First Grade Common Core

Math Assessments

Created by Brandi Wayment

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School

Officers. All rights reserved.

This product is the work of Brandi Wayment. It is intended to support the implementation of the

CCSS. No approval by, nor association with, the creators of the CCSS is intended or implied.

Copyright ©2014 Brandi Wayment

All rights reserved by author Permission to copy for single classroom use only.

 

Operations and Algebraic Thinking

•  1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using objects, drawings, and equations

•  1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations

•  1.OA.B.3 Apply properties of operations as strategies to add and subtract

•  1.OA.B.4 Understand subtraction as an unknown-addend problem.

•  1.OA.C.5 Relate counting to addition and subtraction •  1.OA.C.6 Add and subtract within 20, demonstrating fluency

for addition and subtractions within 10. •  1.OA.D.7 Understand the meaning of the equal sign, and

determine if equations involving addition and subtraction are true or false.

•  1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

 

Name  ____________________  1.OA.A.1

Problem: Sam had 6 oranges. Jeff gave him 8 more. How many oranges does Sam have now? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Beth has already picked 12 cherries. How many more does she need to pick to have 17 cherries? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Mom put some apples in a basket. Dad added 7 more to the basket. Now mom has 15 apples in the basket. How many did mom have to begin with? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Jenn had 12 peaches. She gave 5 to the neighbors. How many does she have left? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Mom had 14 lemons. She used some when making dinner. Now she has 5 lemons left. How many did she use? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Dad picked some oranges. He gave 8 to Grandma. Now he has 7 left. How many oranges did he pick? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Josh picked 5 green apples and 6 red apples. How many apples did he pick?

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Mom used 9 apples to make some apple turnovers. 3 of the apples were red but the rest were green. How many green apples did she use? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Dad picked 8 lemons and Mom picked 17 lemons. How many more lemons did Mom pick? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Jon picked 7 apples. Brett picked 9 more than Jon. How many apples did Brett pick? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.1

Problem: Grandma picked 18 peaches. She picked 5 more than Jeff. How many peaches did Jeff pick? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.2

Problem: When Mom cleaned out the backseat she found 3 rings, 5 bracelets and 8 earrings. How many pieces of jewelry did she find? Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________1.OA.A.2

Problem: I opened the ice chest and found 5 waters, 6 orange sodas and 2 root beers. How many drinks are there?

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

Name  ____________________  1.OA.A.2

Problem: Grandpa has a lot of animals in his barn. There are 3 cows, 5 horses and 6 pigs. How many animals does Grandpa have?

Use pictures, numbers and words to solve:

Write a number sentence for the problem:

_____  +    _____  =  _____    

_____  +    _____  =  _____    

_____  -­‐    _____  =  _____    

_____  -­‐    _____  =  _____    

Name  ____________________  1.OA.B.3 Write all of the number sentences that belong to each fact triangle.

10

3 7

9

4 5

_____  +    _____  =  _____    

_____  +    _____  =  _____    

_____  -­‐    _____  =  _____    

_____  -­‐    _____  =  _____    

Name  ____________________  1.OA.B.3 Fill in the blanks to make each number sentence correct.

2 + 6 + 4 = ___ + ___

3 + 3 + 1 = ___ + ___

5 + 4 + 1 = ___ + ___

___ + ___ = 2 + 3 + 1

___ + ___ = 1 + 2 + 5

Name  ____________________  1.OA.B.4

When solving

10 – 6 = it is helpful to know that

6 + = 10

When solving

7 – 2 = it is helpful to know that

2 + = 7

Knowing that

4 + = 10 can help you solve

10 - = 4

What addition problem could help you solve

8 - 3 = ?

____ + ____ = ____

What addition problem could help you solve

12 - 7 = ?

____ + ____ = ____

Knowing that

8 + = 10 can help you solve

10 - = 8

Name  ____________________1.OA.C.5

Solve each problem by using the number line to count on.

