pretest - rainbow resource center, inc. · pdf filethis pretest introduces your students to...

Thinking Kids’

First Grade

Number and Operations

Geometry

Algebra

Measurement

Data Analysis and Probability

NCTM Strands Covered:

Pretest

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How to Use This AssessmentThis Pretest introduces your students to the concepts and objectives from the Thinking Kids’TM Math Grade 1 boxed set. Before giving your students cards from the set, use this Pretest to determine if they have a sufficient foundation to begin this box or to determine what skills and concepts to reinforce. If students score poorly, you may want to use the Thinking Kids’TM Math Grade K assessment to determine if the Grade K boxed set is better for your students.

Once you have scored the Pretest, use the Cards section (see number 2 below) to direct you to the appropriate cards in the Thinking Kids’TM Math boxed set. After students have completed the cards for Grade 1, have them complete the Posttest so that you can assess mastery and identify students who need reteaching and further practice.

Here are the specific features of this assessment:

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Name___________________________________________ Date ______________________

NCTM Standard:

Count with

understanding and

recognize “how many”

in sets of objects

Cards: C-1

and C-2

NCTM Standard:

Use multiple models

to develop initial

understandings of place

value and the base-ten

number system

Cards: C-3, C-4, C-5,

C-6, and C-7

NCTM Standard:

Develop understanding

of the relative position

and magnitude of

whole numbers and of

ordinal and cardinal

numbers and their

connections

Cards: C-8, C-9,

and C-10

1.1Count the chickens. Write the number.

chickens

1.2Count the blocks. Circle the correct number.

24 42 22

1.3Count the birds. Write the missing numbers.

1 3 46 7 8

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1.1 4 chickensSee cards C-1 and C-2. 1.2 42

See cards C-3, C-4, C-5, C-6,

and C-7. 1.3 2; 5; 9See cards C-8, C-9, and C-10.

1.4 From left to right: 43; 65; 36

See cards C-11, C-12, and C-13.

1.5 1; three; 5; Lines should

be drawn to connect these

numerals and sets: 1 to one

triangle; 3 to three triangles; and

5 to five triangles.See cards C-14 and C-15.

1.6

12


1.7 Lines should be drawn to

connect these problems: 1 + 3 =

4 and 4 – 3 = 1; 8 + 1 = 9 and 9 – 1

= 8; 4 + 5 = 9 and 9 – 4 = 5; and

2 + 3 = 5 and 5 – 3 = 2.

See cards C-19, C-20, C-21, C-23,

C-24, and C-25.1.8 4 + 2 = 6See cards C-22, C-26, and C-27.

1.9 Students should draw 3 rows

of 3 seats. 9 seatsSee card C-28.1.10

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Name: __________________________________________ Date: _____________________

Objective: Develop and

use strategies for whole-

number computations,

with a focus on addition and subtractions

Cards: C-29, C-30,

C-31, C-32, and C-33

Objective: Develop fluency with basic

number combinations for addition and subtraction

Cards: C-34, C-35, C-36, and C-37

1.10Make tally marks under the numbers to help solve

the problem.

3 +6 =

5 +2 =

1.11Draw lines to connect the problems that have the

same answers.

3 + 3

4 + 55 – 1

8 – 47 + 2

8 – 65 – 3

4 + 2

9

7See cards C-29, C-30, C-31, C-32,

and C-33.1.11 Lines should be drawn to

connect these problems: 3 + 3

and 4 + 2; 5 – 1 and 8 – 4; 7 + 2

and 4 + 5; and 5 – 3 and 8 – 6.

See cards C-34, C-35, C-36, and

C-37.1.12 10

See cards C-36 and C-37.

1.13 From left to right: 3, 1, 2;

Drawings will vary, but the child

should be taller than the tallest

child.See cards C-38 and C-39.

1.14 Students should draw a

triangle. AABAABAABSee cards C-40, C-41, C-42, C-43,

C-44, C-45, C-47, and C-48.

