Objective To assess students’ progress on mathematical content through the end of Unit 1.

Additional InformationSee Assessment Handbook, pages 52–59 for additional assessment information. For assessment checklists, see pages 246–249.

Technology Assessment Management SystemProgress Check 1See the iTLG.

62 Unit 1 Progress Check 1

Assessing Progress materials

Demonstrate automaticity with all addition 1�1–1�8 1 4 10, 11and subtraction facts through 10 � 10.[Operations and Computation Goal 1]

Identify, draw, and describe points, intersecting 1�2–1�8 2, 3 1, 2, 3 1, 2, 3, 13and parallel line segments and lines, rays, and 4, 5, 6right angles. [Geometry Goal 1]

Describe and classify plane figures, including 1�3–1�8 4, 5 1, 3 1, 2, 7, 12, 14, polygons and circles using appropriate geometric 8, 9 15, 16terms including congruent.[Geometry Goal 2]

Building Background for Unit 2 materials

� Math Journal 1, p. 27� Study Link Masters (Math Masters, pp. 34–37)

Math Boxes 1�9 previews and practices skills for Unit 2.The Unit 2 Family Letter introduces families to Unit 2 topics and terms.

2

SELF ORAL/SLATE WRITTENPART A PART B

CONTENT ASSESSED LESSON(S)ASSESSMENT ITEMS

� Study Link 1�8� Assessment Masters (Assessment Handbook,

pp. 154–158)� Geometry Template; compass

Progress Check 1 is a cumulative assessment of concepts and skillstaught in Unit 1.

See the Appendix for a complete list of Grade 4 Goals.

1

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� Math Message Follow-Up(Assessment Handbook, p. 154)

The Self Assessment offers students the opportunity toreflect upon their progress.

� Oral and Slate AssessmentsProblems 2–4 provide summative information and can be used forgrading purposes. Problem 1 provides formative information thatcan be useful in planning future instruction.

Oral Assessment1. Draw a geometric figure on the board.

Ask students to describe it. For example,you may want to draw a trapezoid suchas the one shown to the right.

Sample answers: The figure has four sides. Angles A and D areright angles. The figure is a (polygon, quadrangle, trapezoid).It is convex. The figure has one pair of parallel sides, AB and DC.

2. Ask students to look around the classroom and point outexamples of line segments, lines, rays, right angles, and parallel line segments. Sample answers: the edge of achalkboard is a line segment, the top and bottom edges of a chalkboard are parallel line segments, and the corner of achalkboard is a right angle.

Slate Assessment3. Ask students to draw these geometric figures on their slates:

● rhombus ● right angle ● hexagon● parallel line segments ● trapezoid ● triangle

4. Pose addition and subtraction facts. Suggestions:● 7 � 1 � 8 6 � 6 � 12 5 � 9 � 14 8 � 7 � 15● 9 � 1 � 8 14 – 7 � 7 13 – 4 � 9 17 – 9 � 8

WHOLE-CLASS ACTIVITY

INDEPENDENTACTIVITY

1 Assessing Progress

Lesson 1�9 63

Getting Started

Study Link 1�8 Follow-UpHave partners compare answers. Ask volunteers toexplain how they know whether the polygons theydrew are regular.

Math Message • Self AssessmentComplete the Self Assessment (AssessmentHandbook, page 154).

A

D

B

C

LESSON

1� 9

Name Date Time

Self Assessment Progress Check 1

Think about each skill listed below. Assess your own progress by checking the most appropriate box.

1. Know addition andsubtraction facts.

2. Identify, draw, and label line segments, lines, and rays.

3. Identify and drawparallel andintersecting linesegments.

4. Describe sides and angles ofpolygons.

5. Use a compass and straightedge to constructgeometric figures.

Skills I can do this on I can do this on I can do this ifmy own and explain my own. I get help or look

how to do it. at an example.

Assessment Handbook, p. 154

Assessment Master

LESSON

1� 9 Written Assessment

Name Date Time

Progress Check 1

Part A

Use a straightedge or the Geometry Template to complete Problems 1–4.

