First Grade Common Core Math Assessments

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First Grade

Common Core

Math

Assessments

Created by

Brandi Wayment

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The Common Core Standards were written and developed

by The National Governors Association Center for Best

Practices and Council of Chief State School Officers.

©

Copyright 2010. National Governors Association Center

for Best Practices and Council of Chief State School

Officers. All rights reserved.

This product is the work of Brandi Wayment. It is

intended to support the implementation of the

CCSS.

No

approval

by,

nor

associatio

n

with,

the

creators

of the CCSS is intended or implied.

Copyright

©©

2014 Brandi Wayment

All rights reserved by author

Permission to copy for

single classroom use only.

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Operations and

Algebraic

Thinking

•

Use addition and subtraction within 20 to solve word

problems involving situations of adding to, taking from,

putting together, taking apart, and comparing with unknowns

in all positions,

e.g., by

using objec

ts, drawings, and

equations

•

Solve word problems that call for addition of three

whole numbers whose sum is

less than or equal to 20, e.g.,

by using objects, drawings, and

equations

•

Apply properties of operations as strategies to add

and subtract

•

Understand subtraction as an unknown-addend

problem.

•

Relate counting to addition and subtraction

•

Add and subtract within 20, demonstrating fluency

for addition and subtractions within 10.

•

Underst

and the meaning

of the equal

sign, and

determine if equations involving addition and subtraction are

true o

r f

alse.

•

Determine the unknown whole number in an addition

or subtraction equation relating three whole numbers.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Ofﬁcers. ©

State School Officers. © Copyright 2010. National Governors Association Center for Best Practices Copyright 2010. National Governors Association Center for Best Practices and Council of and Council of Chief State School Officers. AllChief State School Officers. All

1 OA A 1 1 OA A 1 1 OA A 2 1 OA A 2 1 OA B 3 1 OA B 3 1 OA B 4 1 OA B 4 1 OA C 5 1 OA C 5 1 OA C 6 1 OA C 6 1 OA D 7 1 OA D 7 1 OA D 8 1 OA D 8

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Name

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1.OA.A.1

Problem:

Sam had 6 oranges. Jeff gave

him 8 more. How many oranges does Sam

have now?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(5)

Name

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1.OA.A.1

Problem:

Be

Beth has already

th has already picked 12

picked 12

cherries. How many more does she need to

pick to have 17 cherries?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(6)

Name

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1.OA.A.1

Problem:

Mom put some apples in a

Mom put some apples in a basket

basket..

Dad added 7 more to the basket. Now mom

has 15 apples in the basket. How many did

mom have to begin with?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(7)

Name

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1.OA.A.1

Problem:

Jenn had 12 peaches. She gave 5

to the neighbors. How many does she have

left?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(8)

Name

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1.OA.A.1

Problem:

Mom had 14 lemons. She used

some when making dinner. Now she has 5

lemons left. How many did she use?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(9)

Name

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1.OA.A.1

Problem:

Dad picked some oranges. He

gave 8 to Grandma. Now he has 7 left. How

many oranges did he pick?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

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Name

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1.OA.A.1

Problem:

Josh picked 5 green apples and 6

red apples. How many apples did he pick?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

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Name

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1.OA.A.1

Problem:

Mom used 9 apples to make some

apple turnovers. 3 of the apples were red

but the rest were green. How many green

apples did she use?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(12)

Name

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1.OA.A.1

Problem:

Dad picked 8 lemons and Mom

picked 17 lemons. How many more lemons

did Mom pick?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(13)

Name

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1.OA.A.1

Problem:

Jon picked 7 apples. Brett picked

9 more

9 more than J

than Jon. How many app

on. How many apples di

les didd

Brett pick?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(14)

Name

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1.OA.A.1

Problem:

Grandma picked 18 peaches. She

picked 5 more than Jeff. How many

peaches did Jeff pick?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(15)

Name

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1.OA.A.2

Problem:

When Mom cleaned out the

backseat she found 3 rings, 5 bracelets and

8 earrings. How many pieces of jewelry did

she find?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(16)

Name

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1.OA.A.2

Problem:

I opened the ice chest and found

5 waters, 6 orange sodas and 2 root

beers. How many drinks are

there

_??

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

(17)

Name

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1.OA.A.2

Problem:

Grandpa has a lot of animals in

his barn. There are 3 cows, 5 horses and 6

pigs. How many animals does Grandpa have?

