Number value assessments

Assessor Note:

The child can either do it or not do it. Only record yes if NO prompt was given. You may give a prompt to help the child feel successful, but if the task is completed correctly after the prompt, the responseis recorded as NO. ( Use the number value record sheet to record data)

Assessment for rote counting:

Ask

• How far do you think you can count?
• Count for me.

Stop the child at 50.

1. Orally counts by 1's to 10
2. Orally counts by 1's to 20
3. Orally counts by 1's to 50

Ask

• Can you count by 5's?
• Count for me

Stop the child at 100.

• Orally counts by 5's to 100

Ask

• Can you count by 10's?
• Count for me

Stop the child at 100.

• Orally counts by 10's to 100

Ask

• Can you count by 2's?
• Count for me

Stop the child at 20.

• Orally counts by 2's to 20

Ask

• Can you count backward from 10?
• Count for me

Stop the child at 0.

• Orally counts backwards from 10 to 1

Ask

• Can you count backwards from 20 to 1?
• Count for me

Stop the child at 0.

• Orally counts backwards from 20 to 1

Assessment for One-to-one correspondence

Put 3 groups of beans on a work mat:

1. Counts a group of 4,
2. Counts a group of 8, and
3. Counts a group of 12.

Ask the child to count a group of beans. If the child counts 12 comfortably then move all the beans together (24) and ask the larger group to be counted. If the child can't count the chosen group, then ask the child to count a smaller group.

1. Counts a group of 4
2. Counts a group of 8
3. Counts a group of 12
4. Counts a group of 24

Instant recognition

Make separate groups of 2, 3, 4, and 5 beans arranged randomly on a work amt. Ask the child to identify the group of 2, 4, 3, 5.

Child must INSTANTLY point to the correct group.

1. Instantly points to the group of 2
2. Instantly points to the group of 3
3. Instantly points to the group of 4
4. Instantly points to the group of 5

Conservation of number

Directions

• Use beans or other small object and make 2 horizontal rows of objects with approximately 10 objects in each row. Place the beans in a one-to-one correspondence.

Ask

• Are the same number of beans in each row?
• If the child agrees, then spread one line of beans apart so that it is a longer line.
• Ask the child if there are the same number of beans in each row?
• Ask the child to explain why the rows are the same or different. (They are the same because you didn't take any away or add any. You just moved them or spread them apart.)

Child could do accurately

Numeral recognition

Using the random number sheet ask the child to point to 2, 7, 9, 6, 8, 3, 5, 1, 4, 10

• Quickly recognized numbers 1-5
• Quickly recognized numbers 6-10

Repeat the same procedure for the next number sheet. 12, 17, 19, 16, 18, 13, 15, 11, 14, 20

• Easily recognized numerals 11-15
• Easily recognized numerals 16-20

Correctly forms numerals

Ask

The child to write the number as you say it. Say a random number and wait for the child to write it. Random numbers (2, 7, 9, 6, 8, 3, 5, 1, 4, 10).

Numbers need to be made from top to bottom and left to right

• 1. Correctly forms numeral 1
• Correctly forms numeral 2
• Correctly forms numeral 3
• Correctly forms numeral 4
• Correctly forms numeral 5
• Correctly forms numeral 6
• Correctly forms numeral 7
• Correctly forms numeral 8
• Correctly forms numeral 9
• Correctly forms numeral 10

Combinations of addends to 12: hierarchical inclusion

Directions

• Start with a practice session with combinations of numbers 3 and 4.
• Use the number of beans as the sum.
• Count that number of beans into your hand.
• Hide the beans behind your back and distribute them into both hands.
• Show the child one hand and ask how many are in the other hand.
• Repeat for all possible combinations of whole numbers (6, 7, 8, 9, 10, 11, & 12) in a random order. E.g. for five beans (2 + 3, 0 + 5, 1 + 4, 5 + 0, 3 + 2, 4 + 1).
• If a student misses one, you can try it again and if they get it right the second time, then it can count as right without a prompt.

Yes means all right on first or second attempt.

• Combinations of 5
• Combinations of 6
• Combinations of 7
• Combinations of 8
• Combinations of 9
• Combinations of 10
• Combinations of 11
• Combinations of 12

{See place value and addition and subtraction record sheet for directions and record sheet}