Pre-assessment strategies: SOL 1.1 The student will count objects in a given set containing between 1 and 100 objects

1. Pre-assessment strategies: SOL 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral. Given a set of object with different attributes, have the student count and record the number. Count and write how many red (blue, green, yellow) tiles are in your bag.

2. Pre-assessment strategies: SOL 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. Count to 100 orally and in writing When requiring students to write their numbers to 100, consider using a hundred chart to help students keep their work organized and see the tens and other patterns on the chart. Monitor and informally assess individual students during a whole class activity using manipulatives or counters where students are counting a group of items (23) and making two bundles of ten and a group of ones.

3. Pre-assessment strategies: SOL 1.3 The student will count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. • Write to 100 by ones, fives, & tens. • Write by twos up to 20 and backwards by ones. • Complete a series of numbers that include blanks in random places. • Complete a hundred chart with specific numbers missing depending on what the teacher is trying to assess.

4. Pre-assessment strategies: SOL 1.4 The student will recognize and write numerals 0 through 100. • Write numbers. Using a hundred chart is helpful to help students keep their work organized. • Ask students to recognize numbers from a random list.

5. Draw 10 objects (same) and dictate the ordinal position to color. For example: If students have a sheet with a row of kites, the teacher could ask the students to color the third one red and the fifth one blue. • Students are given 10 manipulatives, one or two of them can be a different shape or color. Have students place the different objects in particular places. For example: “Line up your tiles so that the one in thee fifth position is different from the rest. • Another example: “Line up your tiles so that the ones in the 2nd and 9th position is different from the rest. • Have students line up and request that the student in a particular ordinal position raise his hand (or clap his hand, or perform some kind of movement). Pre-assessment strategies: SOL 1.5 The student will identify the ordinal positions first through tenth, using an ordered set of objects.

6. Pre-assessment strategies: SOL 1.6 The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing. • Draw three shapes and divide into fractional parts. Instruct students to color one part and write the fraction . in random places. • Provide two or three pictures that represent each fraction noted in the SOL. See if students can match the pictures.

7. Pre-assessment strategies: SOL 1.7 The student, given a familiar problem situation involving magnitude, will select a reasonable magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500); Use three jars that are the same size with marbles placed inside that are the same size. Label each jar with a letter A B C. One jar should contain 4 marbles. One jar should contain 23 marbles. One jar should contain 100 marbles. • Ask questions like: • Which jar has 4 marbles? • Which jar contains 100 marbles? • Which jar contains the least marbles? • Which jar has 23 marbles? • **Students will write the letter that corresponds to the jar for their answers. • Test again using different containers and objects.

8. Pre-assessment strategies: SOL 1.8 The student will recall basic addition facts — i.e., sums to 10 or less — and the corresponding subtraction facts. • Math quiz using manipulatives to solve word problems. • Have students match addition and subtraction facts that have been written on index cards. • To pre-assess students’ understanding of additon and subtraction, have them draw a picture that represents a math fact or explain a real-life situation that can be represented mathematically. For example: When can we use 2 + 3 = 5? • Two kids were on the swings. Three more joined them. Then there were 5 children on the swings.

9. Pre-assessment strategies: SOL 1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts. Read a story problem and check understanding by having students write + or – on an index card. Students can also be given an index card with an addition sign on one side and a subtraction sign on the other. When hearing a word problem orally, have the students hold up the card with the correct operation facing the teacher. Write a story problem on the board to see who can solve it with manipulatives or by writing the number sentence.

10. Pre-assessment strategies: The student will 1.10 a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; 1.10 b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. Using an overhead projector or a visual presenter (ELMO), the teacher will display coins and students will use dry erase boards & markers to show the value of the coins displayed by the teacher.

11. Pre-assessment strategies: SOL 1.11 The student will tell time to the half-hour, using an analog or digital clock. Have students draw a picture of a clock showing the time written or spoken by the teacher. Give students a circle and have them draw a clock. Make sure your classroom clock can’t be used to assist students with this task.

12. Pre-assessment strategies: SOL 1.12 The student will use nonstandard units to measure length and weight. • Have students use non-standard items to measure particular items such as the length or width of a desk, book, or piece of paper. • Wooden blocks, pennies, paper clips, chain links, unifix cubes, bear counters

13. Pre-assessment strategies: SOL1.13 The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, rice). Show pictures of containters and have students circle the best estimate of the approximate volume. Compare and contrast 2 containers in the classroom soliciting oral responses from students regarding which container could hold more or less.

14. Pre-assessment strategies: SOL 1.14 The student will compare the weights of two objects, using a balance scale. Demonstrate how a balance is used and the concepts of heavier or lighter prior to giving the following pre-assessment. Ask students to determine which item is heavier out of two items.

15. Pre-assessment strategies: 1.15The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to). Orally instruct students to draw objects in the appropriate places using the vocabulary directly from the standard. Floor exercise – use unifix cubes. Give directions on where to place different colored cubes. Play the game Simon Says using the words from the SOL in your instructions.

16. Pre-assessment strategies: 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners. Have students draw shapes, coloring corners and sides according to teacher instructions. Have students draw an object (a face for example) following your instructions on making certain parts particular shapes. Square eyes, triangular nose, circle for the mouth, etc.

17. Pre-assessment strategies: 1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle). • Give each student a shape from the four listed in the standard. Play or sing a shape song and students will stand when the shape they are holding is called. • Students can also be given all four shapes and asked to hold it up if an attribute that describes that shape is mentioned. • Have students sort pictures of shapes in the environment or match the pictures with the shape they represent. (Pizza slice, tire, stamp, clock.) • Microsoft clipart gallery online or in Word or PowerPoint can be sources of pictures. Magazines and sales fliers can also be useful.

18. Pre-assessment strategies: 1.18 The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs. • The standard lists ideas for gathering data. To pre-assess, teachers can focus on the investigation and description of the data. Presenting data in organized and unorganized ways, students can answer questions regarding the number of items, which one has more, less, the same. • There is a lot of data that is gathered during the school day. Consider sources such as weekly reader, weather reports, a daily lunch choice graph.

19. Pre-assessment strategies: 1.19 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. Using blocks—two groups, use the vocabulary in the standard to compare & contrast the two groups of blocks. Each student has a placemat and cubes. The teacher directs students to show more than __, less than ___, fewer than __, greater than__, equal to __.

20. Pre-assessment strategies: 1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. The following whole-class activity can be used as a pre-assessment. Some teachers may want to try it as a sorting activity in smaller groups to further explore the depth of student understanding and encourage students to communicate the reasoning that supports their choices. This activity requires the use of several objects that vary in shape, size, color, and thickness. Each student is given a shape. One student is chosen to start the chain. The student that goes next will be holding a shape that has something in common with the shape held by the first student.

21. Pre-assessment strategies: 1.21 The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students. Create patterns (and some non-patterns) and have students identify and describe the patterns as well as determine which series of items are not patterns.

22. 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.

23. 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.

24. 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.

25. 1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).

26. 1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).

27. 1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).

28. 1.4 The student will recognize and write numerals 0 through 100.

29. 1.4 The student will recognize and write numerals 0 through 100.

30. 1.4 The student will recognize and write numerals 0 through 100.

31. 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral.

32. 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral.

33. 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral.

34. 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

35. 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

36. 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.