1.15 A; ABBSee cards C-44, C-45, C-46, C-47,

C-48, and C-49.1.16 5 + 3 = 8; 1 + 8 = 9See cards C-50, C-51, and C-52.

1.17 –; +See cards C-53 and C-54.

1.18 Four triangles should be

colored. 4See card C-55.1.19 Check that the triangle is

red, the square is blue, the two

rectangles are yellow, and the

two circles are black.

See card C-55.1.20 4; 6; 4See cards C-56, C-57, C-58, and

C-59.1.21 The trapezoid and the circle

should be circled.See card C-60.1.22 Scott; Wendy and Scott

See card C-61.1.23 Up 3See card C-62.1.24 The pumpkin should be

circled.See card C-63.1.25 turn; flip

See card C-64.1.26 The trapezoid should be

circled. See card C-65.1.27 The trapezoids should be

colored.See card C-66.1.28 Answers will vary

depending on the type of

counters used.See card C-67.1.29 From left to right: Lines

should be drawn to 3:00, 7:00,

and 9:00.See cards C-68, C-71, C-73, C-74,

and C-75.1.30 The caterpillar on the right

should be circled.See cards C-68, C-71, C-73, C-74,

and C-75.1.31 Five squares should be

colored. 5 squaresSee cards C-68 and C-71.

1.32 Answers will vary depending

on the type of paper clip used.

See card C-69.1.33 Answers will vary depending

on the type of paper clip used.

See card C-70.1.34 ruler; clockSee card C-71.1.35 inch; meter

See card C-72.1.36 circles; squaresSee cards C-76 and C-77.

1.37 mouseSee cards C-78, C-79, and C-80.

1.38 10 green toy cars; blue toy

carsSee cards C-81 and C-82.

1.39 unlikelySee cards C-83 and C-84.

Pretest Answer Key

1

2

35

6

4

1 NCTM standard that the activity addresses

2 Corresponding Thinking Kids’TM Math card(s) (Use these cards for teaching, reinforcing, or remediating the standard.)

3 Grade level and problem number

4 Symbol for the NCTM strand covered in the activities (See page 1 for a key depicting each strand.)

5 Test item that relates to the standard and assesses students’ readiness levels

6 Activity answers and corresponding cards to use to assess the standard

Reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). All rights reserved. NCTM does not endorse the content or validity of these alignments.

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Name___________________________________________ Date ______________________

NCTM Standard: Count with

understanding and recognize “how many”

in sets of objects

Cards: C-1 and C-2

NCTM Standard: Use multiple models

to develop initial understandings of place value and the base-ten

number system

Cards: C-3, C-4, C-5, C-6, and C-7

NCTM Standard: Develop understanding

of the relative position and magnitude of

whole numbers and of ordinal and cardinal

numbers and their connections

Cards: C-8, C-9, and C-10

1.1Count the chickens. Write the number.

chickens

1.2Count the blocks. Circle the correct number.

24 42 22

1.3Count the birds. Write the missing numbers.

1 3 4 6 7 8

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Name___________________________________________ Date ______________________

NCTM Standard: Develop a sense of

whole numbers and represent and use

them in flexible ways, including relating,

composing, and decomposing numbers


NCTM Standard: Connect number

words and numerals to the quantities they

represent, using various physical models and

representations

Cards: C-14 and C-15

1.4Circle the number in each pair that is greater.

1.5Write the missing number or number word in each box. Then, draw a line from each box to the correct set.

43 34 55 65 33 36

one five

3

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Name___________________________________________ Date ______________________

NCTM Standard: Understand and

represent commonly used fractions, such

as

14

,

13

, and

12


NCTM Standard: Understand various

meanings of addition and subtraction of

whole numbers and the relationship between

the two operations

Cards: C-19, C-20, C-21, C-23, C-24,

and C-25

NCTM Standard: Understand the

effects of adding and subtracting whole

numbers


1.6Circle the fraction that the picture shows.

