K.CC.5- Count to answer " How many?" questions about as...
6
PRE ASSESSMENT Start End Check if successful 4 7 28 32 15 24 43 56 POST ASSESMENT Start End Check if successful 59 67 5 12 91 101 81 88 Teacher: "Start with the number one and count as high as you can" Date Counted To.. Errors Date Counted to.. Errors Teacher: "Count by tens all the way to 100" Individual Student Student Name: ___________________ K.CC.1 –Count to 100 by 1's and 10's- Pre & Post Assessment K.CC.2- Count forward beginning from a given number. Pre & Post Teacher: " I am going to tell you a number. I want you to
Transcript of K.CC.5- Count to answer " How many?" questions about as...
PRE ASSESSMENTStart End Check if successful
4 728 3215 2443 56
POST ASSESMENTStart End Check if successful59 675 1291 10181 88
Teacher: "Start with the number one and count as high as you can"
Date Counted To.. Errors Date Counted to.. Errors
Teacher: "Count by tens all the way to 100"
Pre Test
Individual Student Assessment Student Name: ___________________
K.CC.1 –Count to 100 by 1's and 10's- Pre & Post Assessment
K.CC.2- Count forward beginning from a given number. Pre & Post
Teacher: " I am going to tell you a number. I want you to begin counting by ones from that number until I ask you to stop."
ASuccessfully
Counted
BRestate quantity
CSuccessful counted on
5 Model for student 611 1216 17
Post TestA
Successfully Counted
BRestate quantity* If students needs to recount-
NP
CSuccessful counted on
* If student counts cubes again to know what comes
next- NP13 1419 2010 11
K.CC.4 Understand the relationship between numbers quantities
Pre & Post AssessmentTeacher: Provide at least 23 cubes
A. "Count out ____ cubes"B. "How many cubes do you have"C. Add one more cube. "If I add one more cube, how many cubes
do you have?Repeat A & B using quantities below
K.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. Teacher: Using attribute blocks, pattern blocks, 3D shapes, or shape assessment page, ask students to identify shapes, and describe them using informal language.
K.CC.5- Count to answer " How many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number
from 1-20, count out that many objects.
Post Assessment Teacher: Use Counting Mats on Weebly
9- Scattered
12- line
15- circle
20- array
Shape IdentifiesShape
Describes Shape Shape Identifies Shape
Describes Shape
Square 4 equal sides
4 corners
Cube 6 flat square faces
8 Vertices
12 edges where the faces meet
Circle No sides
No corners/ vertices
Cone 1 Circle base
1 vertex
curved surface
Triangle 3 flat sides
3 corners/ vertices
Cylinder No vertices
Curved surface
2 faces are circles
It rollsRectangle 4 equal or
unequal Flat sides
Four corners
Sphere No faces
No edges
No vertices
Curved and roundHexagon 6 Flat sides
4 equal corners
K.MD.1 Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. Teacher: Use a REAL book, tissue, and full water bottle. Have students use describe each object using describing words.
K.G.4 Analyze and compare two and three dimensional shapes, in different sizes, and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices/"corners") and other attributes (e.g. having sides of equal length) Teacher: Using K.G.4 Assessment Page, have students describe the similarities, differences, and parts/attributes of shapes.
Similarities Differences
Square & Triangle Flat sides
Both have vertices
2D shapes
Flat
3 sides vs 4 sides
3 vertices vs 4 sides
Sphere & Cylinder 3d Shapes
No vertices
Both Roll
Cylinders have2 circle faces
Spheres have no faces
Circle & Cone Circle Faces 2D shape V.s 3D shape
Cone has a vertices
Cones can roll
Record measurable Attributes students use to describe each object shownStudents need to use words length, weight, height to describe objects. Write word if student
uses long, short, tall, heavy or light to describe objects.Heavy Book One Tissue Full water bottle Shorter than book and
heavier than the tissue
PRETEST
POSTEST
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. PRE & POST Teacher: Ask students to sort, one group should have 7 objects in a group, and the other two groups should have 5 (7 red, 5 blue, 5 yellow)
PRE ASSESSMENTMaterials: “Same Different Cards”
or Color/size Bears
Students can successfully sort by attribute
Students can successfully count the number of objects in each category.
Students can successfully sort the categories by count. (More, less, equal)
POST ASSESSMENTMaterials: Attribute Blocks
Students can successfully sort by attribute
Students can successfully count the number of objects in each category.
Students can successfully sort the categories by count. (More, less, equal)
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