A. Count to… (rote)

1

st

reporting period

: Child can count to10

2

nd

reporting period:

Child can count to 20

3

rd

reporting period:

Child can count 31 and beyond

Task:

Child counts out loud as far as they can without skipping or reversing number order. Self

correction is ok.

Say:

Please count out loud as far as you can go so I can hear how you count.

Record:

Write the last number the student can count to without skipping or reversing number order.

B. Identifies Numbers (out of order)

Task:

Child identifies by name written numbers from 0 – 30 (using the charts in the assessment kit)

Say:

Tell me the names of the numbers you see.

Record:

Put a check by the range(s) on the report card that the student correctly names. All numbers must

be identified in the range to receive a check.

C. Shapes

Task:

Child identifies by name circle, square, triangle, and rectangle 2-D shapes.

Say:

Tell me the names of the shapes you see.

Record:

Put a check by the shape(s) on the report card that the student correctly names.

D. Establishes a 1 – 1 correspondence when counting objects.

1

st

reporting period

: Child can count 10 objects

2

nd

reporting period:

Child can count 20 objects

3

rd

reporting period:

Child can count 31 objects

Task:

Child counts from a pile of 32 Unifix cubes of the SAME color.

Say:

Please count out loud so I can hear how you count.

Record:

3 = 10, 20, or 31 keeping track with ease and accuracy depending on the trimester

E. Extends and Creates Patterns

1

st

reporting period

: Extending an A-B pattern

2

nd

reporting period:

Extending an A-B and A-B-C pattern

Child creates an A-B pattern

3

rd

reporting period:

Extends an A-B and an A-B-C pattern

Child creates an A-B-C

---

Task:

A – B Child

extends a line and dot pattern

border (use Border Mat A page 109 Pattern

Trains…)

A – B – C Child

extends a line, dot, happy face pattern

border (use Border Mat C page 111

Pattern Trains…)

Creates

an A – B pattern (use Border Mat A page 109 Pattern Trains…)

Creates

an A-B-C pattern (use Border Mat C page 111 Pattern Trains…)

Say:

Extending: Look at the pattern on this border. Make the pattern go around the mat.

(Make

copies of the A-B or A-B-C border in the assessment kit)

Creating: Make an A-B (or A-B-C) pattern on this border mat?

(Have crayons and or pencils available for the child to create a pattern)

Record:

3 = Accurately completed border mats

F. Sorts Objects

1

st

reporting period

: Sorting color tiles by color

2

nd

reporting period

Sorting pattern blocks using one attribute (example: color, # sides, size, etc.)

3

rd

reporting period:

Sorting a collection of about 15 buttons into at least two categories and have the student

identify the attribute(s)

they used to sort. (example: size, shape, color, # holes, etc.)

Task:

Sort groups of objects by one or more attributes.

Say:

1

: Sort these tiles by color.

nd

: Show me how you could sort these pattern blocks

3

rd

: Show me how you could sort these buttons and tell me why you sorted them that way.

Record:

3 = Accurately sorted by each trimester descriptor

G. Make Comparisons (more, less, equal)

1

st

reporting period

: NE (may use Letters in Our Names activity page 130 in Collecting…)

2

nd

reporting period

: Identifies more, less, equal

3

rd

reporting period:

Identifies more, less, equal

Task:

Use the “What Pets Do We Have”* graph to identify more, less, and equal

Say:

What pets do you see?

Which group has more than the fish?

Which group has less than the fish?

Which groups have an equal number?

Record:

3 = Accurately identifies more, less, and equal

H. Uses Manipulatives to Solve Simple Addition and Subtraction Problems

1

st

reporting period

: NE

2

nd

reporting period

: NE

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3

rd

reporting period:

Decomposes and composes numbers up to 6

Task 1:

Play a version of Total of Six from How Many in All.

Use number cards 0 – 6. Place 6 cards in front of the child with manipulatives available. Have

the student pick 2 cards that total 6 and have them prove by using the manipulatives.

Say:

How do we know that is six? Could you show me with the blocks?

Task 2:

Play a version of the Hiding Assessment

(Kathy Richardson and Associates).

Have the student count 6 cubes into your hand. Hide 1,2,3,4 or 5 behind your back. Ask the

student “How many are hiding?”

Say:

Please count 6 cubes into my hand? How many do I have?

I am going to hide some cubes and ask you how many am I hiding (put some behind your

Repeat for all combinations of 6.

Record:

3 = Accurately completes Task 1 and 2.

I. Writes the Numerals 0 – 10

1

st

reporting period

: NE

2

nd

reporting period

: Correctly writes numbers 0 – 10 with no reversals

3

rd

reporting period:

Correctly writes numbers 0 – 10 with no reversals

Task:

Writes numerals 0 -10

Say:

Write number 1, write number 2...

Record:

3 = Correct formation of numerals with no reversals

J. Mathematics Communication

1

st

reporting period

: Uses comparative, descriptive, and positional vocabulary

2

nd

reporting period

: Uses comparative, descriptive, and positional vocabulary

3

rd

reporting period:

Uses comparative, descriptive, and positional vocabulary

Comparative: bigger, smaller, heavier, lighter, taller, shorter, etc.

Descriptive attributes: blue, soft, square, etc.

Positional: under, over, next to, in front of, behind, etc.

Task:

Observe students explaining work during Focus time and Choice time, during data activities, and

in writing by using labels.

Record:

3 = Begins to use mathematical language in a variety of situations and experiences.