12

13

14

1.7Find the problems that are in the same fact families. Draw lines to connect those problems.

1 + 3 = 4 5 – 3 = 2

8 + 1 = 9 9 – 4 = 5

4 + 5 = 9 4 – 3 = 1

2 + 3 = 5 9 – 1 = 8

1.8Write the number sentence for the picture.

+ =

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Name___________________________________________ Date ______________________

NCTM Standard: Understand situations

that entail multiplication and division, such as

equal groupings of objects and sharing

equally

Card: C-28

NCTM Standard: Develop and use

strategies for whole-number computations,

with a focus on addition and subtraction

Cards: C-29, C-30, C-31, C-32, and C-33

1.9Draw a picture to solve the problem. Write the answer on the line.

Ann invited her friends to a puppet show. She had 3 rows of seats. She put 3 seats in each row.

How many seats did Ann have?

seats

1.10Make tally marks under the numbers to solve the problems.

3 + 6 =

5 + 2 =

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Name___________________________________________ Date ______________________

NCTM Standard: Develop fluency

with basic number combinations

for addition and subtraction

Cards: C-34, C-35, C-36, and C-37

NCTM Standard: Use a variety of

methods and tools to compute, including objects,

mental computation, estimation, paper and

pencil, and calculators


1.11Find the problems that have the same answers. Draw lines to connect those problems.

3 + 3 4 + 5

5 – 1 8 – 4

7 + 2 8 – 6

5 – 3 4 + 2

1.12Estimate how many apples are in the trees. Circle the answer.

5 10 15

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Name___________________________________________ Date ______________________

NCTM Standard: Sort, classify, and order

objects by size, number, and other properties


NCTM Standard: Recognize, describe, and extend patterns

such as sequences of sounds and shapes or

simple numeric patterns and translate from

one representation to another

Cards: C-40, C-41, C-42, C-43, C-44,

C-45, C-47, and C-48

NCTM Standard: Analyze how both

repeating and growing patterns are generated

Cards: C-44, C-45, C-46, C-47, C-48,

and C-49

1.13Number the children from 1 to 3 to order them from shortest to tallest. Then, draw a child who is taller than the tallest child.

1.14Draw the shape that comes next to complete the pattern. Then, name the pattern using letters.

1.15Use the pattern to answer the questions.

A B B A B B A B B

What is the next letter in the pattern?

What letters repeat?

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Name___________________________________________ Date ______________________

NCTM Standard: Illustrate general

principles and properties of operations,

such as commutativity, using specific numbers


NCTM Standard: Use concrete,

pictorial, and verbal representations to develop an understanding

of invented and conventional symbolic

notations


1.16Write each number sentence another way.

3 + 5 = 8 + =

8 + 1 = 9 + =

1.17Write + or – to make each number sentence true.

7 4 = 3 4 2 = 6

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Name___________________________________________ Date ______________________

NCTM Standard: Recognize, name, build,

draw, compare, and sort two- and three-dimensional shapes

Card: C-55

NCTM Standard: Recognize geometric shapes and structures

in the environment and specify their location

Card: C-55

1.18Color the triangles. Then, answer the question.

How many triangles did you color?

1.19Color the triangle red. Color the square blue. Color the rectangles yellow. Color the circles black.

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Name___________________________________________ Date ______________________

NCTM Standard: Describe attributes and parts of two- and three-

dimensional shapes

Cards: C-56, C-57, C-58, and C-59

NCTM Standard: Investigate and predict

the results of putting together and taking

apart two- and three-dimensional shapes

Card: C-60

1.20Write how many sides are in each shape.

1.21Circle the shapes needed to make the picture.

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Name___________________________________________ Date ______________________

NCTM Standard: Describe, name,

and interpret relative positions in space and

apply ideas about relative position

Card: C-61

NCTM Standard: Describe, name, and

interpret direction and distance in navigating

space and apply ideas about direction and

distance

Card: C-62

1.22Answer the questions.