1. Draw a quadrangle that has 4 right angles and is not a square.

What kind of quadrangle is this?

rectangle

Sample answer:

2. Draw a quadrangle with1 pair of parallel sides and no right angles.

What kind of quadrangle is this?

trapezoid

Sample answer:

3. Draw AB parallel to CD.

A B

C D

4. Draw EM���. Draw TX��� so that EM��� and TX��� intersect.

E

M

X

T

P O

For Problems 5–8, there may be more than one correct name for the geometric figure.Put a check mark beside all of the correct names.

5. ____ OP

OP���

PO���✔

✔6. ____ LA

____ AL�

LA�✔A L

7. quadrangle

polygon

parallelogram✔

✔

✔ 8. ____ square

rhombus

parallelogram✔

✔

__ ___

___

Assessment Handbook, p. 155

Assessment Master

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64 Unit 1 Progress Check 1

Name Date Time

Written Assessment continuedLESSON

1� 9

9.

a. Which of the above shapes are NOT polygons?

b. Choose two of the shapes that are not polygons. Tell why each one is not a polygon.

10. Add mentally. 11. Subtract mentally.

0 � 5 � 4 � 8 � 7 � 2 � 16 � 8 �

9 � 1 � 7 � 5 � 6 � 2 � 14 � 6 �

5 � 5 � 9 � 4 � 11 � 8 � 17 � 9 �

3 � 2 � 3 � 8 � 4 � 1 � 14 � 9 �

1 � 6 � 8 � 6 � 12 � 4 � 10 � 7 �

2 � 4 � 6 � 7 � 12 � 7 � 6 � 3 �

7 � 3 � 9 � 9 � 15 � 6 � 9 � 6 �

3 � 3 � 9 � 6 � 13 � 7 � 12 � 6 �

5 � 1 � 8 � 8 � 6 � 5 � 13 � 9 �

4 � 6 � 7 � 9 � 5 � 3 � 11 � 4 �

6 � 6 � 3 � 9 � 10 � 4 � 15 � 8 �

1 � 8 � 5 � 8 � 11 � 9 � 18 � 9 � 92139761212721610411666615639181035136381475311583131084121085125

B, C, and F A B C D E F

Sample answers: B has lines that cross,C has curved sides, and F is not closed.

Assessment Handbook, p. 156

Assessment Master

� Written Assessment(Assessment Handbook, pp. 155–157)

Everyday Mathematics students are expected to master a varietyof mathematical concepts and skills over time. The curriculumfrequently revisits topics, concepts, and skills. For this reason, thewritten assessment includes items recently introduced as well asitems that assess long-term retention and mastery.

The written assessment is only one part of a balanced assessmentplan. Use it along with other assessment tools in the program. Seethe Assessment Handbook for additional information.

Part A Recognizing Student AchievementThe Recognizing Student Achievement, or summative, part of thewritten assessment is designed to help teachers assess students’progress toward Grade 4 Goals. The items in this section can beused for grading purposes since the curriculum to this point hasprovided multiple exposures to the content of the problems thatappear in this part.

Problem(s) Description

1, 2 Draw quadrangles.

3, 4 Draw parallel and intersecting lines and linesegments.

5, 6 Name lines and rays.

7, 8 Name polygons.

9 Identify properties of polygons.

10, 11 Solve addition and subtraction facts.

Part B Informing InstructionThe Informing Instruction, or formative, part of the written assessment can help teachers make decisions about how best toapproach concepts and skills the next time they appear. The itemsin this part of the written assessment are intended to informfuture instruction.

Problem(s) Description

12 Identify polygons.

13 Draw perpendicular line segments.

14 Draw a concave polygon.

15 Draw concentric circles.

16 Draw a polygon congruent to a given polygon.

INDEPENDENTACTIVITY

Name Date Time

Written Assessment continuedLESSON

1� 9

12. Part of each polygon below is hidden. One of the 3 polygons is a parallelogram,another is a trapezoid, and another is a regular hexagon. Write the correct name of each polygon on the line.

Use a straightedge, the Geometry Template, or a compass to draw each of thegeometric figures in Problems 13–16.

13. perpendicular line segments 14. concave polygon

15. concentric circles 16. a polygon that is congruent to the one shown below

Sample answer:

Sample answer:Sample answer:

hexagonparallelogramtrapezoid

Part B

Assessment Handbook, p. 157

Assessment Master

NOTE Consider administering the additionand subtraction facts (Problems 10 and 11) as a timed inventory test. Allow students 2 minutes to complete it, or adjust theamount of time as you see fit. Additionaltimed tests can be found on Math Masters,pages 391 and 392.

