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1st Grade SBR Math Outline Ideas for Assessment: The following list is only a suggestion. There are many other assessment tools for you to utilize or create. Oral/Slate assessments End of Unit Test (Part A)-Part B may be used to determine ‘exceeds’ Ongoing student performance-based observations/anecdotal records Recognizing Student Achievement-* activities in EDM Teacher manuals (journal pages, whole/small/partner games & activities, calendar time, DEA data teacher-led small group instruction (RTI-Level 1 teacher supports) ISBE Common Formative Assessments Any notations/checklists from integration of curriculum (any math Baseline/ End of Year Assessments concepts included from science, Lang Arts, etc. Skill Knowledge of Numbers TR1 Unit 1, Unit 2, Unit 3 Solves word problems with basic facts using coins and other manipulatives M= Solves word problems with modeling and support using manipulatives/tools E=Solves word problems independently with manipulatives. Demonstrates mastery of addition and subtraction facts to 10 M= Fact families 0’s and doubles using tools and strategies. E= Masters facts up to 4s and including doubles. TR2 Unit 2 (Part B), Unit 3, Unit 4, Unit 4, Unit 6, Unit 7 (Part B), Unit 9 M=Begins to solve problems independently by using strategies and manipulatives E= Solves word problems independently, using a variety of tools, & begins to explain how they arrived at answer. M= Fact Families 1, 2, 3, and 4s using tools, strategies, and patterns. E= Masters facts up to 10s TR3 Unit 4 (Part B), Unit 5, Unit 6, Unit 7, Unit 8 (Part B), Unit 10 M= Solves problems independently that are read by self or by someone using manipulatives or other strategies. Can differentiate math vocab in word problems. E= Solves problems independently & explains how/why. M=Fact families 5-10s. Uses tools, strategies, and patterns to solve problems. E=Memorize all facts (+,-) and applies number sense. 1 Demonstrates understanding of numerals 0 – 10 Skip counts by 2, 5, 10 Identifies and describes common fractions as part of a whole using concrete materials Identifies and expresses values of coins and combinations of coins to $1.00. M=Begins to count forward and backward using the number line and grid. Reads/writes numbers 1-50 correctly with few reversals M= Independently counts forward and backward using number line and grid and begins to understand more, less than and equal to. Reads/writes numbers 1-75 or higher with few reversals M=Independtly uses 100s grid with full understanding of more, less than, and equal to and begins to apply number sense. Reads/writes place value correctly up to 100-NO reversals E= Reads and writes numbers 1 100 with very few errors or reversals. M= Skip counts by 1, 5, 10s up to 100 independently with tools (i.e.number grid) E= Reads and writes numbers 1100…NO errors & NO reversals E=Applies place value knowledge to problem solve independently; goes beyond 100 . M= Skip counts correctly by 2, 5, 10s up to 100 with number grid tool independently with no errors. E= Skip counts by 1, 2, 5 and 10s up to 100 using tools or independently. E= Skip counts by 1, 2, 5, 10s up to 100 or beyond independently E= Applies “big idea” of skip counting and starts anywhere on the number line/grid. M= Understands whole and 1/2 given a picture model. Demonstrates that fractions are part of a whole. E= Explains why the fraction is part of a whole and explains what is needed to make to whole M= Understands whole, 1/2 , and 1/4 given a picture model M= Recognizes fractions 1/2, 1/4, 1/3 given a picture model E= Explains why the fraction is part of a whole and explains what is needed to make to whole E= Explains why the fraction is part of a whole and explains what is needed to make to whole. Also uses understanding of parts of a whole to solve problems (i.e.word, etc). M= Identifies and expresses values of penny and nickel. Adds and exchanges the above. M= Identifies and expresses values of penny, nickel, and dime. Adds and exchanges the above. M= Recognizes all coins and values. Adds combinations of coins up to $1.00 using (P, N, D & Q). E= Identifies all coins and their values. E= Identifies all coins and values and begins to add, subtract and exchange values. E= Make change combos, add /subtract and exchange to $1.00 or more independently. M= Skip counts by 2, 5, 10s up to 100 with tools (i.e.- number grid) with few errors/ teacher supported. 2 Measurement Unit 2, Unit 3 (Part B) Measures length to the nearest inch Tells time to the nearest half hour Knows calendar terms M= Uses non-standard units of measure (i.e.- unifix cubes, etc.) M= Introduces ruler tool and recognizes inch markings. M= Measures length to the nearest inch. . E= Can independently apply half inch concepts and begins to explore centimeter markings M= Tells time to the nearest hour and half hour independently. E= Measures to nearest inch using a ruler. E= Measures to the nearest inch and half inch using a ruler. M= Understands parts of a clock; introduces telling time to the hour and ½past hour. M= Tells time to the hour and ½past hour with teacher support E=Understands clock parts and tells time independently to the hour and half hour. E=Tells time to the ¼ hour and beyond (5’s) independently. E=Uses and applies knowledge of time to solve elapsed time problems. M=Identifies all calendar terms (i.e. - days of week/months of year) and states them in order. M=Understands the use of a calendar. Able to read a calendar and the daily date (month, date, year) independently. M= Demonstrates complete understanding of calendar and uses skills to problem solve. E=Understands all calendar concepts and terms and independently read the daily date (month, date, year) E= Uses knowledge of calendar to solve elapsed time problems. Answers and explains higher level thinking problems using various types of calendars (i.e.-daily, weekly, monthly, yearly) M=Independently completes/ describes AB patterns and begins more complex patterns. M=Independently completes/ describes ABC combinations. E= Can describe and complete all complex patterns combinations (ABCD) E= Designs and creates complex patterns (ABCD). Explains orally or in writing how they created the pattern. Also able to pattern by 1 or more attributes when possible. Patterns and Algebraic Concept. Identifies, describes and extends patterns M=Can describe and complete more complex patterns (ABCD combos) 3 Geometry Identifies , completes, and extends geometric and numeric patterns Identifies 2-D and 3-D shapes Unit 3 Unit 4 Unit 7 M=Completes shapes and numbers in AB combinations (independently) M=Completes shapes and numbers M= Applies pattern concepts to shapes and numbers. E=Can apply higher level thinking questions to patterns and numbers with support. E= Creates patterns and answers higher level thinking questions regarding their pattern. All completed on an independent level. M= Names 2-D shapes and can describe by one attribute. M= Names 3-D shapes and can describe them using one attribute E= Names & describe 2-D shapes by more than one attribute. Begins to name 3-D. E=Can show & describe full understanding of 2-D & 3-D shapes by multiple attributes. Unit 2 Unit 5 (Part B) M= Can read tally charts and begins to understand the use of different types of graphs. M= Read and interprets simple graphs with support; working toward independence. M= Reads and interprets simple graphs correctly with no errors. M= Demonstrates what graphs are for and able to read and interpret various types of graphs. M=Independently creates graphs using given data. M= Independently creates graphs and interprets graphs using their own data. M= Independently identifies 2-D & 3-D shapes and can describe by one attribute E=Uses and applies knowledge of 2-D & 3-D shapes to assist classmates. Data and Probability Reads, represents and interprets simple bar graphs, tally charts and pictographs 4