Thinking Kids’
First Grade
Number and Operations
Geometry
Algebra
Measurement
Data Analysis and Probability
NCTM Strands Covered:
Pretest
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How to Use This AssessmentThis Pretest introduces your students to the concepts and objectives from the Thinking Kids’TM Math Grade 1 boxed set. Before giving your students cards from the set, use this Pretest to determine if they have a sufficient foundation to begin this box or to determine what skills and concepts to reinforce. If students score poorly, you may want to use the Thinking Kids’TM Math Grade K assessment to determine if the Grade K boxed set is better for your students.
Once you have scored the Pretest, use the Cards section (see number 2 below) to direct you to the appropriate cards in the Thinking Kids’TM Math boxed set. After students have completed the cards for Grade 1, have them complete the Posttest so that you can assess mastery and identify students who need reteaching and further practice.
Here are the specific features of this assessment:
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Name___________________________________________ Date ______________________
NCTM Standard:
Count with
understanding and
recognize “how many”
in sets of objects
Cards: C-1
and C-2
NCTM Standard:
Use multiple models
to develop initial
understandings of place
value and the base-ten
number system
Cards: C-3, C-4, C-5,
C-6, and C-7
NCTM Standard:
Develop understanding
of the relative position
and magnitude of
whole numbers and of
ordinal and cardinal
numbers and their
connections
Cards: C-8, C-9,
and C-10
1.1Count the chickens. Write the number.
chickens
1.2Count the blocks. Circle the correct number.
24 42 22
1.3Count the birds. Write the missing numbers.
1 3 46 7 8
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1.1 4 chickensSee cards C-1 and C-2. 1.2 42
See cards C-3, C-4, C-5, C-6,
and C-7. 1.3 2; 5; 9See cards C-8, C-9, and C-10.
1.4 From left to right: 43; 65; 36
See cards C-11, C-12, and C-13.
1.5 1; three; 5; Lines should
be drawn to connect these
numerals and sets: 1 to one
triangle; 3 to three triangles; and
5 to five triangles.See cards C-14 and C-15.
1.6
12
See cards C-16, C-17, and C-18.
1.7 Lines should be drawn to
connect these problems: 1 + 3 =
4 and 4 – 3 = 1; 8 + 1 = 9 and 9 – 1
= 8; 4 + 5 = 9 and 9 – 4 = 5; and
2 + 3 = 5 and 5 – 3 = 2.
See cards C-19, C-20, C-21, C-23,
C-24, and C-25.1.8 4 + 2 = 6See cards C-22, C-26, and C-27.
1.9 Students should draw 3 rows
of 3 seats. 9 seatsSee card C-28.1.10
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Name: __________________________________________ Date: _____________________
Objective: Develop and
use strategies for whole-
number computations,
with a focus on addition and subtractions
Cards: C-29, C-30,
C-31, C-32, and C-33
Objective: Develop fluency with basic
number combinations for addition and subtraction
Cards: C-34, C-35, C-36, and C-37
1.10Make tally marks under the numbers to help solve
the problem.
3 +6 =
5 +2 =
1.11Draw lines to connect the problems that have the
same answers.
3 + 3
4 + 55 – 1
8 – 47 + 2
8 – 65 – 3
4 + 2
9
7See cards C-29, C-30, C-31, C-32,
and C-33.1.11 Lines should be drawn to
connect these problems: 3 + 3
and 4 + 2; 5 – 1 and 8 – 4; 7 + 2
and 4 + 5; and 5 – 3 and 8 – 6.
See cards C-34, C-35, C-36, and
C-37.1.12 10
See cards C-36 and C-37.
1.13 From left to right: 3, 1, 2;
Drawings will vary, but the child
should be taller than the tallest
child.See cards C-38 and C-39.
1.14 Students should draw a
triangle. AABAABAABSee cards C-40, C-41, C-42, C-43,
C-44, C-45, C-47, and C-48.
1.15 A; ABBSee cards C-44, C-45, C-46, C-47,
C-48, and C-49.1.16 5 + 3 = 8; 1 + 8 = 9See cards C-50, C-51, and C-52.