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� Open Response(Assessment Handbook, p. 158)

Properties of Polygons

The open response item requires students to applyconcepts and skills from Unit 1 to solve a multistepproblem. See Assessment Handbook, pages 55–59 for rubrics and students’ work samples for this problem.

� Math Boxes 1�9(Math Journal 1, p. 27)

Mixed Practice This Math Boxes page previews Unit 2 content.

� Study Link 1�9:Unit 2 Family Letter(Math Masters, pp. 34–37)

Home Connection The Unit 2 Family Letter providesparents and guardians with information and activitiesrelated to Unit 2 topics.

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

2 Building Background for Unit 2

INDEPENDENTACTIVITY

Name Date Time

LESSON

1� 9 Open Response Progress Check 1

Properties of Polygons

Ben’s teacher Ms. Lopez asked him to sort the polygons below into 2 groups. Ms. Lopez said Ben must sort the polygons according to their properties.

AB

C D E F

LKJIHG

1. So far, Ben has put some of the polygons into two groups. Write the letters of at least 2 more polygons that could go into each group.

All of the polygons in Group 1 have this All of the polygons in Group 2 have this property or properties in common: property or properties in common:

Group 1 Group 2

See the AssessmentHandbook for rubricsand students’ worksamples.

2. Ms. Lopez gave Ben one more polygon. Does Polygon M belong in one of the groupsabove? Explain why or why not.

________________________________________________________

________________________________________________________

________________________________________________________

M

Try This

G AA E LL

Assessment Handbook, p. 158

Assessment Master

27

Math Boxes LESSON

1� 9

Date Time

1. Add.

a. b.

2. Subtract.

a. b.64� 3296

48� 96

14478

� 4236

81� 3645

3. Put these numbers in order from least to greatest.

46,000 40,600

4,600 4,006

46,00040,6004,6004,006

4. In the numeral 78,965,

a. the 8 stands for .

b. the 6 stands for .

c. the 7 stands for .

d. the 9 stands for .90070,000

608,000

5. Use the following list of numbers to answer the questions:

12, 3, 15, 6, 12, 14, 6, 5, 9, 12

a. Which number is the least?

b. Which number is the greatest?

c. What is the difference between the least and greatest numbers?

d. Which number appears most often? 1212

153

10 11 12–15

4

73

4

Math Journal 1, p. 27

Student Page

Lesson 1�9 65

STUDY LINK

1� 9 Unit 2: Family Letter

Name Date Time

Using Numbers and Organizing DataYour child is about to begin this year’s work with numbers. The class will examinewhat numbers mean and how they are used in everyday life.

In today’s world, numbers are all around us—in newspapers and magazines and on TV. We use them

� to count things (How many people are in the room?)

� to measure things (How tall are you?)

� to create codes (What is your Social Security number?)

� to locate things in reference frames (What time is it?)

� to express rates, scales, and percents (How many miles per gallon does your car get? What percent voted for Jamie?)

Sometimes students will need to interpret a collection of numbers. The class willlearn to organize such collections of numbers in tables and graphs and to drawconclusions about them.

Computation is an important part of problem solving. Fortunately, we are no longerrestricted to paper-and-pencil methods of computation. We can use calculators orcomputer programs to solve lengthy or complex problems. Your child will practicemental and paper-and-pencil methods of computation, use a calculator, and haveopportunities to decide which is most appropriate for solving a particular problem.

Many of us were taught that there is just one way to do computations. For example,we may have learned to subtract by “borrowing.” We may not have realized thatthere are other ways of subtracting numbers. While students will not be expected tolearn more than one method, they will examine several different methods and realizethat there are often several ways to arrive at the same result. They will have theoption of using the methods with which they are comfortable or even inventing oneof their own.

Mathematics games will be used throughout the school year to practice variousarithmetic skills. Through games, practice becomes a thinking activity to be enjoyed.The games your child will play in this unit will provide practice with renamingnumbers, with addition, and with subtraction. They require very little in the way ofmaterials, so you may play them at home as well.

Please keep this Family Letter for reference as your child works throughUnit 2.

Math Masters, pp. 34–37

Study Link Masters

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