End-of-Year Assessment

Transcription

1 Contents You may want to use these optional lessons to refresh or introduce key prerequisite skills. Begin the year with lessons found in the Start Smart section. These lessons help students get ready for the coming year by reviewing and reinforcing skills and concepts they learned in the previous grade. The Start Smart lessons also prepare students for skills and concepts they will need for success in the upcoming year. 1 Problem-Solving Strategy 2 Join to Add 3 Separate to Subtract 4 Compare Numbers End-of-Year Assessment At the end of the year, use the End-of-Year Test to assess student comprehension of the skills and concepts presented in Grade 1. Chapter Resource Masters End-of-Year Test x iii_xxvii_fm_ indd x 1 Start Smart 3/17/10 9:41 AM

2 Use. Write a subtraction number sentence for each picture. Then write an addition fact using the same numbers = = 4 Using the Exercises Exercises 1 5 Remind students that when they want to find the total number of objects in a group, it helps to touch each object as they count. If students need additional help, have them use two-color counters to show the groups and pair the counters from each group to see which group has more and which group has fewer. Help students count the objects using one to one correspondence. How many oranges are in the first group? 2 How many grapes are there? 4 Which group has more? grapes 3 ASSESS = = = = 6 Animal Drawing Have students fold a sheet of paper in half. Point out that the fold makes two work spaces on the paper. Have students draw a group of one kind of animal on one side of the paper. Have students draw a different amount on the other side. Ask students to count and write the number of animals that they drew on each side. Ask students to make a train of cubes to represent both groups. Have students compare their groups and draw a circle around the group that has fewer. 6-1 = = one hundred Subtraction Concepts E WRITE MATH Write the word more on the board. Have students copy the word in their journals. Have students draw a picture to illustrate what the word more means. Start Smart 10

3 Here are the characters you will meet in the book. Colin I love to read books about animals and look for bugs outside. Mei I take ballet classes. My favorite color is purple. Adrian I like to play basketball and eat pizza! Isabel I like to look at plants and grow flowers. Jaden My favorite thing to do is play with my blocks. Building is fun! Ella Soccer is my favorite thing to do. In my last game I scored 2 goals! Let s Get Star ted! 2 two 002_CSS_SS_ indd 2 going to review a little We re W bbe before you begin Chapter 1. 3/3/10 11:01 AM Start Smart 2

4 START SMART Lesson Planner Name Problem-Solving Strategy: Draw a Diagram Objective Draw a diagram to solve a problem. Resources Materials: crayons Draw a Diagram See students work. Get ConnectED In preparation for GLE Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. 1 INTRODUCE Activate Prior Knowledge Look at the photo on the student page. Lead a class discussion about the first day of school. How many students are in your class? See students responses. Do you sit at tables or desks? See students responses. How did you get to school? Walk? Bus? Car? See students responses. What is your favorite subject? See students responses. There are 4 students at each table. Help Ella find the number of students in her class. In preparation for GLE Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Start Smart three 3 2 TEACH Have students read the problem on the student page. Guide them through the problem-solving steps. Understand Using the questions, review what students know and what they need to find. What do you know? There are 3 tables in the room. There are 4 students at each table. What do you need to find? How many students are in the class? Options for Review Concept Numbers 6 to 15 Review Options Grade K, Chapter 5, Lessons 5-5B, 5-5C, 5-5D (pp ) Plan Discuss how students could solve the problem. Talk about how drawing a diagram could help them solve the problem. 3 Start Smart

5 There are 3 pencils in each cup. Draw a diagram to find how many in all pencils There are 5 blocks in each basket. Draw a diagram to find how many in all blocks Solve Direct students to describe what they are doing as they draw a picture to solve the problem. Discuss the results of drawing a diagram. What could you draw to help solve the problem? I could draw four circles at each table. How can you use this diagram to solve the problem? I can count all of the circles to find the number of students in the class. Check Have students look back at the problem to be sure that the answer fits what they already knew about the problem. Do their answers make sense? How many students are there in the class? 12 students Using the Exercises Exercise 1 Help students read the problem. Discuss how they could solve the problem by drawing pictures. Have students draw 3 pencils in each cup. Have students count and find the total. Exercise 2 Have students read the problem. Have students draw 5 blocks in each basket. Have students count and find the total. 3 ASSESS Number Stories Tell the class a number story. Have them draw a picture to solve the problem. Let students share their drawings with the class. 4 four 003_004_CSS_SS_ indd 4 Math at Home Activity: Tell a number story. Have your child draw a diagram to solve. 3/3/10 11:03 AM E WRITE MATH Have students make up their own number stories. Have students share their stories with a partner. Have students solve the problems. Start Smart 4