1.17 –; +See cards C-53 and C-54.
1.18 Four triangles should be
colored. 4See card C-55.1.19 Check that the triangle is
red, the square is blue, the two
rectangles are yellow, and the
two circles are black.
See card C-55.1.20 4; 6; 4See cards C-56, C-57, C-58, and
C-59.1.21 The trapezoid and the circle
should be circled.See card C-60.1.22 Scott; Wendy and Scott
See card C-61.1.23 Up 3See card C-62.1.24 The pumpkin should be
circled.See card C-63.1.25 turn; flip
See card C-64.1.26 The trapezoid should be
circled. See card C-65.1.27 The trapezoids should be
colored.See card C-66.1.28 Answers will vary
depending on the type of
counters used.See card C-67.1.29 From left to right: Lines
should be drawn to 3:00, 7:00,
and 9:00.See cards C-68, C-71, C-73, C-74,
and C-75.1.30 The caterpillar on the right
should be circled.See cards C-68, C-71, C-73, C-74,
and C-75.1.31 Five squares should be
colored. 5 squaresSee cards C-68 and C-71.
1.32 Answers will vary depending
on the type of paper clip used.
See card C-69.1.33 Answers will vary depending
on the type of paper clip used.
See card C-70.1.34 ruler; clockSee card C-71.1.35 inch; meter
See card C-72.1.36 circles; squaresSee cards C-76 and C-77.
1.37 mouseSee cards C-78, C-79, and C-80.
1.38 10 green toy cars; blue toy
carsSee cards C-81 and C-82.
1.39 unlikelySee cards C-83 and C-84.
Pretest Answer Key
1
2
35
6
4
1 NCTM standard that the activity addresses
2 Corresponding Thinking Kids’TM Math card(s) (Use these cards for teaching, reinforcing, or remediating the standard.)
3 Grade level and problem number
4 Symbol for the NCTM strand covered in the activities (See page 1 for a key depicting each strand.)
5 Test item that relates to the standard and assesses students’ readiness levels
6 Activity answers and corresponding cards to use to assess the standard
Reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). All rights reserved. NCTM does not endorse the content or validity of these alignments.
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Name___________________________________________ Date ______________________
NCTM Standard: Count with
understanding and recognize “how many”
in sets of objects
Cards: C-1 and C-2
NCTM Standard: Use multiple models
to develop initial understandings of place value and the base-ten
number system
Cards: C-3, C-4, C-5, C-6, and C-7
NCTM Standard: Develop understanding
of the relative position and magnitude of
whole numbers and of ordinal and cardinal
numbers and their connections
Cards: C-8, C-9, and C-10
1.1Count the chickens. Write the number.
chickens
1.2Count the blocks. Circle the correct number.
24 42 22
1.3Count the birds. Write the missing numbers.
1 3 4 6 7 8
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Name___________________________________________ Date ______________________
NCTM Standard: Develop a sense of
whole numbers and represent and use
them in flexible ways, including relating,
composing, and decomposing numbers
Cards: C-11, C-12, and C-13
NCTM Standard: Connect number
words and numerals to the quantities they
represent, using various physical models and
representations
Cards: C-14 and C-15
1.4Circle the number in each pair that is greater.
1.5Write the missing number or number word in each box. Then, draw a line from each box to the correct set.
43 34 55 65 33 36
one five
3
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Name___________________________________________ Date ______________________
NCTM Standard: Understand and
represent commonly used fractions, such
as
14
,
13
, and
12
Cards: C-16, C-17, and C-18
NCTM Standard: Understand various
meanings of addition and subtraction of
whole numbers and the relationship between
the two operations
Cards: C-19, C-20, C-21, C-23, C-24,
and C-25
NCTM Standard: Understand the
effects of adding and subtracting whole
numbers
Cards: C-22, C-26, and C-27
1.6Circle the fraction that the picture shows.
12
13
14
1.7Find the problems that are in the same fact families. Draw lines to connect those problems.
