Items in Spanish for Assessing Mathematical...

First-Grade Items in Spanish for

Assessing MathematicalUnderstanding

First-Grade Items for


First-Grade Items in Spanish for


2013

Portland, OR

Education Northwest 101 SW Main St, Suite 500 Portland, OR 97204 503.275.9500 educationnorthwest.org

© Education Northwest, 2013. All rights reserved.

ISBN 13: 978-089354-124-8

Cover image by Lucas Grzybowski

ContentsInstructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Advance Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

i

1

InstructionsThis assessment, with teacher scripts and student items in Spanish, is one of four components of Assessing Mathematical Understanding . It is recommended that users familiarize themselves with the background, con-cept areas, learning goals, and organizational framework found in A Guide for Assessing Mathematical Under-standing before using this assessment . Detailed instructions and sample records are found on pages 37–43 of the Guide. A blank student record and a class record can be found in the appendix of the Guide.

Preparation

1 . Collect the materials necessary for the assessment .

2 . Set up a space that is free from distractions and allows the teacher or other test administrator and student to sit comfortably face-to-face with the test booklet open on the table between them . There should be sufficient workspace for the student to lay out manipulatives and to write .

3 . Bring one student at a time to the interview location .

4 . Read the introductory script.a . Say, “Today I am going to ask you some number questions . Do you like number questions?”b . Say, “It’s OK to say, ‘I don’t know,’ or ‘Let’s move on,’ for any question .”c . Say, “I will read a problem over again, if you ask me to .”d . Say, “You may use any of the objects on the table to help you think about the question .”e . Say, “Are you ready to begin? OK, let’s get started .” (Or wait if the student has a question .)

Administration and Scoring

5 . Read each item as printed and elaborate, if necessary. The goal is for the student to be able to show what he or she knows .a . You may paraphrase or repeat anything in the assessment .b . You may offer manipulatives shown on each page .c . Students may point (rather than speak) to indicate an answer when appropriate .d . If a student does not know his or her colors or is unfamiliar with a vocabulary word, you may clarify .e . There is no time limit for responses (except as indicated in the assessment) .f . Units are not required for correct answers . For example, “5” and “5 dogs” are both correct .

6 . Give neutral feedback that does not indicate whether the student has answered correctly or incorrectly . Maintain a neutral expression . Reinforce students’ good effort . You might use the following:a . “Thank you .”b . “I see just what you did .”c . “Good work!”d . “Was that a hard/easy problem?”e . “Nice job!”f . “Shall we go on to the next one?”

7 . Record student responses to each item and mark the student record using the indicated codes .

8 . Follow the “moving through the assessment” directions. In the lower right portion of each teacher’s page there are instructions telling whether to advance to the next question or skip to a later question if the stu-dent answers incorrectly .

After Each Assessment

9 . Complete the learning profile on the student record .10 . Compute a cumulative score using the point values indicated .

2 First-Grade Items in Spanish for Assessing Mathematical Understanding

3

Advance Preparation

Materials needed• Paper and writing tool for the student

• A supply of about 60 linking cubes – 40 cubes arranged in sticks of 10 cubes each – 20 loose cubes

• A supply of base-ten blocks (1 flat, 10 longs, 10 units)

• Prepare yellow number cards (see page 5, for section 1, item F2)

• Prepare orange number cards (see page 5, for section 1, item F3)

• A supply of about 12 small, uniform-sized paperclips (item F12)

• One large paperclip (item F13)

7 10 14 16

17 70 78 80 87


• Prepare triangles (see page 6, for section 2, item F15)

• Pattern blocks (at least 6 triangles, 6 rhombi, 4 trapezoids, 2 hexagons, for section 2, item F16)

5Advance Preparation

710

1416

1770

7880

87

7

Section 1




• Yellow number cards (item F2)

• Orange number cards (item F3)

7 10 14 16

17 70 78 80 87

Cuenta del 67 al 75Student’s page

Item F1

Verbal Counting 1.2C

Counts forw

ard from variable starting points (start value above 50)

67 75


9First-Grade Items in Spanish for Assessing Mathematical Understanding

Teac

her’s

pag

e

Item

F1

Verb

al C

ount

ing

1.2C

Co

unts

forw

ard

from

var

iabl

e st

artin

g po

ints

(sta

rt v

alue

abo

ve 5

0)

•Say

, “C

uent

a de

l ses

enta

y si

ete

al se

tent

a y

cinc

o.”•I

f nec

essa

ry, u

se th

is pr

ompt

: “C

omen

cem

os d

el se

sent

a y

siet

e.”•W

ait f

or th

e st

uden

t to

say

“67.”