Use pictures, numbers and

words to solve:

Write a number sentence

for the problem:

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""""" #

""""" # """"" $ "

""""" $ """""

""""

""""" #

""""" # """"" $ "

""""" $ """""

""""

""""" %

""""" % """"" $ "

""""" $ """""

""""

""""" %

""""" % """"" $ "

""""" $ """""

""""

Name

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1.OA.B.3

Write all of the number sentences that

belong to each fact triangle.

10

33

77

9

44

55 """"" #

""""" # """"" $ "

""""" $ """""

""""

""""" #

""""" # """"" $ "

""""" $ """""

""""

""""" %

""""" % """"" $ "

""""" $ """""

""""

""""" %

""""" % """"" $ "

""""" $ """""

""""

(19)

Name

"""""""""""""""""""" """"""""""""""""""""

1.OA.B.3

Fill in the blanks to make each number

sent

sentence

ence correct.

correct.

2 + 6 + 4 =

___ ___

+

___ ___

3 + 3 + 1 =

___ ___

+

___ ___

5 + 4 + 1 =

___ ___

+

___ ___ ___ ___

+

___ ___

= 2 + 3 + 1

___ ___

+

___ ___

= 1 + 2 + 5

(20)

Name

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1.OA.B.4

When solving

10 – 6 =

it is helpful to know that

6 6 +

+

=

= 10

10 When solving

When solving

7 – 2 =

it is helpful to know that

2 2 +

+

=

= 7

7 Knowing that

Knowing that

4 4 +

+

= 10

=

10 can help you solve

can help you solve

10 10 -

-

=

= 44

What addition problem

could help you solve

8 8 -

- 3

3 =

=

?

____

₊

____

₌

____

What addition problem

could help you solve

12 12 -

- 7

7 =

=

?

____

₊

____

₌

____

Knowing that

8 8 +

+

=

= 10

10 can help you solve

can help you solve

10

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Name

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1.OA.C.5

Solve each problem

Solve each problem by using the

by using the number line

number line tto count on.

o count on.

9 + 6 =

5 + 12 =

7 + 8 =

21 + 5 =

42 + 7 =

(22)

Name

"""""""""""""""""""" """"""""""""""""""""

1.OA.C.6

Addition

Addition tto 10

o 10

6 + 4 =

3 + 2 =

7 + 1 =

5 + 3 =

7 + 0 =

3 + 4 =

3 + 3 =

4 + 5 =

1 + 3 =

2 + 4 =

(23)

Name

"""""""""""""""""""" """"""""""""""""""""

1.OA.C.6

Addition

Addition tto 20

o 20

16 + 4 =

8 + 7 =

7 + 5 =

12 + 3 =

7 + 9 =

6 + 6 =

3 + 14 =

9 + 9 =

5 + 6 =

7 + 10 =

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Name

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1.OA.C.6

Sub

Subtrac

traction w

tion within

ithin 10

10 6 - 4 =

6 - 4 =

3 - 2 =

7 - 1 =

5 - 3 =

7 - 0 =

9 - 4 =

10 - 2 =

8 - 6 =

4 - 3 =

9 - 0 =

(25)

Name

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1.OA.C.6

Sub

Subtrac

traction w

tion within

ithin 20

20 16 - 4 =

16 - 4 =

13 - 5 =

17 - 6 =

15 - 3 =

12 - 4 =

15 - 4 =

16 - 2 =

20 - 1 =

18 - 9 =

15 - 5 =

(26)

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1.OA.C.6

Mixed Addition and Subtraction within 10 Mixed Addition and Subtraction within 10

6 + 4 =

9 - 2 =

7 + 1 =

5 + 3 =

7 - 0 =

3 + 3 =

10 - 5 =

8 - 6 =

4 + 3 =

9 + 1 =

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1.OA.C.6

Mixed Addition and Subtraction within 20

16 + 4 =

19 - 2 =

17 + 1 =

15 + 3 =

12 - 0 =

13 + 3 =

16 - 5 =

14 - 6 =

9 + 5 =

6 + 8 =

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Name

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1.OA.D.7

3 + 3 = 5 + 1

4 + 1 = 2 + 3

9 – 6 = 1 + 3

4 + 5 = 6 + 3

5 + 5 = 6 + 4

true

false

true

false

true

false

true

false

true

false

Decide whether each number sentence is true or false.

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Name

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1.OA.D.7

4 + 3 = 5 +

___ ___ ___ ___

+ 3 = 5 + 1

9 – 4 =

___ ___

+ 3

4 +

___ ___

= 2 + 3

5 + 5 = 6 +

___ ___

Fill in the blank to make each number sentence true.

