first grade - nc mathematicsmaccss.ncdpi.wikispaces.net/file/view/2013-2014 1st grade...

NC DEPARTMENT OF PUBLIC INSTRUCTION FIRST GRADE 1

FIRST GRADE 2013-2014

Mathematics Summative Assessment

Student Booklet


STATE BOARD OF EDUCATION

The guiding mission of the North Carolina State Board of Education is that every public school student

will graduate from high school, globally competitive for work and postsecondary education and prepared

for life in the 21st Century.

WILLIAM COBEY

Chair :: Chapel Hill

A.L. COLLINS

Vice Chair :: Kernersville

DAN FOREST

Lieutenant Governor :: Raleigh

JANET COWELL

State Treasurer :: Raleigh

JUNE ST. CLAIR ATKINSON

Secretary to the Board :: Raleigh

BECKY TAYLOR

Greenville

REGINALD KENAN

Rose Hill

KEVIN D. HOWELL

Raleigh

GREG ALCORN

Salisbury

OLIVIA OXENDINE

Lumberton

JOHN A. TATE III

Charlotte

WAYNE MCDEVITT

Asheville

MARCE SAVAGE

Waxhaw

PATRICIA N. WILLOUGHBY

Raleigh

NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent

301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment

activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability,

or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support

6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065

Visit us on the Web :: www.ncpublicschools.org

For feedback about assessment please send to Denise Schulz ([email protected]) or Kitty Rutherford

([email protected]).

http://www.ncpublicschools.org/

mailto:[email protected]

mailto:[email protected]


Task 1

Sam has 4 more pencils than Dan. Dan has 16 pencils. How many

pencils does Sam have?

Solve the problem.

Show your thinking with pictures, numbers, and/or words.

__________________ pencils

Write an equation that matches this story.

Use a symbol for the unknown number.

OPERATIONS AND ALGEBRAIC THINKING

Represent and solve problems involving addition and subtraction.

1.OA.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 with a symbol

for the unknown number to represent the problem. Compare/Bigger Unknown

Add and subtract within 20.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting

on; making ten; decomposing a number leading to ten; using relationship between addition and subtraction; and creating equivalent

but easier or know sums.


Task 2

The Red team has 4 fewer balls than the Blue team. The Blue team

has 18 balls. How many balls does the Red team have?

Solve the problem.

Show your thinking with pictures, numbers, or words.

__________________ balls


Use a symbol for the unknown number.



1.OA.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 with a symbol

for the unknown number to represent the problem. Compare/Smaller Unknown


1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting

on; making ten; decomposing a number leading to ten; using relationship between addition and subtraction; and creating equivalent

but easier or know sums.


Task 3

Marsha is bird watching. She saw 4 red birds, 2 blue jays, and 6

robins. How many birds did Marsha see?



1.OA.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 with a symbol for the unknown number to represent the problem.

Solve the problem.

Show your thinking with pictures, numbers, or words.

__________________ birds



Task 4

Beth was working on her homework. Help her find the unknowns.

Write the unknown on the line beside the problem.

5 + ? = 12 ___

10 = ? + 4 ___

11 - 8 = ? ___

10 - ? = 3 ___


Work with addition and subtraction equations.

1.OA.5 Relate counting to addition and subtraction.

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


Task 5 Decide if each idea is mathematically True or False.

CIRCLE True or False.

a

It does not matter what order you add

the numbers.

11 + 3 is the same as 3 + 11.

True False

Explain your reasoning with pictures, numbers, or words.

b

I am adding 8 + 7 + 2.

I can add the 8 and the 2 to make a 10.

Then I can add the 7 to get the answer.

True False


c.

I am trying to solve 12 - = 5.

I start at 12 and count on 5 more. I end up at 17.

True False



Understand and apply properties of operations and the relationship between addition and subtraction

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

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


1.OA.5 Relate counting to addition and subtraction.


Task 6

Look at the equations below. Decide if each one is True or False.

Circle True or False.


Work with addition and subtraction equations.

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

Use place value understanding and properties of operations to add and subtract.

1.NBT.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 and strategies based on place value, properties of operations, and/or the

relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 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.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using

concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition

and subtraction; relate the strategy to a written method and explain the reasoning used.