•Say

, “A

hora

, con

tinúa

cont

ando

de

sde

el se

sent

a y

siet

e ha

sta

que

llegu

es a

l set

enta

y ci

nco.”

Corr

ect r

espo

nse

67, 6

8, 6

9, 7

0, 7

1, 7

2, 7

3, 7

4, 7

5

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Coun

t Fro

m 6

7 to

75

none


67

75

Coloca las tarjetas en orden Student’s page

Item F2

Comparing and O

rdering Num

bers 4.2B

Orders 3 or m

ore numbers (4 num

bers to 20)

Núm

ero m

ás pequeño



Teac

her’s

pag

e

Item

F2

Com

parin

g an

d O

rder

ing

Num

bers

4.

2B

Ord

ers

3 or

mor

e nu

mbe

rs (4

num

bers

to 2

0)

•Han

d th

e st

uden

t the

yel

low

nu

mbe

r car

ds.

•Say

, “C

oloc

a es

tas t

arje

tas e

n or

den

num

éric

o.”

Corr

ect r

espo

nse

7, 1

0, 1

4, 1

6

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: S

kip

to it

em F

4.

Plac

e th

e Ca

rds

in O

rder

smal

lest

nu

mbe

r

1610

714


prep

ared

num

ber c

ards

Coloca las tarjetas en ordenStudent’s page

Item F3

Comparing and O

rdering Num

bers 4.2C

O

rders 3 or more num

bers (5 numbers to 100)

Núm

ero m

ás pequeño



Teac

her’s

pag

e

Item

F3

Com

parin

g an

d O

rder

ing

Num

bers

4.

2C

Ord

ers

3 or

mor

e nu

mbe

rs (5

num

bers

to 1

00)

•Han

d th

e st

uden

t the

ora

nge

num

ber c

ards

. •S

ay, “

Col

oca

esta

s tar

jeta

s en

orde

n nu

mér

ico.”

Corr

ect r

espo

nse

17, 7

0, 7

8, 8

0, 8

7

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Plac

e th

e Ca

rds

in O

rder

8778

8070

17

smal

lest

nu

mbe

r


prep

ared

num

ber c

ards

¿Cuántas zanahoras hay?Student’s page

Item F4

Adding to and Taking From

in Contexts 3.1C

Solves context problem

s of the type join, result unknown (totals 11 to 18)

Papá tenía 9 zanahorias. El compró 4 m

ás. ¿Cuántas zanahorias tiene ahora papá?



Teac

her’s

pag

e

Item

F4

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

1C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe jo

in, r

esul

t unk

now

n (t

otal

s 11

to 1

8)

•Rea

d th

e pr

oble

m a

loud

: “Pa

pá

taní

a nu

eve

zana

hori

as. E

l co

mpr

ó cu

atro

mas

. ¿C

uánt

as

zana

hori

as ti

ene

ahor

a pa

pá?”

Corr

ect r

espo

nse

13 (c

arro

ts)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y Ca

rrot

s? Dad

had

9 c

arro

ts.

He

boug

ht 4

mor

e ca

rrot

s. N

ow h

ow m

any

carr

ots d

oes D

ad h

ave?


¿Cuántas galletas hay?Student’s page

Item F5


in Contexts 3.2C


s of the type separate, result unknown (totals 11 to 18)

Había 11 galletas en el plato.

Tomam

os 6 de ellas. ¿Cuántas galletas hay ahora en el plato?



Teac

her’s

pag

e

Item

F5

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

2C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe s

epar

ate,

resu

lt un

know

n (t

otal

s 11

to 1

8)

•Rea

d th

e pr

oble

m a

loud

: “H

abía

onc

e ga

lleta

s en

el

plat

o. T

omam

os se

is d

e el

las.

¿Cuá

ntas

gal

leta

s hay

aho

ra en

el

pla

to?”

Corr

ect r

espo

nse

5 (c

ooki

es)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y Co

okie

s?

Ther

e w

ere

11 co

okie

s on

the

plat

e. W

e to

ok 6

of t

hem

. H

ow m

any

cook

ies a

re o

n th

e pl

ate

now

?

17

¿Cuántas monedas hay?

Student’s page

Item F6


in Contexts 3.3C


s of the type part-part-whole, w

hole unknown (totals 11 to 18)

Tengo 8 monedas en un bolsillo y

9 monedas en el otro bolsillo.