9 + 6 =

5 + 12 =

7 + 8 =

21 + 5 =

42 + 7 =

Name  ____________________1.OA.C.6Addition to 10

6 + 4 =

3 + 2 =

7 + 1 =

5 + 3 =

7 + 0 =

3 + 4 =

3 + 3 =

4 + 5 =

1 + 3 =

2 + 4 =

Name  ____________________1.OA.C.6Addition to 20

16 + 4 =

8 + 7 =

7 + 5 =

12 + 3 =

7 + 9 =

6 + 6 =

3 + 14 =

9 + 9 =

5 + 6 =

7 + 10 =

Name  ____________________1.OA.C.6Subtraction within 10

6 - 4 =

3 - 2 =

7 - 1 =

5 - 3 =

7 - 0 =

9 - 4 =

10 - 2 =

8 - 6 =

4 - 3 =

9 - 0 =

Name  ____________________1.OA.C.6Subtraction within 20

16 - 4 =

13 - 5 =

17 - 6 =

15 - 3 =

12 - 4 =

15 - 4 =

16 - 2 =

20 - 1 =

18 - 9 =

15 - 5 =

Name  ____________________1.OA.C.6Mixed Addition and Subtraction within 10

6 + 4 =

9 - 2 =

7 + 1 =

5 + 3 =

7 - 0 =

3 + 3 =

10 - 5 =

8 - 6 =

4 + 3 =

9 + 1 =

Name  ____________________1.OA.C.6Mixed Addition and Subtraction within 20

16 + 4 =

19 - 2 =

17 + 1 =

15 + 3 =

12 - 0 =

13 + 3 =

16 - 5 =

14 - 6 =

9 + 5 =

6 + 8 =

Name  ____________________1.OA.D.7

3 + 3 = 5 + 1

4 + 1 = 2 + 3

9 – 6 = 1 + 3

4 + 5 = 6 + 3

5 + 5 = 6 + 4

true false true false true false true false true false

Decide whether each number sentence is true or false.

Name  ____________________  1.OA.D.7

4 + 3 = 5 + ___

___ + 3 = 5 + 1

9 – 4 = ___ + 3

4 + ___ = 2 + 3

5 + 5 = 6 + ___

Fill in the blank to make each number sentence true.

Name  ____________________  1.OA.D.8

6 + __ = 10

__ + 5 = 8

6 = __ + 2

8 = 4 + __

5 – 3 = __

4 + 3 = __

12 - __ = 3

__ - 4 = 6

2 + __ = 5

6 - __ = 2

Numbers and operations in

Base Ten •  1.NBT.A.1 Count to 120, starting at any number less than 120. In this

range, read and write numbers and represent a number of objects with a written numeral.

•  1.NBT.B.2 Understand that the two digits of a two-digit number represents amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones – called a “ten”

b. The numbers from 11 to 19 are composed of a ten and ones c. Numbers 10, 20, etc. refer to a number with tens and no ones

•  1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols <. >, and =

•  1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

•  1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

•  1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the same range, using concrete models or drawings.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

 

Name  ____________________  1.NBT.A.1 Continue counting.

83, , , , 87 37, , , , 41 98, , , , , , 15, , , , , , 107

Name  ____________________1.NBT.BA.1Reading and Writing Numbers

63 54

70 36

81

108

Name  ____________________  1.NBT.A.1 How many are there?

Name  ____________________  1.NBT.B.2

54 _____tens ____ ones

89 _____tens ____ ones

38 _____tens ____ ones

26 _____tens ____ ones

Name  ____________________  1.NBT.B.2

36

72

24

18

30

Use base ten pieces to build each number. Record how you built each number.

Name  ____________________  1.NBT.B.2

_____tens ____ ones

The number is ____.

_____tens ____ ones

The number is ____.

Name  ____________________1.NBT.B.3Compare each set of numbers by using the greater than, less than, or equal sign.

62 ___ 65

54 ___ 45

120 ___ 102

34 ___ 42

81 ___ 83

46 ___ 26

Name  ____________________  1.NBT.C.4 Use base ten pieces to solve each equation.

