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For each item, ask additional similar questions for confirmation if the child seems unsure.
Materials needed: Calculator, counters, dry beans, dot plate pictures (attached), five frame cards
More than, less than
1. [Show two sets of counters, 5 in one set and 7 in the other. Ask] Does one of these groups have more than the other? Which one?
Counting objects
2. Please make a group of 7 counters. [If unable to make 7, ask for a group of 3 or 4.]
Oral counting past 10
3. [Put out 22 counters.] Please count these blocks. [Keep track of where they end, if before 22. If no problem counting to 22, ask child if they want to continue.]
One to one correspondence
4. [Again show the groups of 5 and 7 counters, ask] How many more are in this group?
Number recognition
5. [Give student a calculator.] Show me the number 7 by pressing it on the calculator.
Counting on
6. Start at 5 and count up to 20 if you can. [Say 5, 6, to get the child started, if needed. Or put out counters to 20, show 5 of them, point to the sixth and ask the child to start there.]
Pattern recognition
7. [Show a dot plate with 4 dots for about 3 seconds. Ask] How many dots are here? [Repeat later for 5 and 6.]
Writing numbers
8. Write two numbers greater than 10 and tell me what they are.
Composing and decomposing small numbers
9. [Show 5 beans in hand, hide 3 of them in other hand, show what remains, ask] How many are in my other hand? [If this is difficult for child, do it with five-frame card: Show a card with three, ask How many dots are there? How many more are needed to make 5?]
Counting by twos
10. [Put out 14 counters, ask] Please count these by twos.
Counting back
11. Count backward from 25. [Say 25, 24 to get them started if needed. If this is too hard, ask them to start from 10.]
One more than, one less than
12. What number is one more than 12?
What number is two more than 6?
What number is one less than 8?
[Do not use objects or pictures with this item.]
Knowing more than/less than from written numbers
13. [Show number cards with 12 and 15.] Please put these numbers in order from smallest to largest. [If needed, ask Which is the smaller number?]
Solving simple joining and separating problems
14. Ashley has 6 pencils. Her mother gives her 3 more pencils. How many pencils does Ashley have now? [allow use of manipulatives]
12
15
Diagnostic Tasks for 1st Grade Number Sense
For each item, ask additional similar questions for confirmation if the child seems unsure.
Materials needed: Counters, ten-frame cards
If first two are too difficult for the child, use the K Number Sense assessment.
More than, less than
1. [Show 8 on a ten-frame card and 4 on another ten-frame card. Ask] Which has more? How many more?
Comparing and ordering sets
2. [Show three sets of counters, 5 in one set, 6 in another, 9 in another. Ask]
Please put these sets in order from smallest to largest.
Patterns
3. Write the numbers that are missing in this sequence:
2, 4, 6, ___, 10, 12, ___
4. Draw what you think would be the next shape:
Counting on
5. Start at 5 and count up to 20 if you can. [Say 5, 6, to get the child started, if needed. Or put out counters to 20, show 5 of them, point to the sixth and ask the child to start there.]
6. [If successful with previous] Count starting at 30 [through 45 if possible.]
Counting back
7. Count backward, starting at 45 [Stop them if 4 errors or if they get to 25].
Skip counting by 10s and 100s
8. Count by 10s to 100. [Ask Can you keep going?]
9. Start at 100, then count by 100s to 500.
Simple place value knowledge
10. [Have a tub of unifix cubes (linking cubes) available, with at least 4 stacks of 10s already made.] Would you please write the number thirty five. Can you show me this number with linking cubes? [If they use 35 individual cubes, ask if there is another way to show this that uses the stacks of 10.]
11. How much is 10 more than 27?
Composing and decomposing numbers
12. Please show me the number 8 with your fingers. Are there any other ways to show me the number 8 with your fingers? Are there any other ways to make 8 if you use counters?
Solving simple joining and separating problems
[Ask each child to explain how they got their answer, and record their strategies.]
13a. Shawn has 7 books. She gets 5 more books for her birthday. How many books does she have altogether?
13b. Would you please write this problem as a number sentence.
14a. Grant has 5 toy cars. He wants to have 8 toy cars. How many more does he need to have 8?
15a. Ashley has 6 pencils. She gives 4 pencils to her mother. How many pencils does Ashley have left?
15b. Would you please write this problem as a number sentence.
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