1
Identifying What to Assess
MSCIN Program, Western Governors University
D184 - Standards Based Assessments (Task 1)
, 2
A. Assessment System
1. Grade level and Subject: First Grade Math Using Tens and Ones to Organize and
Count
2. Standards: Common Core State Standards: 1.NBT.B.2 Understand that the two digits of
a two-digit number represent 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 one, two, three, four, five, six, seven,
eight, or nine ones. c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones) 1.NBT.B.3 Compare two
two-digit numbers based on meanings of the tens and ones digits, recording the results
of comparisons with the symbols >, =, and <.
3. Assessment System Overview
Days Taught Content Assessment Type Number of Frequency
Assessments
1 day The pre-assessment will Type: Formative 1 Once
assess students’ assessment to assess
Pre-assessment understanding of tens and students' knowledge
ones in a 2 digit number and of the unit objectives.
their ability to compare tens
and ones in a 2 digit number
using >, <, =
5 days Students will explore writing Type: Formative ● 3 small group Minute by
and reading 2 digit numbers, assessment-through work minute
Organizing and notice patterns in 2 digit observations on daily observations
counting tens and numbers, and organize a class discussions, ● Several class daily
ones group of objects and count white board work, discussion
them by tens and then ones independent work, observations
small group work (3 ● 5 exit tickets
days), and daily exit ● 5 workbook
tickets. The class pages
work, group work, and
exit tickets will be on
students practicing 2
digit numbers and
organizing and
counting tens and
Identifying What to Assess
MSCIN Program, Western Governors University
D184 - Standards Based Assessments (Task 1)
, 2
A. Assessment System
1. Grade level and Subject: First Grade Math Using Tens and Ones to Organize and
Count
2. Standards: Common Core State Standards: 1.NBT.B.2 Understand that the two digits of
a two-digit number represent 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 one, two, three, four, five, six, seven,
eight, or nine ones. c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones) 1.NBT.B.3 Compare two
two-digit numbers based on meanings of the tens and ones digits, recording the results
of comparisons with the symbols >, =, and <.
3. Assessment System Overview
Days Taught Content Assessment Type Number of Frequency
Assessments
1 day The pre-assessment will Type: Formative 1 Once
assess students’ assessment to assess
Pre-assessment understanding of tens and students' knowledge
ones in a 2 digit number and of the unit objectives.
their ability to compare tens
and ones in a 2 digit number
using >, <, =
5 days Students will explore writing Type: Formative ● 3 small group Minute by
and reading 2 digit numbers, assessment-through work minute
Organizing and notice patterns in 2 digit observations on daily observations
counting tens and numbers, and organize a class discussions, ● Several class daily
ones group of objects and count white board work, discussion
them by tens and then ones independent work, observations
small group work (3 ● 5 exit tickets
days), and daily exit ● 5 workbook
tickets. The class pages
work, group work, and
exit tickets will be on
students practicing 2
digit numbers and
organizing and
counting tens and