¿Cuántas monedas tengo en

mis bolsillos?



Teac

her’s

pag

e

Item

F6

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

3C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe p

art-

part

-who

le, w

hole

unk

now

n (t

otal

s 11

to 1

8)

•Rea

d th

e pr

oble

m a

loud

: “Te

ngo

ocho

mon

edas

en u

n bo

lsill

o y

nuev

e m

oned

as en

el o

tro

bols

illo.

¿Cuá

ntas

mon

edas

te

ngo

en m

is b

olsi

llos?

”

Corr

ect r

espo

nse

17 (p

enni

es)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y Co

ins?

I hav

e 8

penn

ies i

n on

e po

cket

and

9

penn

ies i

n th

e ot

her p

ocke

t. H

ow m

any

penn

ies d

o I h

ave

in m

y po

cket

s?


¿Cuántas niñas hay?Student’s page

Item F7


in Contexts 3.4C


s of the type part-part-whole, part unknow

n (totals 11 to 18)

Hay 13 jugadores en m

i equipo de soccer. C

inco de ellos son niños y el resto son niñas.

¿Cuántas niñas hay en mi equipo de soccer?



Teac

her’s

pag

e

Item

F7

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

4C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe p

art-

part

-who

le, p

art u

nkno

wn

(tot

als

11 to

18)

•Rea

d th

e pr

oble

m a

loud

: “H

ay

trec

e ju

gado

res e

n m

i equ

ipo

de so

ccer

(fut

-bol

). C

inco

de

ello

s son

niñ

os y

el re

sto

son

niña

s. ¿C

uánt

as n

iñas

hay

en

mi e

quip

o de

socc

er (f

ut-b

ol)?

”

Corr

ect r

espo

nse

8 (g

irls)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y G

irls

?

Ther

e ar

e 13

pla

yers

on

my

socc

er te

am.

Five

of t

hem

are

boy

s and

the

rest

of

them

are

girl

s. H

ow m

any

girls

are

on

m

y so

ccer

team

?


¿Cuántas lápices habia?Student’s page

Item F8


in Contexts 3.5C


s of the type separate, change unknown (totals 11 to 18)

Había 11 lápices en m

i mochila. C

amino

a la escuela, se me perdieron algunos de

ellos. Ahora, sólo quedan 7 lápices en m

i m

ochila. ¿Cuántos lápices perdí?



Teac

her’s

pag

e

Item

F8

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

5C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe s

epar

ate,

cha

nge

unkn

own

(tot

als

11 to

18)

•Rea

d th

e pr

oble

m a

loud

: “H

abía

onc

e lá

pice

s en

mi

moc

hila

. Cam

ino

a la

esc

uela

, se

me

perd

iero

n al

guno

s de

ello

s. A

hora

, sól

o qu

edan

si

ete

lápi

ces e

n m

i moc

hila

. ¿C

uánt

os lá

pice

s per

dí?”

Corr

ect r

espo

nse

4 (p

enci

ls)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y Pe

ncils

?

Ther

e w

ere

11 p

enci

ls in

my

back

pack

. O

n m

y w

ay to

scho

ol I

lost

som

e of

them

. N

ow I

only

hav

e 7

penc

ils in

my

back

pack

. H

ow m

any

penc

ils d

id I

lose

?


¿Cuántos árboles de durazno hay de m

ás?

Student’s page

Item F9


in Contexts 3.6C


s of the type compare, difference unknow

n (totals 11 to 18)

Un granjero plantó 16 árboles de m

anzana y 9 árboles de durazno. ¿Cuántos árboles de durazno tiene que plantar el granjero para que haya la m

isma cantidad de árboles de

manzana?



Teac

her’s

pag

e

Item

F9

Add

ing

to a

nd T

akin

g Fr

om in

Con

text

s 3.

6C

Solv

es c

onte

xt p

robl

ems

of th

e ty

pe c

ompa

re, d

iffer

ence

unk

now

n (t

otal

s 11

to 1

8)

•Rea

d th

e pr

oble

m a

loud

: “U

n gr

anje

ro p

lant

ó di

ecis

éis

árbo

les d

e m

anza

na y

nue

ve

árbo

les d

e du

razn

o. ¿C

uánt

os

árbo

les d

e du

razn

o tie

ne q

ue

plan

tar e

l gra

njer

o pa

ra q

ue

haya

la m

ism

a ca

ntid

ad d

e ár

bole

s de

man

zana

?”