75 = 57 True False

30 = 40 – 10 True False

20 + 30 = 10 + 40 True False

12 + 8 + 5 = 17 + 8 True False


Task 7

Continue the count for each set:

A.

63, 64, 65, _______, _______, _______, _______

B.

110, 111, 112, _______, _______, _______, _______

C. How many circles are in the box below? __________

NUMBER AND OPERATIONS IN BASE TEN

Extend the counting sequence.

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of

objects with a written numeral.


Task 8

Joe uses chips to show a two digit number on the ten frames.

What number did Joe make? ____________

Explain how you solved the problem.


Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.


Task 9

Use one of the 3 symbols below to make each equation true.

< = >


Understand place value.

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with

the symbols <, >, and =.

84

48

75

87

70 + 9

79

50 + 6

66


Task 10

38 + 40 = Solve the problem.


23 + 8 = Solve the problem.




1.NBT.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 and strategies based on place value, properties of operations, and/or the

relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that

in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.


Task 11

Listen carefully as your teacher reads you a problem. It will be

repeated. Write your answer to the problems in the boxes below. You

only have to write your answer.

Problem A

Problem B

Problem C Problem D



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

reasoning used.


Task 12

80 – 30 = ___ Solve the problem.

Show your thinking with pictures numbers, and/or words.



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

drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning use.


Task 13

Part A:

Three students each have a pencil. Look at the 3 pencils. List them in

order from shortest to longest.

Tom

Sara

Peter

_________________, __________________, __________________

Part B:

Circle the crayon that is longer.

How do you know which crayon is longer?

MEASUREMENT AND DATA

Measure lengths indirectly and by iterating length units.

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

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end;

Understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

B

A

B


Task 14

Part A: You and three friends want to plant a garden. Show two

different ways you could partition each garden equally into

fourths.

Garden 1 Garden 2

Part B:

How would you describe the shaded part of the circle.

GEOMETRY

Reason with shapes and their attributes.

1.G.3 Partition circles and rectangles into 2 and 4 equal shares, describing 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.


First Grade Summative Assessment

Summary for Conference & Instructional Planning


Task Standard Proficiency in Performance &

Understanding

Comments Level

1

1.OA.1

1.OA.6 Compare/Bigger

Unknown

Accurately uses pictures,

number or words and writes the

correct equation to represent

and/or solve the problem.

1 2 3

2

1.OA.1

1.OA.6 Compare/Smaller

Unknown

Accurately uses pictures,

number or words and writes the

correct equation to represent

and/or solve the problem.

1 2 3

3

1.OA.2 Three Addends

Represents and solves problems

involving addition and

subtraction

1 2 3

4

1.OA.5

1.OA.8

Accurately identifies the

unknown for equations

1 2 3

5

1.OA.3

1.OA.4

1.OA.5

Understand and apply properties

of operations and explain the

reasoning with pictures,

numbers, or words.

1 2 3

6 1.OA.7 Accurately determines if

equations involving addition

and subtraction are true or false

1 2 3

Operations and Algebraic Thinking Summary for Conferences & Instructional Planning:




Understanding

Comments Level

6 1.NBT.4

1.NBT.6

Accurately uses pictures, number

or words and writes the correct

equation to represent and/or

solve the problem.

1 2 3

7 1.NBT.1 Extends the counting sequence

1 2 3

8 1.NBT.2 Understands place value

1 2 3

9 1.NBT.3 Understands the meaning of <, =,

>

1 2 3

10 1.NBT.4 Uses place value understanding

and properties of operations to

add

1 2 3

11 1.NBT.5 Solves equations mentally

1 2 3

12 1.NBT.6 Uses place value understanding

and properties of operations to

subtract multiples of ten

1 2 3

Number and Operations in Base Ten Summary for Conferences & Instructional Planning:


MEASUREMENT AND DATA


Understanding

Comments Level

13 1.MD.1

1.MD.2 Measure lengths indirectly and

by iterating length units

1 2 3

Measurement and Data Summary for Conferences & Instructional Planning:

GEOMETRY


Understanding

Comments Level

14 1.G.3 Reason with shapes and their

attributes

1 2 3

Geometry Summary for Conferences & Instructional Planning:

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