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NYS COMMON CORE MATHEMATICS CURRICULUM Assessment Task Instructions K Kindergarten Mid-Module 1 Assessment (Administer after Topic D) Kindergarten End-of-Module 1 Assessment (Administer after Topic H) This may well be the students’ first assessment experience. Assessment time is a critically important component of the student–teacher relationship. It is especially important in the early grades to establish a positive and collaborative attitude when analyzing progress. Sit next to the student rather than opposite, and support the student in understanding the benefits of sharing and examining her level of mastery. Please use the specific language of the assessment and, when possible, translate for non-English speakers (this is a math rather than a language assessment). If a student is unresponsive, wait about 15 seconds for a response. Record the student's results in two ways: (1) the narrative documentation after each topic set, and (2) the overall score per topic using A Progression Toward Mastery. Use a stopwatch to document the elapsed time for each response. Within each assessment, there is a set of problems targeting each topic. Each set is comprised of three or four related questions. Document what the student did and said in the narrative, and use the rubric for the overall score for each set. If the student is unable to perform any part of the set, her score cannot exceed Step 3. However, if the student is unable to use her words to tell what she did, do not count that against her quantitatively. Be aware of the difference between a non-native English speaker’s and a native English speaker's ability to articulate something. If the student asks for or needs a hint or significant support, provide either, but the score is automatically lowered. This ensures that the assessment provides a true picture of what a student can do independently. If a student scores at Step 1 or 2, repeat that topic set again at two-week intervals, noting the date of the reassessment in the space at the top of the student’s record sheet. Document progress on this one form. If the student is very delayed in her response but completes it, reassess to see if there is a change in the time elapsed. House the assessments in a three-ring binder or student portfolio. By the end of the year, there will be 10 assessments for each student. Modules 1, 3, 4, and 5 have two assessments each whereas Modules 2 and 6 only have one. Use the Class Record Sheet following the rubric for an easy reference look at students’ strengths and weaknesses. These assessments can be valuable for daily planning, parent conferences, and first grade teachers preparing to receive these students. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Mid-Module Assessment Task K NYS COMMON CORE MATHEMATICS CURRICULUM Date 1 Student Name _________________________ Topic A Topic A: Attributes of Two Related Objects Topic B Rubric Score: ___________Time Elapsed ____________ Topic C Date 2 Date 3 Topic D Materials: (S) Module 1 Assessment Picture Cards, cut out T: T: T: T: (Identify the pictures as you place them in a row before the student.) Show me the pictures that are exactly the same. How are they exactly the same? Show me something that is the same but a little different. Use your words, “They are the same, but…” to tell me how the bears are different. What did the student do? What did the student say? Topic B: Classify to Make Categories and Count Rubric Score: ___________Time Elapsed ____________ Materials: (S) Module 1 Assessment Picture Cards, cut out; sorting mat T: T: (Place all of the cards before the student.) Please sort the pictures into two groups on your sorting mat. (After sorting, have the student explain her reasoning.) (Point to the objects that went in the backpack.) Count the things are in this group. (Look for the answer “3” rather than “1, 2, 3.” If the student recounts to find the answer, ask again.) Set the sort aside for the Topic D assessment. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM What did the student do? Mid-Module Assessment Task K What did the student say? Topic C: Numerals to 5 with Different Configurations, Math Drawings, and Expressions Rubric Score: ___________Time Elapsed ____________ Materials: (S) 10 linking cubes T: T: T: T: (Put 5 un-connected cubes in front of the student.) Whisper count the cubes into a line. How many cubes are there? Move the cubes into a circle. How many cubes are there? Scatter the cubes. How many cubes are there? Please show this (show 2 + 1) using your cubes. (Have the student explain what she does. We might expect the student to make a linker cube stick of 3 and break it into two parts.) What did the student do? Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org What did the student say? Numbers to 10 5/5/17 1.S.3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Mid-Module Assessment Task K NYS COMMON CORE MATHEMATICS CURRICULUM ! ! ! !! ! ! ! ! 9#D! "#$%&'455&550 &1,'6+57' C !!( ( ! 9#D! "#$%&'455&550 &1,'6+57' C !!( ( : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ' : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ' ! ! X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( Topic D: The Concept of Zero and Working with Numbers 0–5 ! ! !! Rubric Score: ___________Time Elapsed ____________ ( ( ( ! ! !! : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ' ! ! 9#D! "#$%&'455&550 &1,'6+57' C !!( ( ( ( ( X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ' ! ! 9#D! "#$%&'455&550 &1,'6+57' C !!( ( X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( Materials: (S) Sort from Topic B (please remove one identical bear for this assessment task so that you have 5 toys and 3 school items), numeral writing sheet. (( ( ! ! !! ! !! T: T: : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ! ' ! ! !! ( ( ( ( ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( ! ! !! ! "#$%&'( )' * +,&)' ( ( 9 (6436(! +/ / +) (! +21:(;) <=(>""(2%[email protected]$(21$12A1*=(/"0 0 "1/"2&-"23( ( ( : ; . '<= ! ! = : '<= > ?'! 4 [email protected]?! 4 68<. '<A> >8<ABA! ' (( ( -. -^' ( X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( ( -. -^' ( ( ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( ( ( ( ! ! ! "#$%&'( )' * +,&)' ( ! ! 9#D! "#$%&'455&550 &1,'6+57' C !!( ( ( ( 9 (6436(! +/ / +) (! +21:(;) <=( >""(2%[email protected]$(21$12A1*=(/"0 0 "1/"2&-"23( ( ( ( ! ! ( ( ( ( ( ( ! "#$%&'( )' * +,&)' ( ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( ( ( ( 9 (6436(! +/ / +) (! +21:(;) <=( >""(2%[email protected]$(21$12A1*=(/"0 0 "1/"2&-"23( ( ( ( ( -. -^' ! ! ! "#$%&'( )' * +,&)' ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( ( -. -^' 9 (6436(! +/ / +) (! +21:(;) <=(>""(2%[email protected]$(21$12A1*=(/"0 0 "1/"2&-"23( ( ( ( ( ( ( ( (( ( ( ( ( ! ! ! ! What did the student do? Did the student show evidence of subitizing or recognizing embedded numbers, seeing 5 as 2 and 3 or 4 and 1? ( ( ! 9#D! " #$%&'455&550 &1,'6+57' C !!( ( ( T: T: T: ( ( ( "#$% &'455&550&1,'6+57' &1,'6+57' C C!!(!!(( ( ! 9!#D9!#D"! #$% &'455&550 +*, "1(3(>$$1$$/ -(I 21(! %<-, #2*$( 21(! #2*$( X +*,X"1(3(>$$1$$/ 1) -(I1)%<-, How many things for school do you see? (Point to the top row.) These are things we don’t usually bring to school. How many are in this group? (Note if the student recounts all or determines the set of 5 using the set of 3 in any way.) How did you know it was 5? Write the number that tells how many toys there are. How many cats are shown here? Write your numbers in order from 0 to 4. (Note reversals, if any.) X +*, "1(3(>$$1$$/ 1) -(I %<-, 21(! #2*$( ! ( Note: Arrange the pictures as shown to the right. This arrangement is intended to give the student the opportunity to see 5 as 3 and some more, without recounting all. ! ( ( ! : ; !. '<= = :> '<= 4 [email protected]?! 68<. '<A> >8<ABA! : ; .!'<= ! =!: !'<= ?'! >4?'! [email protected]?! 4 68<.4 '<A> >8<ABA! ' !' ! &'( "#$% !&'"#$$% &' (#)+,*(! , / 012$(-+(34' ! " #$% )' &'( )' ! "#$$% (#) *(! ) -(.+, ,) /-(.012$(-+(34' 653S538( * +,&)'* +,&)' 653S538( ( -.( -.-^'-^' / +)<= (!(+21:(;) <=-$(21$12A1*= (>""(2%[email protected]$(21$12A1*= ( /"0 0-"23( "1/"2&-"23( 9 (6436(!9+/(6436(! / +) (!+/+21:(;) >""(2%[email protected] ( /"0 0 "1/"2& What did the student say? ( ( ( ! ! ! ! ! "#$%&'( )' * +, &)' ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( ( -. -^' ! "#$%&'( )' * +,&)' ! "#$$%&' (#) *(! +, ) -(. , / 012$(-+(34' 653S538( 9 (6436(! +/ / +) (! +21:(;) <=(>""(2%[email protected]$(21$12A1*=( /"0 0 "1/"2&-"23( 9 (6436(! +/ / +) (! +21:(;) <=( >""(2%[email protected]$(21$12A1*=(/"0 0 "1/"2&-"23( Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.4 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K Mid-Module Assessment Task Standards Addressed Topics A–D Know number names and the count sequence. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Count to tell the number of objects. K.CC.4 K.CC.5 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Classify objects and count the number of objects in each category. K.MD.3 Classify objects into given categories; count the numbers of objects in each category by count. (Limit category counts to be less than or equal to 10.) Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe and quantify steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student can do now, and what they need to work on next. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.5 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K A Progression Toward Mastery Assessment Task Item Topic A K.MD.3 STEP 1 Little evidence of reasoning without a correct answer. STEP 2 Evidence of some reasoning without a correct answer. (1 Point) (2 Points) The student shows little evidence of identifying and/or explaining similarities or differences. Almost non-responsive. The student shows evidence of beginning to identify similarities and differences, but is unable to explain those similarities or differences using words. STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. The student correctly identifies both sets of bears, but provides a partial explanation of how the bears are similar or different. The student correctly: Or, the student can explain the similarities and differences, but cannot identify one of the sets of bears. (ELLs may point to express their insights and gain a score of 3 if you feel assured of their understanding.) Topic B K.CC.4a K.CC.4b K.MD.3 The student shows little evidence of understanding how to sort, or what reasonable categories might be. The student is unable to respond “3” or count correctly. The student shows a beginning understanding of how to sort (with some misplaced items), and demonstrates early explanation skills with incomplete reasoning. The student correctly sorts the pictures into two clearly distinct categories, but cannot provide a reasonable explanation of the categories or why the items belong. The students recounts to answer “1,2,3.” Or, the student provides a reasonable explanation of the categories, but sorts incorrectly. The student is able to answer “3” without recounting. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org (4 Points) Identifies the two large bears as being identical. Identifies similarities by attribute (size, color, type, etc.). Explains using words how the two bears differ either based on size or color/shade. The student correctly: Sorts the pictures into two distinct categories. Provides a reasonable explanation outlining the sorting categories and why the items belong (i.e., things we keep at home, things we need to bring to school). The student is able to answer ‘3’ without recounting. Numbers to 10 5/5/17 1.S.6 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K A Progression Toward Mastery Topic C K.CC.4a K.CC.4b K.CC.5 K.OA.3 K.MD.3 The student shows little evidence of understanding how to count objects in any configuration, and is unable to complete the addition task. The student shows evidence of beginning to understand counting in a line, circle and scattered configurations, but is unable to do so accurately and consistently. Student recounts each time. The student attempts to add 2 + 1, but either lacks an understanding of how to add, or how to interpret the expression. Topic D K.CC.3 K.CC.4a K.CC.4b K.CC.5 The student shows little evidence of understanding how to count items in a category, and is beginning to form some numbers. The student shows evidence of beginning to understand counting items in a category, but is unable to identify a smaller quantity. The student writes some numerals correctly, with reversals. The student arranges and counts cubes in a line, circle and scattered configuration correctly, responding with “5” to each how many question but recounts once. The student adds 2 + 1 but cannot explain how to add; or the student accurately explains the process of addition, but adds 2 + 1 incorrectly. The student correctly counts the items in each category, but cannot identify the smaller group of items. The student writes four out of 5 numerals correctly, with a maximum of 1 reversal. The student correctly: Arranges and counts 5 cubes into a line, circle, and scattered configuration. Answers “5” in response to each how many question without recounting. Breaks apart 3 to show the decomposition of 3 as 2 and 1 or 1 and 2. The student correctly: Identifies the number of items in each category (counting all in the toy category is acceptable). Identifies the group of 3 as the smaller group. Writes numerals 0-4. Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.7 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K Class Record Sheet of Rubric Scores: Module 1 Student Names: Topic A: Topic B: Topic C: Topic D: Attributes of Two Related Objects Classify to Make Categories and Count Numerals to 5 in Different Configurations Concept of Zero and Working with Numerals 0-5 Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Next Steps: Numbers to 10 5/5/17 1.S.8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K Module 1 Assessment Picture Cards Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.9 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K Sorting Mat Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task K Student Name __________________________ Numeral Writing Module 1: Date: © 2013 Common Core, Inc. Some rights reserved. commoncore.org Numbers to 10 5/5/17 1.S.11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.