Corr

ect r

espo

nse

7 (m

ore

peac

h tr

ees)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y M

ore

Peac

h Tr

ees?

A fa

rmer

pla

nted

16

appl

e tr

ees a

nd 9

pe

ach

tree

s. H

ow m

any

mor

e pe

ach

tree

s sh

ould

the

farm

er p

lant

so th

ere

will

be

th

e sa

me

num

ber o

f pea

ch tr

ees a

nd

appl

e tr

ees?

¿Cuántas pájaros?Student’s page

Item F10


in Contexts 3.7C


s of the type separate, start unknown (totals 11 to 18)

Había algunos pájaros en el árbol.

Ocho de ellos se fueron volando. A

hora hay sólo 3 en el árbol. ¿Cuántos pájaros había en

el árbol al principio?



Teac

her’s

pag

e

Item

F10

A

ddin

g to

and

Tak

ing

From

in C

onte

xts

3.7C

So

lves

con

text

pro

blem

s of

the

type

sep

arat

e, s

tart

unk

now

n (t

otal

s 11

to 1

8)

•Rea

d th

e pr

oble

m a

loud

: “H

abía

alg

unos

páj

aros

en el

ár

bol.

Och

o de

ello

s se

fuer

on

vola

ndo.

Aho

ra h

ay só

lo 3

en el

ár

bol.

¿Cuá

ntos

páj

aros

hab

ía

en el

árb

ol a

l pri

ncip

io?”

Corr

ect r

espo

nse

11 (b

irds)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Man

y Bi

rds?

Ther

e w

ere

som

e bi

rds i

n a

tree

. Eig

ht o

f th

em fl

ew aw

ay. N

ow th

ere

are

3 bi

rds i

n th

e tr

ee. H

ow m

any

bird

s wer

e in

the

tree

to

star

t?

¿Cuántos dulces?Student’s page

Item F11


in Contexts 3.8C


s of the type join, start unknown (totals 11 to 18)

Yo tenía algunos dulces en una bolsa. M

i amigo m

e dio 6 dulces más y

ahora tengo 14 dulces. ¿Cuántos dulces tenía yo al principio?



Teac

her’s

pag

e

Item

F11

A

ddin

g to

and

Tak

ing

From

in C

onte

xts

3.8C

So

lves

con

text

pro

blem

s of

the

type

join

, sta

rt u

nkno

wn

(tot

als

11 to

18)

•Rea

d th

e pr

oble

m a

loud

: “Yo

te

nía

algu

nos d

ulce

s en

una

bols

a. M

i am

igo

me

dio

seis

du

lces

más

y a

hora

teng

o ca

torc

e du

lces

. ¿C

uánt

os d

ulce

s te

nía

yo a

l pri

ncip

io?”

Corr

ect r

espo

nse

8 (c

andi

es)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

End

of S

ectio

n 1.

How

Man

y Ca

ndie

s?

I had

som

e ca

ndie

s in

a ba

g.M

y fr

iend

gav

e m

e 6

mor

e ca

ndie

s and

no

w I

have

14

cand

ies.

How

man

y ca

ndie

s did

I ha

ve to

star

t?

End of Section 1


31

Section 2




• A supply of about 12 small, uniform-sized paperclips (item F12)

• One large paperclip (item F13)

• 4 triangles (item F15)

• Pattern blocks (at least 6 triangles, 6 rhombi, 4 trapezoids, 2 hexagons, item F16)

Mide la línea

Student’s page

Item F12

Measurem

ent 8.2A

M

easures length (by laying multiple length units end-to-end)



Teac

her’s

pag

e

Item

F12

M

easu

rem

ent

8.2A

M

easu

res

leng

th (b

y la

ying

mul

tiple

leng

th u

nits

end

-to-

end)

•Han

d th

e st

uden

t a su

pply

of

smal

l pap

er cl

ips.

•Say

, “M

ide

la lo

ngitu

d (lo

la

rgo)

de

esta

líne

a ut

iliza

ndo

los c

lips.”

•Say

, “¿C

uál e

s la

long

itud

de

la lí

nea

mid

iénd

ola

con

los

clip

s?”

Corr

ect r

espo

nse

Appr

oxim

atel

y 8

(dep

ends

on

size

of p

aper

clip

)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Mea

sure

the

Line

12 sm

all

¿Qué tan larga (extensa) es la línea?

