# Pre-Place Value, Addition, and subtraction assessment checksheet

## Assessor's Name:

Assessor Note: The child can either do it or not do it. It's important to give prompts to help the child feel successful, but if the task is completed correctly, the appropriate column must be recorded. The child must be able to complete the task without a prompt to receive a √.

## Place value

Place value Do with no prompts
Do with one prompt
1
Can or can not do with one or less prompts
-
Problem 1
Counting a set of 34.
Sets of ten can be pereceived as single entities and used to describe how many.
Give the child a set of 34 objects (substitute name of objects for object when talking to child).
a. Ask how many objects are there? (34)
b. Ask them to write the numeral for that number. (34)
c. Ask them how they know. (I counted ... )
Point to the numeral 4 and ask how many objects that number means, represents, stands for ... (4)
Then ask what the three means, represents stands for ... (30)
Some children will say 3 and show pull aside or point to three objects. When they do, prompt them by asking them what about the rest of the objects. What should you do with them?

Problem 2
Making a set of 27.
The position of the digits in numerals determines what they represent and the size group they count.
a. Write the number 27 on a sheet of paper. Ask the child to put that many objects beside the number. (27 objects)

Point to the 7 and ask how many objects it represents. (7)
Ask the student to put that many objects next to the 7. (7)
b. Point to the two and ask how many objects that number means, represents, stands for ... (20)
Ask the child to put those objects beside the two. (20)
If the child answers by placing 2 or another number of objects, then prompt by asking. What should you do with them?

c. Ask how many objects there are. (27)

Place value Do with no prompts
Do with one prompt
1
Can or can not do with one or less prompts
-
100 chart puzzle. There are patterns to the way numbers are formed.
a. Give the child the 100 chart puzzle pieces and ask them to put the puzzle together.
Ask how they knew where the pieces went.
b. Give the child an incomplete puzzle piece for a hundred chart (100 chart puzzle ) and ask them to complete the piece by writing the missing numbers.
c. Ask how they knew what number top put into each box.
4. Groupings of ones and tens can be combined in different ways
a. Set 32 objects onto the table with three groups of ten and one group of two. Ask the child how many objects there are all together.
How did you know?
b. Ask the child if they can group the numbers in a different way. Ask him/her to show you. Ask how they know there are 32.
c. Ask if they can group them a third way. Ask him/her to show you. Ask how they know there are 32.

Addition and subtraction Do with no prompts
Do with one prompt
1
Can or can not do with one or less prompts
-
1. Join
Sandra had 8 pennies. George gave her 4 more. How many pennies does Sandra have altogether? (8 + 4 = ?)
Sandra had 7 pennies. George gave her somemore. Now Sandra has 13 pennies. How many did George give her? (7 + ? = 13)
Sandra had some pennies. George gave her 6 more. Now Sandra has 15 pennies. How many did Sandra have to start? (? + 6 = 15)
2. Seperate
Sandra had 11pennies. She gave 5 pennies to Geprge. How many pennies does Sandra have now? (11 - 5 = ?)
Sandra had 12 pennies. She gave some to George. Now she has 9 pennies. How many did she give to George?
Sandra had some penniew. She gave 5 to George. Now Sandra has 9 pennies left. How many pennies did Sandra have to begin with?
3. Part-part whole
George has 5 pennies and 10 pennies. How many coins does he have? (5 + 10 = ?)
George has 13 pennies. Five pennies are in his right hand and the rest are in his left. How many pennies are in his left hand?
4. Compare
George have 11pennies and Sandra has 8 pennies. How many more pennies does George have than Sandra? (11 - 8 = ? or 8 + ? = 11)
George have 13 pennies. Sandra has 9 pennies. How many fewer pennies does Sandra have than George? (13 - 9 = ? or 9 + ? = 13)