grade one third quarter item bank -...

North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment

Grade One Third Quarter Page 243

Grade One

Third Quarter

Item Bank

K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction

44 Grade One Third Quarter



1.01 Develop number sense for whole numbers through 99.a) Connect the model, number word, and number using a variety of representations.c) Read and write numbers.e) Build understanding of place value (ones, tens).g) Recognize equivalence in sets and numbers 1-99.

1. B. Look at the boxes below.Use your yellow crayon to color the boxes that show 26.

��

��

��

��

��

twenty-seven

30 - 5

10 + 10 + 6

|||||

|||||||| ||||

||||


Page 246 Grade One Third Quarter

1.01 Develop number sense for whole numbers through 99.a) Connect the model, number word, and number using a variety of representations.c) Read and write numbers.e) Build understanding of place value (ones, tens).g) Recognize equivalence in sets and numbers 1-99.

1. C. Look at the boxes below.Use your yellow crayon to color the boxes that show 12.

��

��

��

��

6 + 6

|||| ||||||twelve



1. D. Look at the boxes below.Use your yellow crayon to color the boxes that show 53.

fifty-two

52 - 1

33 + 20

|||

||||||||||||||||

||||||||

||||||||



Look at this row. Circle the smallest set of tally marks.

|||| |||| |||| |||| |||| |||| | |||| ||||

1.01 Develop number sense for whole numbers through 99.d) Compare and order sets and numbers.

2. B. Look at this row. Circle the largest set of tally marks.

Look at this row. Circle the largest set.

|||| |||| || |||| |||||||| ||



|||| ||||

2. C. Look at this row. Circle the largest set of tally marks.

|||| ||||||


||||||| |||| |||




1.01 Develop number sense for whole numbers through 99.d) Compare and order sets and numbers.

2. D. Look at this row. Circle the largest set of tally marks.


|||| |||| |||| ||||


|||| |||| |||||||| |||| ||||||||

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1.02 Use groupings of 2’s, 5’s, and 10’s with models and pictures to count collections of objects.

3. B. Nine children are playing in the water.How many toes are playing in the water?

Show your work. Explain with pictures, words, or numbers.

________________toes are playing in the water.



1.02 Use groupings of 2’s, 5’s, and 10’s with models and pictures to count collections of objects.

3. C. Four children are playing in the water.How many toes are playing in the water?





3. D. Twelve children are playing in the water.How many toes are playing in the water?





1.03 Develop fluency with single-digit addition and corresponding differences using strategiessuch as modeling, composing and decomposing quantities, using doubles, and making tens.

1.04 Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).

4. B. Henry has 13 marbles.Some are red and the rest are blue.Show one way some marbles could be red and some marbles could be blue.


5. B. Show a different way some could be red and the rest could be blue.




4. C. Henry has eight marbles.Some are red and the rest are blue.Show one way some marbles could be red and some marbles could be blue.


5. C. Show a different way some could be red and the rest could be blue.




1.03 Develop fluency with single-digit addition and corresponding differences using strategiessuch as modeling, composing and decomposing quantities, using doubles, and making tens.


4. D. Henry has 26 marbles.Some are red and the rest are blue.Show one way some marbles could be red and some marbles could be blue.


5. D. Show a different way some could be red and the rest could be blue.





6. B. The teacher has ten cookies to give to two students.How many cookies will each student getif they get equal shares?


Each student will get _____________ cookies.




6. C. The teacher has 33 cookies to give to three students.How many cookies will each student getif they get equal shares?





6. D. The teacher has 18 cookies to give to three students.How many cookies will each student getif they get equal shares?





7. B. Gunnar needs a box for his blocks.Use counting cubes to fill each box.Circle the letter of the box that holds the most blocks.

2.01 For given objects:a) Select an attribute (length, capacity, mass) to measure (use non-standard units).

C

AB



7. C. Gunnar needs a box for his blocks.Use counting cubes to fill each box.Circle the letter of the box that holds the most blocks.

A

C

B



7. D. Gunnar needs a box for his blocks.Use counting cubes to fill each box.Circle the letter of the box that holds the most blocks.

2.01 For given objects:a) Select an attribute (length, capacity, mass) to measure (use non-standard units).

AB

C



2.01 For given objects:b) Develop strategies to estimate size.

8. B. Randy wants to cover this whole space with square tiles.So far he has used four square tiles like this.

When he has finished, how many square tiles will be used?

Randy will use ____________ square tiles to cover this whole space.

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2.01 For given objects:b) Develop strategies to estimate size.

8. C. Sara wants to cover this whole space with rectangular tiles.So far she has used three rectangular tiles like this.

When she has finished, how many rectangular tiles will be used?

Sara will use ____________ rectangular tiles to cover this whole space.

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8. D. Marie wants to cover this whole space with square tiles.So far she has used four square tiles like this.

When she has finished, how many square tiles will be used?

Marie will use ____________ square tiles to cover this whole space.

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9. B. These are two flowers in Kelsey’s garden.

2.01 For given objects:c) Compare, using appropriate language, with respect to the attribute selected.

What is one way these flowers are alike?



10. B. What is one way these flowers are different?


8 Grade One Third Quarter

9. C. These are two flowers in Morgan’s garden.


What are two ways these flowers are alike?



10. C. What are two ways these flowers are different?



9. D. These are two flowers in Jared’s garden.


What are three ways these flowers are alike?



10. D. What are three ways these flowers are different?

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