Student’s page

Item F13

Measurem

ent 8.2B

Measures length (by iterating a single length unit)



Teac

her’s

pag

e

Item

F13

M

easu

rem

ent

8.2B

M

easu

res

leng

th (b

y ite

ratin

g a

sing

le le

ngth

uni

t)

•Han

d th

e st

uden

t one

larg

e pa

per c

lip.

•Say

, “M

ide

la lo

ngitu

d (e

l lar

go)

de e

sta

línea

util

izan

do e

ste

clip

.”•S

ay, “

¿Cuá

l es l

a lo

ngitu

d de

la

líne

a m

idié

ndol

a co

n lo

s cl

ips?

”

Corr

ect r

espo

nse

Appr

oxim

atel

y 5

(dep

ends

on

the

size

of th

e pa

per c

lip)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

How

Lon

g Is

the

Line

?

one

larg

e

Escribe el número de lápices

Student’s page

Item F14

Counting Objects

2.4C

Writes the num

eral to represent a quantity (to 100)

10 lápices10 lápices

10 lápices10 lápices 10 lápices



Teac

her’s

pag

e

Item

F14

Co

untin

g O

bjec

ts

2.4C

W

rites

the

num

eral

to re

pres

ent a

qua

ntity

(to

100)

•Say

, “En

est

e cu

adro

hay

al

guno

s láp

ices

de

colo

res e

n su

s caj

as y

otr

os en

el v

aso

(poi

nt to

the

cup)

. ¿C

uánt

os

lápi

ces d

e co

lore

s hay

en to

tal?

Es

crib

e el

núm

ero

en la

hoj

a.”•I

f the

stud

ent c

ount

s all

by o

nes

say,

“¿Pu

edes

cont

arlo

s de

una

man

era

más

rápi

da?”

Corr

ect r

espo

nse

Use

s ten

s and

one

s and

writ

es “5

3”

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wri

te th

e N

umbe

r of P

enci

ls

10 p

enci

ls10

pen

cils

10 p

enci

ls10

pen

cils10

pen

cils

Hacer un cuadrado

Student’s page

Item F15

Geom

etry 9.5B

Composes geom

etric figures (no frame provided)



Teac

her’s

pag

e

Item

F15

G

eom

etry

9.

5B

Com

pose

s ge

omet

ric fi

gure

s (n

o fra

me

prov

ided

)

•Han

d th

e st

uden

t the

four

tr

iang

les.

•Say

, “U

tiliz

a es

tas c

uatr

o pi

ezas

pa

ra h

acer

un

cuad

rado

.”•A

fter s

ever

al se

cond

s say

, “C

omie

nza

utili

zand

o do

s pie

zas p

ara

hace

r un

rect

ángu

lo.”

•If t

he st

uden

t sol

ves i

t with

this

help

, sco

re p

(par

tially

corr

ect).

Corr

ect r

espo

nse

Form

s a sq

uare

usin

g 4

right

tria

ngle

s (in

any

orie

ntat

ion)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Mak

e a

Squa

re

prep

ared

tria

ngle

s

Llena (colorea) la figura (el dibujo)Student’s page

Item F16

Geom

etry 9.5C

Com

poses geometric figures (by substituting a com

bination of smaller shapes for a larger shape)



Teac

her’s

pag

e

Item

F16

G

eom

etry

9.

5C

Com

pose

s ge

omet

ric fi

gure

s (b

y su

bstit

utin

g a

com

bina

tion

of s

mal

ler s

hape

s fo

r a la

rger

sha

pe)

•Han

d th

e st

uden

t a su

pply

of

patte

rn b

lock

s.•S

ay, “

Col

oca

tres

pie

zas d

e co

lor r

ojo,

am

arill

o y

verd

e en

el

dib

ujo.”

•Say

, “A

hora

, cam

bia

algu

nas

piez

as p

ara

que

pued

as ll

enar

el

mis

mo

espa

cio

utili

zand

o se

is d

e el

las.”

Corr

ect r

espo

nse

Fills

spac

e us

ing

6 bl

ocks

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Fill

the

Fram

e

62

46

¿Cuál es la respuesta?Student’s page

Item F17

Fluency With N

umber Com

binations 5.5B

Knows addition com

binations based on 10 (totals equal to 10)

3 + 7 =



Teac

her’s

pag

e

Item

F17

Fl

uenc

y W

ith N

umbe

r Com

bina

tions

5.

