grade 1

Objective 1.2 Read, interpret and record data on pictographs, tally charts, and tables. 1) How many stars are in the graph? __________ 2) How many circles are in the graph? __________ 3) Which shape are there more of in the graph? triangle circle square

Favorite Color Mrs. Smith asked her class to pick their favorite color.

She recorded the information on a tally chart. Red //// Green //// // 4) What color is the favorite of 2 students? Purple /// Blue /// 5) What color is liked by the most students? Orange //


Aligned Objectives Test Statistics, Data Analysis, and Probability Grade 1 PROBE 1.2 – Form A

♥ ♥ ♥

Use this picture to answer questions

♥ ♥ 6) Make a tally below next to each picture and write the number for

the tallies of each picture. (tallies) (number)

________ ____

________ ____

♥ ________ ____

________ ____ 7) Which has more? Ring the answer.

♥ 8) Ring the objects that have the same number.

♥


Favorite Food

Use this chart to answer questions 9-10.

Pizza 5

Hamburgers 2

Spaghetti 4

Burrito 3


9) Make a tally chart using the data given.

Pizza

Hamburger

Spaghetti

Burrito

10) Which food was liked the most?

burrito pizza hamburger spaghetti




Objective 1.2 Read, interpret and record data on pictographs, tally charts, and tables. ANSWER KEY 1) 1

2) 4

3) circle

4) orange

5) green

6) //// 5 //// 4

♥ //// 5

//// // 7

7) ♥

8) ♥ 9) pizza //// hamburger // spaghetti //// burrito /// 10) pizza


Statistics, Data Analysis, and Probability Aligned Objectives Test PROBE 1.2 – Form B Grade 1

Objective 1.2 Read, interpret and record data on pictographs, tally charts, and tables. 1) How many stars are in the graph? __________ 2) How many circles are in the graph? __________ 3) Which shape are there more of in the graph? triangle star square

Favorite Fruit Orange //// Apple //// // Peach /// Grapes /// Grapefruit //

Mr. Wilson’s class asked each student to name their favorite fruit. The class then recorded the information on a tally chart. 4) What fruit is liked by the fewest students?

5) What fruit did 4 students pick?


Aligned Objectives Test Statistics, Data Analysis, and Probability Grade 1 PROBE 1.2 – Form B

♥ ♥ ♥

Use this picture to answer questions

♥ ♥ ♥ 6) Make a tally below next to each picture and write the number for

the tallies of each picture. (tallies) (number)

♥ ________ ____

________ ____

________ ____

________ ____ 7) Which has more? Ring the answer.

♥ 8) Ring the objects that have the same number.

♥


Favorite Animal

Use this chart to answer questions 9-10.

Dog 7

Bird 4

Cat 6

Turtle 5


9) Make a tally chart using the data given.

Dog

Bird

Cat

Turtle

10) Which food was liked the most?

Dog Bird Cat Turtle




Objective 1.2 Read, interpret and record data on pictographs, tally charts, and tables. ANSWER KEY 1) 5

2) 3

3) star

4) grapefruit

5) orange

6) //// III 8 ♥ //// I 6

IIII 4

//// 4 7) 8) 9) dog //// // bird //// cat //// I turtle //// 10) dog

Grade 1 Probe Tests - Napa Valley Unified School District: Home Page

Documents

Transcript of Grade 1 Probe Tests - Napa Valley Unified School District: Home Page