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In this task, students sort counting cubes by color, and count each group. The task may be used for instruction or as formative assessment. A rubric is provided in order to determine the students current level of understanding.
This resource is part of Tools4NCTeachers.
In this task, students sort a set of pattern blocks into categories, and count the amount in each group. The task may be used for instruction or as formative assessment. A rubric is provided in order to determine the students current level of understanding.
This resource is part of Tools4NCTeachers.
This packet contains exit tickets for standards NBT.1 and NBT.7. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the beginning of the school year, it may be necessary to display a blank copy of the exit ticket on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
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This packet contains exit tickets for Kindergarten Cluster 2, numbers 0-10.
Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.
At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
This resource is part of Tools4NCTeachers.
This packet contains exit tickets for Kindergarten Cluster 2, numbers 0-20.
Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.
At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
This resource is part of Tools4NCTeachers.
This packet contains exit tickets for standards NBT.1 and NBT.7. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the beginning of the school year, it may be necessary to display a blank copy of the exit ticket on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
This resource is part of Tools4NCTeachers.
This performance based assessment should be conducted one on one. Students are asked to count sets of objects and represent the quantity with a written numeral.
Task may be used for instructional or assessment purposes.
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Students are asked to count objects in a variety of arrangements and record the quantity using numerals. This task may be used for instructional or assessment purposes.
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This performance based assessment should be conducted one on one. Students are asked to count a set of objects, record the quantity using a written numeral, and describe the quantity after one more is added.
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In this activity, students are given clues about a mystery number card. Students listen to the clues, find the corresponding quantity, and then identify the matching numeral. The goal of this activity is to develop flexibility in representing numbers in a variety of ways.
This resource is part of Tools4NCTeachers.
In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.
*Perceptual subitizing: instantly recognizing "how many" in a set
*Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.
This resource is part of Tools4NCTeachers.
In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.
*Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.
This resource is part of Tools4NCTeachers.
Each student receives a card denoting a quantity 1-10. Students form groups by finding others who have cards containing the same quantity.
Being able to represent numbers in multiple ways is a part of number sense. Kindergarten students should develop flexibility in representing numbers in a variety of ways.
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In this lesson, students will sort items into groups. They will use
counting to analyze the organized items and answer the question "How many?"
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In this lesson, students will identify how many manipulatives are in a given arrangement without counting each individual object (focus on 1-5). Students will understand the relationship between numbers and quantities, and will explain this relationship as they determine "how many" are in a set.
Note: Perceptual subitizing means to instantly recognize "how many" in a set.
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"Perceptual subitizing" is instantly knowing an amount without counting each individual item. These perceptual subitizing cards can be used with Numbers Talks, games, or as a quick warm-up at the beginning of a lesson.
This resource is part of Tools4NCTeachers.
In this lesson, students build fluency with recognizing and creating representations of numbers within 100. Students deepen their place value understanding as they work with ten frame cards. There are several variations built into the lesson for number ranges and response options.
This resource is part of Tools4NCTeachers.
In this lesson, students will identify the number of objects in a group as greater than, less than, or equal to the number of objects in another group, for numbers 1-5. Students will understand the relationship between number labels (such as "4" naming a collection of four) and quantities. They will understand that counting by ones increases the quantity by one more.