5B

Know

s ad

ditio

n co

mbi

natio

ns b

ased

on

10 (t

otal

s eq

ual t

o 10

)

•Say

, “C

uál e

s la

resp

uest

a?”

•You

may

also

say,

“¿C

uánt

o es

tr

es m

as si

ete?

”

Corr

ect r

espo

nse

10

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wha

t’s th

e A

nsw

er?

3 +

7 =


Item F18

Fluency With N

umber Com

binations 5.6B

Knows other addition com

binations (totals 6 to 9)

4 + 2 =



Teac

her’s

pag

e

Item

F18

Fl

uenc

y W

ith N

umbe

r Com

bina

tions

5.

6B

Know

s ot

her a

dditi

on c

ombi

natio

ns (t

otal

s 6

to 9

)

•Say

, “¿C

uánt

o es

cuat

ro m

ás

dos?

” •Y

ou m

ay a

lso sa

y, −“¿C

uánt

o es

cuat

ro y

dos

?” o

r −“¿C

uál n

úmer

o es

dos

más

cu

atro

?”

Corr

ect r

espo

nse

6

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wha

t’s th

e A

nsw

er?

4 +

2 =


Item F19

Fluency With N

umber Com

binations 5.9B

Knows subtraction com

binations for near doubles (totals 6 to 9)

7 - 4 =



Teac

her’s

pag

e

Item

F19

Fl

uenc

y W

ith N

umbe

r Com

bina

tions

5.

9B

Know

s su

btra

ctio

n co

mbi

natio

ns fo

r nea

r dou

bles

(tot

als

6 to

9)

•Say

, “¿C

uál e

s la

resp

uest

a?”

•You

may

also

say,

“¿C

uánt

o es

si

ete

men

os cu

atro

?”

Corr

ect r

espo

nse

3

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wha

t’s th

e A

nsw

er?

7 - 4

=


Item F20

Fluency With N

umber Com

binations 5.10B

Knows subtraction com

binations based on 10 (totals equal to 10)

10 - 8 =



Teac

her’s

pag

e

Item

F20

Fl

uenc

y W

ith N

umbe

r Com

bina

tions

5.

10B

Know

s su

btra

ctio

n co

mbi

natio

ns b

ased

on

10 (t

otal

s eq

ual t

o 10

)

•Say

, “¿C

uál e

s la

resp

uest

a?”

•You

may

also

say,

“¿C

uánt

o es

di

ez m

enos

och

o?”

Corr

ect r

espo

nse

2

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wha

t’s th

e A

nsw

er?

10 -

8 =


Item F21

Fluency With N

umber Com

binations 5.11B

Knows subtraction other com

binations (totals 6 to 9)

9 - 6 =



Teac

her’s

pag

e

Item

F21

Fl

uenc

y W

ith N

umbe

r Com

bina

tions

5.

11B

Know

s su

btra

ctio

n ot

her c

ombi

natio

ns (t

otal

s 6

to 9

)

•Say

, “¿C

uánt

o es

nue

ve m

enos

se

is?”

•Y

ou m

ay a

lso sa

y, −“¿S

i al n

ueve

le q

uita

mos

se

is?”

or

−“¿C

uál n

úmer

o es

nue

ve

men

os se

is?”

Corr

ect r

espo

nse

3

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

End

of s

ectio

n 2.

Wha

t’s th

e A

nsw

er?

9 - 6

=

End of Section 2


53

Section 3




¿Cuál es la expresión numérica?

Student’s page

Item F22

Properties and Symbols

6.1B Translates betw

een word problem

s and number sentences (SC

U, totals 11 to 18)

Había 15 galletas de

chocolate en un plato. Jenna tom

ó algunas galletas. A

hora hay sólo 6 galletas en el plato. ¿Cuántas galletas de chocolate tom

ó Jenna?

15 + 6 =

15 – = 6

15 + = 6



Teac

her’s

pag

e

Item

F22

Pr

oper

ties

and

Sym

bols

6.

1B

Tran

slat

es b

etw

een

wor

d pr

oble

ms

and

num

ber s

ente

nces

(SC

U, t

otal

s 11

to 1

8)

•Sa

y,“T

e vo

y a

leer

un

cuen

to a

cerc

a de

nú

mer

os. ¿

Cuá

l es l

a ex

pres

ión

num

éric

a qu

e se

corr

espo

nde

con

la h

isto

ria?