(30)

Name

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1.OA.D.8

6 +

__ __

= 10

__ __

+ 5 = 8

6 =

__ __

+ 2

8 = 4 +

__ __

5 – 3 =

__ __

4 + 3 =

__ __

12 -12 -

__ __

= 3

__ __

- 4 = 6

2 +

__ __

= 5

6 -6 -

__ __

= 2

(31)

Numbers and

operations in

Base Ten

•

Count to 120, starting at any number less than 120. In this

range, read and write numbers and represent a number of objects

with a written numeral.

•

Understand that the two digits of a two-digit number

represents amounts of tens and ones. Understand the following as

special cases:

a. 10 can be thought of as a bundle of ten ones – called a “ten”

b. The numbers from 11 to 19 are composed of a ten and ones

c. Numbers 10, 20, etc. refer to a number with tens and no ones

•

Compare two tw

o-digit numbers based on

meanings of the

t

ens and ones digits, recording the

results of comparisons with the

symbols <. >, and =

•

Add within 100, including adding

a two-digit number and a one-

a two-digit number and a

one-digit number, and adding a

digit number, and adding a

tw

o-digit number and a multiple

of 10, using

concrete models or drawings. Understand that in adding two-digit

numbers, one adds tens and t

ens, ones and ones; and

sometimes it is

necessary to compose a ten.

•

Given a two-digit number, ment

ally find 10

more or 10

less

than the number,

without having t

o count; explain the reasoning used.

•

Subtract multiples of 10 in the range 10-90 from multiples of

10 in the same

range, using concret

e models or drawings.

1 NBT A 1 1 NBT A 1 1 NBT B 2 1 NBT B 2 1 NBT B 3 1 NBT B 3 1 NBT C 4 1 NBT C 4 1 NBT C 5 1 NBT C 5 1 NBT C 6 1 NBT C 6

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Name

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1.NBT.A.1

Con

Continue

tinue coun

counting.

ting.

83,

, ,

, , 87

87 3377, ,

, ,

, , 41

41 98,

,

98,

,

, ,

, , 15,

15,

,,

, ,

, , 107

107

(33)

Name

"""""""""""""""""""" """"""""""""""""""""

1.NBT.BA.1

Reading and

W

_riting

N

_umbers

63

63 ₅₄

₅₄

70

36

81

108

(34)

Name

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1.NBT.A.1

Ho

(35)

Name

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1.NBT.B.2

54

____

_____ _

tens

____ ____

ones

89

____

_____ _

tens

____ ____

ones

38

____

_____ _

tens

____ ____

ones

26

____

(36)

Name

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1.NBT.B.2

36

72

24

18

30

30 Use base ten pieces to build each number. Record

Use base ten pieces to build each number. Record

ho

(37)

Name

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1.NBT.B.2

____

_____ _

tens

____ ____

ones

The number is

____ ____..

____

_____ _

tens

____ ____

ones

The number is

(38)

Name

"""""""""""""""""""" """"""""""""""""""""

1.NBT.B.3

Compare each set of numbers

by using

the greater than, less than, or equal sign.

62

62 ___

___

65

54

54 ___

___

45

120

120 ___

___

102

34

34 ___

___

42

81

81 ___

___

83

46

46 ___

___

26

(39)

Name

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1.NBT.C.4

Use base ten pieces to solve each equation.

63 + 5 =

35 + 20 =

106 + 9 =

48 + 6 =

(40)

Name

"""""""""""""""""""" """"""""""""""""""""

1.NBT.C.4

Solve each equation by sketching base ten pieces.

23 + 4 =

62 + 20 =

104 + 8 =

76 + 7 =

(41)

Name

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1.NBT.C.5

19

2

2 ₆

₆

3

3 ₄₄

6

6 ₄₄

6

6 ₈₈

82

100

100 Without counting, fill in the blank

Without counting, fill in the blank

squares with the correct numbers.

How did you know which number to

write?

(42)

Name

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1.NBT.C.5

Coun

Counting b

ting by tens. W

y tens. Writ

rite the

e the missing

missing numbers.

numbers.

23

37

85

64

(43)

Name

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1.NBT.C.6

Solve using base ten pieces.

1.1. 90 – 40 =

90 – 40 =

2. 2. 40 – 20 =

40 – 20 =

3. 3. 60 – 50 =

60 – 50 =

4. 4. 30 – 10 =

30 – 10 =

5. 5. 70 – 40 =

70 – 40 =

(44)

1.1. 50 – 20 =

50 – 20 =

2. 2. 60 – 10 =

60 – 10 =

3. 3. 80 – 60 =

80 – 60 =

4. 4. 40 – 30 =

40 – 30 =

5. 5. 30 – 10 =

30 – 10 =

Name

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1.NBT.C.6

Solve by

(45)

Measurement

and Data

•

Order three objects by length; compare

the lengths of two objects indirectly by using a

third object

•

Express the length of an object as a

whole number of length units; understand that the

length measurement of an object is the number of

same-size length units that span it.