1 + 3 = 4 5 – 3 = 2
8 + 1 = 9 9 – 4 = 5
4 + 5 = 9 4 – 3 = 1
2 + 3 = 5 9 – 1 = 8
1.8Write the number sentence for the picture.
+ =
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Name___________________________________________ Date ______________________
NCTM Standard: Understand situations
that entail multiplication and division, such as
equal groupings of objects and sharing
equally
Card: C-28
NCTM Standard: Develop and use
strategies for whole-number computations,
with a focus on addition and subtraction
Cards: C-29, C-30, C-31, C-32, and C-33
1.9Draw a picture to solve the problem. Write the answer on the line.
Ann invited her friends to a puppet show. She had 3 rows of seats. She put 3 seats in each row.
How many seats did Ann have?
seats
1.10Make tally marks under the numbers to solve the problems.
3 + 6 =
5 + 2 =
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Name___________________________________________ Date ______________________
NCTM Standard: Develop fluency
with basic number combinations
for addition and subtraction
Cards: C-34, C-35, C-36, and C-37
NCTM Standard: Use a variety of
methods and tools to compute, including objects,
mental computation, estimation, paper and
pencil, and calculators
Cards: C-36 and C-37
1.11Find the problems that have the same answers. Draw lines to connect those problems.
3 + 3 4 + 5
5 – 1 8 – 4
7 + 2 8 – 6
5 – 3 4 + 2
1.12Estimate how many apples are in the trees. Circle the answer.
5 10 15
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Name___________________________________________ Date ______________________
NCTM Standard: Sort, classify, and order
objects by size, number, and other properties
Cards: C-38 and C-39
NCTM Standard: Recognize, describe, and extend patterns
such as sequences of sounds and shapes or
simple numeric patterns and translate from
one representation to another
Cards: C-40, C-41, C-42, C-43, C-44,
C-45, C-47, and C-48
NCTM Standard: Analyze how both
repeating and growing patterns are generated
Cards: C-44, C-45, C-46, C-47, C-48,
and C-49
1.13Number the children from 1 to 3 to order them from shortest to tallest. Then, draw a child who is taller than the tallest child.
1.14Draw the shape that comes next to complete the pattern. Then, name the pattern using letters.
1.15Use the pattern to answer the questions.
A B B A B B A B B
What is the next letter in the pattern?
What letters repeat?
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Name___________________________________________ Date ______________________
NCTM Standard: Illustrate general
principles and properties of operations,
such as commutativity, using specific numbers
Cards: C-50, C-51, and C-52
NCTM Standard: Use concrete,
pictorial, and verbal representations to develop an understanding
of invented and conventional symbolic
notations
Cards: C-53 and C-54
1.16Write each number sentence another way.
3 + 5 = 8 + =
8 + 1 = 9 + =
1.17Write + or – to make each number sentence true.
7 4 = 3 4 2 = 6
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Name___________________________________________ Date ______________________
NCTM Standard: Recognize, name, build,
draw, compare, and sort two- and three-dimensional shapes
Card: C-55
NCTM Standard: Recognize geometric shapes and structures
in the environment and specify their location
Card: C-55
1.18Color the triangles. Then, answer the question.
How many triangles did you color?
1.19Color the triangle red. Color the square blue. Color the rectangles yellow. Color the circles black.
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Name___________________________________________ Date ______________________
NCTM Standard: Describe attributes and parts of two- and three-
dimensional shapes
Cards: C-56, C-57, C-58, and C-59
NCTM Standard: Investigate and predict
the results of putting together and taking
apart two- and three-dimensional shapes
Card: C-60
1.20Write how many sides are in each shape.
1.21Circle the shapes needed to make the picture.
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Name___________________________________________ Date ______________________
NCTM Standard: Describe, name,
and interpret relative positions in space and
apply ideas about relative position
Card: C-61
NCTM Standard: Describe, name, and
interpret direction and distance in navigating
space and apply ideas about direction and
distance
Card: C-62
1.22Answer the questions.