”•

Read

thetext

and

repe

atif

thestud

ent

requ

ests:“

Hab

ía 1

5 ga

lleta

s de

choc

olat

e en

un

plat

o. Je

nna

tom

ó al

guna

s. A

hora

ha

y só

lo se

is g

alle

tas e

n el

pla

to. ¿

Cuá

ntas

ga

lleta

s de

choc

olat

e to

mó

Jenn

a?”

•If

nece

ssar

y,ex

plain

thatw

edo

not

nee

dto

kno

wth

ean

swer

toth

equ

estio

n,ju

st

whi

chnum

bers

entenc

em

atch

esth

ewor

dse

nten

ce.

Corr

ect r

espo

nse

15–

=6(m

iddl

eop

tion)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct:T

urn

thepa

ge.

Whi

ch N

umbe

r Sen

tenc

e?

Ther

ewer

e15

bro

wni

eson

apl

ate.

Jenn

ato

okso

me

brow

nies

.Now

ther

ear

e6br

owni

eson

thepl

ate.

How

man

ybr

owni

esdid

Jenn

atake

?

15+

6=

15–

=6

15+

=

6

¿Cuál es la expresión numérica?

Student’s page

Item F23


6.1C

Translates between w

ord problems and num

ber sentences (JSU, totals 11 to 18)

Había algunas culebras

en una piedra. Doce m

ás llegaron a la piedra. A

hora hay 18 culebras en la piedra. ¿Cuántas culebras había en la piedra al principio?

12 + 18 =

+ 12 = 18

– 12 = 18



Teac

her’s

pag

e

Item

F23

Pr

oper

ties

and

Sym

bols

6.

1C

Tran

slat

es b

etw

een

wor

d pr

oble

ms

and

num

ber s

ente

nces

(JSU

, tot

als

11 to

18)

•Sa

y, “T

e vo

y a

leer

un

cuen

to a

cerc

a de

nú

mer

os. ¿

Cuá

l es l

a ex

pres

ión

num

éric

a qu

e se

corr

espo

nde

con

la h

isto

ria?

”•

Read

the

text

and

repe

at if

the

stud

ent

requ

ests

: “H

abía

alg

unas

cule

bras

en u

na

pied

ra. D

oce

más

lleg

aron

a la

pie

dra.

A

hora

hay

18

cule

bras

en la

pie

dra.

¿C

uánt

as cu

lebr

as h

abía

en la

pie

dra

al

prin

cipi

o??”

•If

nece

ssar

y, ex

plai

n th

at w

e do

not

nee

d to

kno

w th

e an

swer

to th

e qu

estio

n, o

nly

whi

ch n

umbe

r sen

tenc

e m

atch

es th

e w

ord

sent

ence

.

Corr

ect r

espo

nse

+ 1

2 =

18 (m

iddl

e op

tion)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Whi

ch N

umbe

r Sen

tenc

e?

Ther

e w

ere

som

e sn

akes

on

a ro

ck. T

wel

ve m

ore

snak

es c

ame

to th

e ro

ck.

Now

ther

e ar

e 18

snak

es

on th

e ro

ck. H

ow m

any

snak

es w

ere

on th

e ro

ck to

st

art?

12 +

18

=

+ 12

= 1

8

– 12

= 1

8

¿Cómo resuelvo este problem

a?Student’s page

Item F24


6.2A

Identifies the connection between add/sub and counting forw

ard/backward (connects adding to counting on)

8 + 3 =

8 + 11 =

9 + 3 =

91011

8



Teac

her’s

pag

e

Item

F24

Pr

oper

ties

and

Sym

bols

6.

2A

Iden

tifies

the

conn

ectio

n be

twee

n ad

d/su

b an

d co

untin

g fo

rwar

d/ba

ckw

ard

(con

nect

s ad

ding

to c

ount

ing

on)

•Say

, “M

i am

igo

esta

ba

trab

ajan

do en

un

prob

lem

a de

mat

emát

icas

. Util

izan

do

sus d

edos

de

esta

man

era,

le

escu

ché

deci

r: o

cho

(pau

se),

nuev

e, d

iez,

onc

e (a

ct th

is ou

t).

¿Qué

tipo

de

prob

lem

a es

taba

re

solv

iend

o?”

Corr

ect r

espo

nse

8 +

3 =

(firs

t opt

ion)

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Whi

ch P

robl

em M

atch

es?

none

8 +

3 =

8 +

11 =

9 +

3 =

910

11

8

¿Cuál es la operaciones numérica?