6 Join to Add START SMART Lesson Planner Name Join to Add Objective Join groups to add. Resources Manipulatives: connecting cubes Get ConnectED Reinforcement of GLE Understand addition as putting together and subtraction as breaking apart. Checks for Understanding , INTRODUCE Activate Prior Knowledge Look at the picture on the student page. Talk about when and where students line up during the day. Read the caption below the picture. Have students act out what is happening and answer the question. How many students will be in line? 3 students 2 TEACH Share with students that they are going to join two groups of objects to find how many objects in all. Give students connecting cubes. Have students make a group of three cubes. Have students make a group of five cubes. Have students put the groups together and count how many cubes in all. How many cubes do you have in all? 8 cubes Repeat using different numbers of cubes. Options for Review Addition Colin is joining Mei and Jaden in line. How many students will be in line? Practice Join the groups. Write the number that tells how many in all and 1 is 3 in all. Concept Reinforcement of GLE Understand addition as putting together and subtraction as breaking apart. Start Smart five 5 Review Options Grade K, Chapter 14, Lessons 14-1B, 14-1C, 14-2C, 14-2D, 14-2E (pp , ) 5 Start Smart

7 Join the groups. Write the number that tells how many. 2. Using the Exercises Exercises 1 5 Have students use cubes to model each joining situation. Have students identify how many in each group and how many in all. 1 and 3 is 4 in all. 3 ASSESS Joining Stories Give small groups of students a joining word problem. Ask the students to use cubes to model the problems. Encourage students to explain how they found how many in all and 2 is 4 in all. E WRITE MATH Have students draw a picture of a group of three and a group of two. Have students count the items and tell how many are in all and 3 is 6 in all. 6 six 4 and 2 is 6 in all. Math at Home Activity: Find a group of three objects and a group of two objects. Have your child count the first group. Have your child count the second group. Have your child join the groups and tell how many in all. Start Smart 6

8 START SMART Lesson Planner Separate to Subtract Name Separate to Subtract Objective Separate groups to subtract. Resources Manipulatives: two-color counters, paper Get ConnectED Reinforcement of GLE Understand addition as putting together and subtraction as breaking apart. Checks for Understanding , INTRODUCE Activate Prior Knowledge Look at the picture on the student page. Read the caption under the picture. Lead a discussion about where Adrian might be taking the chairs. Do you think it s Adrian s job to put all the chairs around the tables? Sample answer: Yes What jobs do you have in your classroom? See students responses. Adrian took two chairs away. How many chairs are left? Practice Count the objects. Some were taken away. Write how many are left TEACH Share with students that they are going to take items away from a set and tell how many are left. Give each student five counters. Have students place the five counters on the five chairs in the picture. There are three chairs on the wall. Adrian is taking two chairs to the table. Have students take two counters away. How many chairs are left? 3 chairs Options for Review Reinforcement of GLE Understand addition as putting together and subtraction as breaking apart. Start Smart seven 7 Concept Review Options Subtraction Grade K, Chapter 15, Lessons 15-1B, 15-3C (pp , ) 3 7 Start Smart

9 Count the objects. Some were taken away. Write how many are left Using the Exercises Exercises 1 5 Have students count the objects. Tell students that the Xs through the objects show that those objects were taken away. Have students count the objects that are left. If students need additional help, have them use counters to model each separating situation. 3 ASSESS Separating Stories Tell students a separating story about farm animals. Have students draw a picture of the farm animals. Have students cross out some of the animals as you tell the story. Have students count the remaining animals and tell how many are left. 4. E WRITE MATH Have students work in pairs and make up separating stories. Have them draw pictures for their stories. Invite students to share their stories with the class eight Math at Home Activity: Show 6 spoons. Remove 2 spoons. Have your child write the number of spoons that are left. 4 Start Smart 8

10 START SMART Lesson Planner Compare Numbers Name Compare Numbers Objective Compare numbers of objects. Resources Manipulatives: two-color counters, paper, cubes Get ConnectED Reinforcement of GLE Create, represent and recognize a set with a given number of objects. Checks for Understanding INTRODUCE Activate Prior Knowledge Look at the picture on the student page. Lead a class discussion about snack time. When do you eat snacks? See students responses. What is your favorite snack? See students responses. Read the caption below the picture. Which group has more? grapes 2 TEACH Give students eight two-color counters. Have students make a group of 5 red counters. Have students make a group of 3 yellow counters. Have students look at both groups. Which group has more? the red group Which group has fewer? the yellow group How do you know? Sample answer: I matched the objects in one group with an object in the other group. The group with left over objects has more objects. The group with fewer objects does not have as many objects. Options for Review Concept Review Options Comparing Numbers Grade K, Chapters 5 and 7, Lessons 5-3B, 7-3A (pp , Counting Jaden and Isabel are having a snack. Which group has more? Practice Write the number in each group. Circle the group and number that is more. Put an X on the group and number that is fewer Reinforcement of GLE Create, represent and recognize a set with a given number of objects. Start Smart nine ) Grade K, Chapter 4, Lessons 4-2B, 4-3B (pp , ) 9 Start Smart