Scott ZachWendy Tara
Who is standing next to Zach?
Which two children are standing next to Tara?
and
1.23Help the dog find the bone. Circle the answer to the question.
How did the dog move to get to the bone?
Up 3 Down 4
Right 2 Left 1
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Name___________________________________________ Date ______________________
NCTM Standard: Find and name
locations with simple relationships such
as “near to” and in coordinate systems such
as maps
Card: C-63
NCTM Standard: Recognize and apply slides, flips, and turns
Card: C-64
1.24Use the grid to answer the question.
Which vegetable is next to the ?
1.25Use the pictures to answer the questions.
Is this a slide, a flip, or a turn?
Is this a slide, a flip, or a turn?
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Name___________________________________________ Date ______________________
NCTM Standard: Recognize and create
shapes that have symmetry
Card: C-65
NCTM Standard: Recognize and
represent shapes from different perspectives
Card: C-66
NCTM Standard: Relate ideas in
geometry to ideas in number and measurement
Card: C-67
1.26Circle the shape that has symmetry.
1.27Color the two shapes that are the same.
1.28Put counters on the lines around the square. Write the number.
counters
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Name___________________________________________ Date ______________________
NCTM Standard: Recognize the attributes
of length, volume, weight, area, and time
Cards: C-68, C-71, C-73, C-74, and C-75
NCTM Standard: Compare and order
objects according to these attributes
Cards: C-68, C-71, C-73, C-74, and C-75
1.29Draw a line to connect each clock to the correct time.
7:00 3:00 9:001.30These caterpillars are in order from shortest to longest. Circle the missing caterpillar.
?
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Name___________________________________________ Date ______________________
NCTM Standard: Understand how to measure using nonstandard and
standard units
Cards: C-68 and C-71
NCTM Standard: Use repetition of a
single unit to measure something larger than the unit, for
instance, measuring the length of a room
with a single meterstick
Card: C-69
1.31Color the squares to show how tall the monkey is. Then, answer the question.
1.32Use a small paper clip to measure the rectangle.
The rectangle is about paper clips long.
How tall is the monkey? squares
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Name___________________________________________ Date ______________________
1.33Use small paper clips to measure each object.
1.34Circle the answer to each question.
Which tool measures length?
Which tool measures time?
The pencil is about paper clips long.
The crayon is about paper clips long.
NCTM Standard: Measure with multiple
copies of units of the same size, such as
paper clips laid end to end
Card: C-70
NCTM Standard: Use tools to measure
Card: C-71
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Name___________________________________________ Date ______________________
NCTM Standard: Develop common
referents for measures to make comparisons
and estimates
Card: C-72
1.35 Circle the unit of measurement that you would use to measure each object.
inch foot
centimeter meter
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Name___________________________________________ Date ______________________
NCTM Standard: Sort and classify objects
according to their attributes and organize data about the objects
Cards: C-76 and C-77
NCTM Standard: Represent data using
concrete objects, pictures, and graphs
Cards: C-78, C-79, and C-80
1.36Write the sorting rule for each group.
1.37The class voted for a new pet. Use the graph to answer the question.
turtle
mouse
bird
fish
Which kind of pet got the most votes?
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Name___________________________________________ Date ______________________
1.38Use the table to answer the questions.
Toy Cars in the Store
Color Amountblue 8
green 10red 3
yellow 7
How many green toy cars does the store have?
green toy cars
Does the store have more red toy cars or more blue toy cars?
NCTM Standard: Describe parts of the
data and the set of data as a whole to
determine what the data show
Cards: C-81 and C-82
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Name___________________________________________ Date ______________________
NCTM Standard: Discuss events related
to students’ experiences as likely or unlikely
Cards: C-83 and C-84
1.39Read the problem. Write likely or unlikely to answer the question.
Ms. Ling put 5 apples and 12 pears in a bag. Is it likely or unlikely that the first piece of fruit that she picks will be an apple?
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1.1 4 chickensSee cards C-1 and C-2.