Student’s page

Item F25


6.4B Recognizes and uses properties of addition (com

mutative property)

Una de las siguientes operaciones num

éricas es verdadera. ¿Cuál de ellas es verdadera?

a) 9 + 5 = 9 – 5b) 9 + 5 = 9 + 5 – 5 c) 9 + 5 = 5 + 9



Teac

her’s

pag

e

Item

F25

Pr

oper

ties

and

Sym

bols

6.

4B

Reco

gniz

es a

nd u

ses

prop

ertie

s of

add

ition

(com

mut

ativ

e pr

oper

ty)

•Say

, “U

na d

e la

s sig

uien

tes

oper

acio

nes n

umér

icas

es

verd

ader

a y

las o

tras

son

fals

as.

¿Cuá

l es l

a ve

rdad

era?

”

Corr

ect r

espo

nse

c) 9

+ 5

= 5

+ 9

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Whi

ch N

umbe

r Sen

tenc

e?

One

of t

hese

num

ber s

ente

nces

is tr

ue.

Whi

ch o

ne is

true

?a)

9 +

5 =

9 –

5b)

9 +

5 =

9 +

5 –

5

c) 9

+ 5

= 5

+ 9

¿Cuál es el número?

Student’s page

Item F26

Place Value 7.2B

Translates between place value m

odels, count words, num

erals (2-digit numbers)



Teac

her’s

pag

e

Item

F26

Pl

ace

Valu

e 7.

2B

Tran

slat

es b

etw

een

plac

e va

lue

mod

els,

coun

t wor

ds, n

umer

als

(2-d

igit

num

bers

)

•Pla

ce b

ase-

ten

bloc

ks, l

inki

ng

cube

s (st

icks

of t

ens a

nd lo

ose

cube

s) w

ithin

eas

y re

ach.

•Say

, “En

est

e cu

adro

se m

uest

ra

un co

njun

to d

e bl

oque

s de

base

di

ez (u

n gr

upos

de

diez

). ¿C

uál

es el

núm

ero

de el

los s

i los

cu

enta

s?”

Corr

ect r

espo

nse

Use

s ten

s and

one

s to

get 3

5

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wha

t’s th

e N

umbe

r?

Escribe el número

Student’s page

Item F27

Place Value 7.3B

Reads and writes m

ultidigit numbers m

eaningfully (2-digit numbers)

8 unidades y 4 decenas



Teac

her’s

pag

e

Item

F27

Pl

ace

Valu

e 7.

3B

Read

s an

d w

rites

mul

tidig

it nu

mbe

rs m

eani

ngfu

lly (2

-dig

it nu

mbe

rs)

•Say

, “Es

crib

e el

núm

ero

que

está

form

ado

por o

cho

unid

ades

y cu

atro

dec

enas

.”

Corr

ect r

espo

nse

Writ

es “4

8”

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

Inc

orre

ct: T

urn

the

page

.

Wri

te th

e N

umbe

r 8 on

es a

nd 4

tens

Acom

odando monedas

Student’s page

Item F28

Place Value 7.4B

Decom

poses a larger unit into smaller units by place value (2-digit num

bers)

Tenemos 78 m

onedas. Las ponemos en pilas

de 10 monedas cada pila. ¿Cuántas pilas de

diez tenemos? ¿Cuántas m

onedas sobran?



Teac

her’s

pag

e

Item

F28

Pl

ace

Valu

e 7.

4B

Dec

ompo

ses

a la

rger

uni

t int

o sm

alle

r uni

ts b

y pl

ace

valu

e (2

-dig

it nu

mbe

rs)

•Rea

d th

e pr

oble

m a

loud

: “T

enem

os se

tent

a y

ocho

m

oned

as. L

as p

onem

os en

pi

las d

e di

ez m

oned

as c

ada

pila

. ¿C

uánt

as p

ilas d

e di

ez

tene

mos

? ¿C

uánt

as m

oned

as

sobr

an?”

Corr

ect r

espo

nse

7 fu

ll st

acks

with

8 p

enni

es le

ft

Mat

eria

ls a

vaila

ble

Mov

ing

thro

ugh

the

asse

ssm

ent

End

of S

ectio

n 3.

Stac

king

Pen

nies

We

have

78

penn

ies.

We

are

putti

ng th

em

in st

acks

of 1

0 pe

nnie

s eac

h.

How

man

y fu

ll st

acks

can

we

mak

e?H

ow m

any

penn

ies w

ill b

e le

ft ov

er?

End of Section 3


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