•

Tell and write time in hours and half-hours

using analog and digital clocks

•

Organize, represent, and interpret data

with up to three categories; ask and answer

questions about the total number of data points,

how many in each category, and how many more

or less are in one category than in another

1 MD A 1

1 MD A 2

1 MD B 3

1 MD C 4

(46)

Name

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1.MD.A.1

Which object is the longest?

Which object is shorter than the pencil?

Which object is longer than the pencil?

Which

Which objec

object is

t is the s

the short

hortest?

est?

Compare the length

(47)

Name

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1.MD.A.2

How many cubes long is the pencil?

How many cubes long is the arrow?

How many inches long is the pencil?

How many inches long is the arrow?

(48)

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1.MD.B.3

Telling time to the hour

(49)

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1.MD.B.3

Telling time to the half-hour

(50)

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1.MD.B.3

Telling time

(51)

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1.MD.B.3

Read the time on each clock.

(52)

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1.MD.B.3

Draw a line to the clocks

that show the same time.

(53)

Name

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1.MD.C.4

Here are all of the animals on the farm:

Record all the animals on the farm in the graph below.

6

55

44

33

22

11 cows

horses

pigs

cows

horses

pigs

1.1. How many pigs are there?

How many pigs are there?

_______

2. 2. Which animal is there the

Which animal is there the mos

most of?

t of?

_______

3. 3. Are there more horses or pigs?

Are there more horses or pigs?

_______

4. 4. How many more horses are there than cows?

How many more horses are there than cows?

_____

5.

(54)

Name

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1.MD.C.4

At the school bake sale we sold:

Record all of the items sold in the graph.

77

6

55

44

33

22

11 cookies

cookies

pies

cu

cupc

pcakes

akes

1.1. What item sold the best?

What item sold the best?

__________________

2. 2. Which item sold the least?

Which item sold the least?

__________________

3. 3. How many cookies and cupcakes were sold?

How many cookies and cupcakes were sold?

_______

4.

(55)

Geometry

•

Distinguish between defining attributes

versus non-defining attributes; build and draw

shapes to possess defining attributes

•

Compose two-dimensional shapes or three-

Compose two-dimensional shapes or

three-dimensional shapes to create a composite shape,

dimensional shapes to create a composite shape,

and compose new shapes from the composite

shape

•

Partition circles and rectangles into two and

four equal shares, describe the shares using the

wor

ds hal

ves, f

ourths, and

quart

ers, a

nd use

the

phrases half of, fourth of and quarter of.

Describe the whole as two of, or four of the

shares. Understand for these examples that

decomposing

in

t

o more

equal shar

es creates

smaller shares.

1 G A 1

1 G A 2

1 G A 3

(56)

Name

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1.G.A.1

Draw a triangle.

_T

_{T F}

_F

_A

_{A triangle}

_{triangle is}

_{is always}

_{always red.}

_red.

T

T F

F

A

A triangle

triangle always

always has

has 3

3 sides.

sides.

Draw a square.

T

T F

F

A

A square

square always

always has

has 44

corners.

T

T F

F

A

A square

square is

is always

always green.

green.

Draw a rectangle.

T

T F

F

Rec

Recttangles

angles have

have 3

3 corners

corners..

T

T F

F

Rec

Recttangles

angles have

have 4

4 sides.

sides.

Draw a circle.

_T

_{T F}

_F

_A

_{A circle}

_{circle has}

_{has 4}

_{4 corners.}

_corners.

T

T F

F

A

A circl

circle

e has

has no

no straigh

straightt

sides.

Draw each shape and decide if each statement is true or false.

(57)

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1.G.A.2

If you had to recreate this pattern with only

triangles, how many triangles would you need?

(58)

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1.G.A.2

This is the pattern on a tile floor. What tiles

would you need to finish the floor?

(59)

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1.G.A.3

Divide each shape into 2 equal shares.

Divide each shape into 4 equal shares.

(60)

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1.G.A.3

What part of each cookie is still there?

A

A H

H F

F

A

A H

H FF

A

(61)

C

Cr

r

e

d

i

t

s

A great big thanks to all the talented

people who made my ideas look good!

Lovin-Lit

www.teacherspayteachers.com/Store/Lovin-Lit

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(62)

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