1.2 42See cards C-3, C-4, C-5, C-6, and C-7.
1.3 2; 5; 9See cards C-8, C-9, and C-10.
1.4 From left to right: 43; 65; 36See cards C-11, C-12, and C-13.
1.5 1; three; 5; Lines should be drawn to connect these numerals and sets: 1 to one triangle; 3 to three triangles; and 5 to five triangles. See cards C-14 and C-15.
1.6 12
See cards C-16, C-17, and C-18.
1.7 Lines should be drawn to connect these problems: 1 + 3 = 4 and 4 – 3 = 1; 8 + 1 = 9 and 9 – 1 = 8; 4 + 5 = 9 and 9 – 4 = 5; and 2 + 3 = 5 and 5 – 3 = 2. See cards C-19, C-20, C-21, C-23, C-24, and C-25.
1.8 4 + 2 = 6See cards C-22, C-26, and C-27.
1.9 Students should draw 3 rows of 3 seats. 9 seats See card C-28.
1.10
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Name: __________________________________________ Date: _____________________
Objective: Develop and use strategies for whole-
number computations, with a focus on addition
and subtractions
Cards: C-29, C-30, C-31, C-32, and C-33
Objective: Develop fluency with basic
number combinations for addition and
subtraction
Cards: C-34, C-35, C-36, and C-37
1.10Make tally marks under the numbers to help solve the problem.
3 + 6 =
5 + 2 =
1.11Draw lines to connect the problems that have the same answers.
3 + 3 4 + 5
5 – 1 8 – 4
7 + 2 8 – 6
5 – 3 4 + 2
9
7
See cards C-29, C-30, C-31, C-32, and C-33.
1.11 Lines should be drawn to connect these problems: 3 + 3 and 4 + 2; 5 – 1 and 8 – 4; 7 + 2 and 4 + 5; and 5 – 3 and 8 – 6.
See cards C-34, C-35, C-36, and C-37.
1.12 10See cards C-36 and C-37.
1.13 From left to right: 3, 1, 2; Drawings will vary, but the child should be taller than the tallest child. See cards C-38 and C-39.
1.14 Students should draw a triangle. AABAABAAB See cards C-40, C-41, C-42, C-43, C-44, C-45, C-47, and C-48.
1.15 A; ABBSee cards C-44, C-45, C-46, C-47, C-48, and C-49.
1.16 5 + 3 = 8; 1 + 8 = 9See cards C-50, C-51, and C-52.
1.17 –; +See cards C-53 and C-54.
1.18 Four triangles should be colored. 4 See card C-55.
1.19 Check that the triangle is red, the square is blue, the two rectangles are yellow, and the two circles are black. See card C-55.
1.20 4; 6; 4See cards C-56, C-57, C-58, and C-59.
1.21 The trapezoid and the circle should be circled. See card C-60.
1.22 Scott; Wendy and ScottSee card C-61.
1.23 Up 3See card C-62.
1.24 The pumpkin should be circled. See card C-63.
1.25 turn; flip
See card C-64.
1.26 The trapezoid should be circled. See card C-65.
1.27 The trapezoids should be colored. See card C-66.
1.28 Answers will vary depending on the type of counters used. See card C-67.
1.29 From left to right: Lines should be drawn to 3:00, 7:00, and 9:00. See cards C-68, C-71, C-73, C-74, and C-75.
1.30 The caterpillar on the right should be circled. See cards C-68, C-71, C-73, C-74, and C-75.
1.31 Five squares should be colored. 5 squares See cards C-68 and C-71.
1.32 Answers will vary depending on the type of paper clip used. See card C-69.
1.33 Answers will vary depending on the type of paper clip used. See card C-70.
1.34 ruler; clockSee card C-71.
1.35 inch; meterSee card C-72.
1.36 circles; squaresSee cards C-76 and C-77.
1.37 mouseSee cards C-78, C-79, and C-80.
1.38 10 green toy cars; blue toy cars See cards C-81 and C-82.
1.39 unlikelySee cards C-83 and C-84.
Pretest Answer Key