Scott ZachWendy Tara

Who is standing next to Zach?

Which two children are standing next to Tara?

and

1.23Help the dog find the bone. Circle the answer to the question.

How did the dog move to get to the bone?

Up 3 Down 4

Right 2 Left 1

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Name___________________________________________ Date ______________________

NCTM Standard: Find and name

locations with simple relationships such

as “near to” and in coordinate systems such

as maps

Card: C-63

NCTM Standard: Recognize and apply slides, flips, and turns

Card: C-64

1.24Use the grid to answer the question.

Which vegetable is next to the ?

1.25Use the pictures to answer the questions.

Is this a slide, a flip, or a turn?

Is this a slide, a flip, or a turn?

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Name___________________________________________ Date ______________________

NCTM Standard: Recognize and create

shapes that have symmetry

Card: C-65

NCTM Standard: Recognize and

represent shapes from different perspectives

Card: C-66

NCTM Standard: Relate ideas in

geometry to ideas in number and measurement

Card: C-67

1.26Circle the shape that has symmetry.

1.27Color the two shapes that are the same.

1.28Put counters on the lines around the square. Write the number.

counters

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Name___________________________________________ Date ______________________

NCTM Standard: Recognize the attributes

of length, volume, weight, area, and time

Cards: C-68, C-71, C-73, C-74, and C-75

NCTM Standard: Compare and order

objects according to these attributes

Cards: C-68, C-71, C-73, C-74, and C-75

1.29Draw a line to connect each clock to the correct time.

7:00 3:00 9:001.30These caterpillars are in order from shortest to longest. Circle the missing caterpillar.

?

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Name___________________________________________ Date ______________________

NCTM Standard: Understand how to measure using nonstandard and

standard units


NCTM Standard: Use repetition of a

single unit to measure something larger than the unit, for

instance, measuring the length of a room

with a single meterstick

Card: C-69

1.31Color the squares to show how tall the monkey is. Then, answer the question.

1.32Use a small paper clip to measure the rectangle.

The rectangle is about paper clips long.

How tall is the monkey? squares

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Name___________________________________________ Date ______________________

1.33Use small paper clips to measure each object.

1.34Circle the answer to each question.

Which tool measures length?

Which tool measures time?

The pencil is about paper clips long.

The crayon is about paper clips long.

NCTM Standard: Measure with multiple

copies of units of the same size, such as

paper clips laid end to end

Card: C-70

NCTM Standard: Use tools to measure

Card: C-71

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Name___________________________________________ Date ______________________

NCTM Standard: Develop common

referents for measures to make comparisons

and estimates

Card: C-72

1.35 Circle the unit of measurement that you would use to measure each object.

inch foot

centimeter meter

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Name___________________________________________ Date ______________________

NCTM Standard: Sort and classify objects

according to their attributes and organize data about the objects


NCTM Standard: Represent data using

concrete objects, pictures, and graphs


1.36Write the sorting rule for each group.

1.37The class voted for a new pet. Use the graph to answer the question.

turtle

mouse

bird

fish

Which kind of pet got the most votes?

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Name___________________________________________ Date ______________________

1.38Use the table to answer the questions.

Toy Cars in the Store

Color Amountblue 8

green 10red 3

yellow 7

How many green toy cars does the store have?

green toy cars

Does the store have more red toy cars or more blue toy cars?

NCTM Standard: Describe parts of the

data and the set of data as a whole to

determine what the data show


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Name___________________________________________ Date ______________________

NCTM Standard: Discuss events related

to students’ experiences as likely or unlikely


1.39Read the problem. Write likely or unlikely to answer the question.

Ms. Ling put 5 apples and 12 pears in a bag. Is it likely or unlikely that the first piece of fruit that she picks will be an apple?

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1.1 4 chickensSee cards C-1 and C-2.

1.2 42See cards C-3, C-4, C-5, C-6, and C-7.