63 + 5 =

35 + 20 =

106 + 9 =

48 + 6 =

Name  ____________________  1.NBT.C.4 Solve each equation by sketching base ten pieces.

23 + 4 =

62 + 20 =

104 + 8 =

76 + 7 =

Name  ____________________1.NBT.C.5

1

19 26

34

64 68

82 100

Without counting, fill in the blank squares with the correct numbers. How did you know which number to write?

Name  ____________________  1.NBT.C.5

Counting by tens. Write the missing numbers.  

23

37

90

85

64

Name  ____________________  1.NBT.C.6

Solve using base ten pieces.

1.  90 – 40 =

2.  40 – 20 =

3.  60 – 50 =

4.  30 – 10 =

5.  70 – 40 =

1.  50 – 20 =

2.  60 – 10 =

3.  80 – 60 =

4.  40 – 30 =

5.  30 – 10 =

Name  ____________________  1.NBT.C.6

Solve by sketching.

Measurement and Data

•  1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object

•  1.MD.A.2 Express the length of an object as a whole number of length units; understand that the length measurement of an object is the number of same-size length units that span it.

•  1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks

•  1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

 

Name  ____________________  1.MD.A.1

Which object is the longest?

Which object is shorter than the pencil?

Which object is longer than the pencil?

Which object is the shortest?

Compare the length of the pencil, arrow and paintbrush.  

Name  ____________________  1.MD.A.2

How many cubes long is the pencil? How many cubes long is the arrow?

How many inches long is the pencil? How many inches long is the arrow?

Name  ____________________  1.MD.B.3 Telling time to the hour

Name  ____________________  1.MD.B.3 Telling time to the half-hour

Name  ____________________  1.MD.B.3 Telling time

Name  ____________________  1.MD.B.3 Read the time on each clock.

Name  ____________________  1.MD.B.3 Draw a line to the clocks that show the same time.

Name  ____________________  1.MD.C.4

Here are all of the animals on the farm:

Record all the animals on the farm in the graph below.

7

6

5

4

3

2

1

cows horses pigs

1.  How many pigs are there? _______ 2.  Which animal is there the most of? _______ 3.  Are there more horses or pigs? _______ 4.  How many more horses are there than cows? _____ 5.  How many pigs and cows are there altogether? ____

Name  ____________________  1.MD.C.4

At the school bake sale we sold:

Record all of the items sold in the graph.

8

7

6

5

4

3

2

1

cookies pies cupcakes

1.  What item sold the best? __________________ 2.  Which item sold the least? __________________

3.  How many cookies and cupcakes were sold? _______

4.  How many more cupcakes were sold than cookies? _____

Geometry

•  1.G.A.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes

•  1.G.A.2 Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape

•  1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

 

Name  ____________________1.G.A.1

Draw a triangle. T F A triangle is always red.

T F A triangle always has 3 sides.

Draw a square. T F A square always has 4 corners. T F A square is always green.

Draw a rectangle. T F Rectangles have 3 corners.

T F Rectangles have 4 sides.

Draw a circle. T F A circle has 4 corners.

T F A circle has no straight sides.

Draw each shape and decide if each statement is true or false.

Name  ____________________  1.G.A.2

If you had to recreate this pattern with only triangles, how many triangles would you need?

Name  ____________________  1.G.A.2

This is the pattern on a tile floor. What tiles would you need to finish the floor?

Name  ____________________  1.G.A.3

Divide each shape into 2 equal shares.

Divide each shape into 4 equal shares.

Name  ____________________  1.G.A.3

What part of each cookie is still there?

A H F A H F

A H F A C F

Credits A great big thanks to all the talented people who made my ideas look good!

Lovin-Lit www.teacherspayteachers.com/Store/Lovin-Lit

0214197114    

Connect with Me

Thank you for downloading this product. I love to receive feedback, questions and suggestions. Please email me at: theresearchbasedclassroom@gmail.com

Visit my TpT Store