1.3 2; 5; 9See cards C-8, C-9, and C-10.

1.4 From left to right: 43; 65; 36See cards C-11, C-12, and C-13.

1.5 1; three; 5; Lines should be drawn to connect these numerals and sets: 1 to one triangle; 3 to three triangles; and 5 to five triangles. See cards C-14 and C-15.

1.6 12


1.7 Lines should be drawn to connect these problems: 1 + 3 = 4 and 4 – 3 = 1; 8 + 1 = 9 and 9 – 1 = 8; 4 + 5 = 9 and 9 – 4 = 5; and 2 + 3 = 5 and 5 – 3 = 2. See cards C-19, C-20, C-21, C-23, C-24, and C-25.

1.8 4 + 2 = 6See cards C-22, C-26, and C-27.

1.9 Students should draw 3 rows of 3 seats. 9 seats See card C-28.

1.10

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Name: __________________________________________ Date: _____________________

Objective: Develop and use strategies for whole-

number computations, with a focus on addition

and subtractions

Cards: C-29, C-30, C-31, C-32, and C-33

Objective: Develop fluency with basic

number combinations for addition and

subtraction

Cards: C-34, C-35, C-36, and C-37

1.10Make tally marks under the numbers to help solve the problem.

3 + 6 =

5 + 2 =

1.11Draw lines to connect the problems that have the same answers.

3 + 3 4 + 5

5 – 1 8 – 4

7 + 2 8 – 6

5 – 3 4 + 2

9

7

See cards C-29, C-30, C-31, C-32, and C-33.

1.11 Lines should be drawn to connect these problems: 3 + 3 and 4 + 2; 5 – 1 and 8 – 4; 7 + 2 and 4 + 5; and 5 – 3 and 8 – 6.

See cards C-34, C-35, C-36, and C-37.

1.12 10See cards C-36 and C-37.

1.13 From left to right: 3, 1, 2; Drawings will vary, but the child should be taller than the tallest child. See cards C-38 and C-39.

1.14 Students should draw a triangle. AABAABAAB See cards C-40, C-41, C-42, C-43, C-44, C-45, C-47, and C-48.

1.15 A; ABBSee cards C-44, C-45, C-46, C-47, C-48, and C-49.

1.16 5 + 3 = 8; 1 + 8 = 9See cards C-50, C-51, and C-52.

1.17 –; +See cards C-53 and C-54.

1.18 Four triangles should be colored. 4 See card C-55.

1.19 Check that the triangle is red, the square is blue, the two rectangles are yellow, and the two circles are black. See card C-55.

1.20 4; 6; 4See cards C-56, C-57, C-58, and C-59.

1.21 The trapezoid and the circle should be circled. See card C-60.

1.22 Scott; Wendy and ScottSee card C-61.

1.23 Up 3See card C-62.

1.24 The pumpkin should be circled. See card C-63.

1.25 turn; flip

See card C-64.

1.26 The trapezoid should be circled. See card C-65.

1.27 The trapezoids should be colored. See card C-66.

1.28 Answers will vary depending on the type of counters used. See card C-67.

1.29 From left to right: Lines should be drawn to 3:00, 7:00, and 9:00. See cards C-68, C-71, C-73, C-74, and C-75.

1.30 The caterpillar on the right should be circled. See cards C-68, C-71, C-73, C-74, and C-75.

1.31 Five squares should be colored. 5 squares See cards C-68 and C-71.

1.32 Answers will vary depending on the type of paper clip used. See card C-69.

1.33 Answers will vary depending on the type of paper clip used. See card C-70.

1.34 ruler; clockSee card C-71.

1.35 inch; meterSee card C-72.

1.36 circles; squaresSee cards C-76 and C-77.

1.37 mouseSee cards C-78, C-79, and C-80.

1.38 10 green toy cars; blue toy cars See cards C-81 and C-82.

1.39 unlikelySee cards C-83 and C-84.

Pretest Answer Key

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