Preassessment strategies:

1
Pre-assessment strategies SOL 1.1 The student
will count objects in a given set containing
between 1 and 100 objects and write the
corresponding numeral.
Given a set of object with different attributes,
have the student count and record the number.
Count and write how many red (blue, green,
yellow) tiles are in your bag.
2
Pre-assessment strategies SOL 1.2 The student
will group a collection of up to 100 objects into
tens and ones and write the corresponding numeral
to develop an understanding of place value.
Count to 100 orally and in writing When requiring
students to write their numbers to 100, consider
using a hundred chart to help students keep their
work organized and see the tens and other
patterns on the chart. Monitor and informally
assess individual students during a whole class
activity using manipulatives or counters where
students are counting a group of items (23) and
making two bundles of ten and a group of ones.
3
Pre-assessment strategies SOL 1.3 The student
will count forward by ones, fives, and tens to
100, by twos to 20, and backward by ones from 20.

• Write to 100 by ones, fives, tens.
• Write by twos up to 20 and backwards by ones.
• Complete a series of numbers that include blanks
  in random places.
• Complete a hundred chart with specific numbers
  missing depending on what the teacher is trying
  to assess.

4
Pre-assessment strategies SOL 1.4 The student
will recognize and write numerals 0 through 100.

• Write numbers. Using a hundred chart is helpful
  to help students keep their work organized.
• Ask students to recognize numbers from a random
  list.

5

• Draw 10 objects (same) and dictate the ordinal
  position to color. For example If students
  have a sheet with a row of kites, the teacher
  could ask the students to color the third one red
  and the fifth one blue.
• Students are given 10 manipulatives, one or two
  of them can be a different shape or color. Have
  students place the different objects in
  particular places. For example Line up your
  tiles so that the one in thee fifth position is
  different from the rest.
• Another example Line up your tiles so that the
  ones in the 2nd and 9th position is different
  from the rest.
• Have students line up and request that the
  student in a particular ordinal position raise
  his hand (or clap his hand, or perform some kind
  of movement).

Pre-assessment strategies SOL 1.5 The student
will identify the ordinal positions first through
tenth, using an ordered set of objects.
6
Pre-assessment strategies SOL 1.6 The student
will identify and represent the concepts of
one-half and one-fourth, using appropriate
materials or a drawing.

• Draw three shapes and divide into fractional
  parts. Instruct students to color one part and
  write the fraction . in random places.
• Provide two or three pictures that represent
  each fraction noted in the SOL. See if students
  can match the pictures.

7
Pre-assessment strategies SOL 1.7 The student,
given a familiar problem situation involving
magnitude, will select a reasonable magnitude
from three given quantities a one-digit numeral,
a two-digit numeral, and a three-digit numeral
(e.g., 5, 50, and 500)
Use three jars that are the same size with
marbles placed inside that are the same
size. Label each jar with a letter A B C. One
jar should contain 4 marbles. One jar should
contain 23 marbles. One jar should contain 100
marbles.

• Ask questions like
• Which jar has 4 marbles?
• Which jar contains 100 marbles?
• Which jar contains the least marbles?
• Which jar has 23 marbles?
• Students will write the letter that
  corresponds to the jar for their answers.
• Test again using different containers and
  objects.

8
Pre-assessment strategies SOL 1.8 The student
will recall basic addition facts i.e., sums to
10 or less and the corresponding subtraction
facts.

• Math quiz using manipulatives to solve word
  problems.
• Have students match addition and subtraction
  facts that have been written on index cards.
• To pre-assess students understanding of additon
  and subtraction, have them draw a picture that
  represents a math fact or explain a real-life
  situation that can be represented mathematically.
  For example When can we use 2 3 5?
• Two kids were on the swings. Three more joined
  them. Then there were 5 children on the swings.
  

9
Pre-assessment strategies SOL 1.9 The student
will create and solve story and picture problems
involving one-step solutions, using basic
addition and subtraction facts.
Read a story problem and check understanding by
having students write or on an index card.
Students can also be given an index card with an
addition sign on one side and a subtraction sign
on the other. When hearing a word problem
orally, have the students hold up the card with
the correct operation facing the teacher. Write
a story problem on the board to see who can solve
it with manipulatives or by writing the number
sentence.
10
Pre-assessment strategies The student
will 1.10 a) identify the number of pennies
equivalent to a nickel, a dime, and a
quarter 1.10 b) determine the value of a
collection of pennies, nickels, and dimes whose
total value is 100 cents or less.
Using an overhead projector or a visual presenter
(ELMO), the teacher will display coins and
students will use dry erase boards markers to
show the value of the coins displayed by the
teacher.
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Pre-assessment strategies SOL 1.11 The student
will tell time to the half-hour, using an analog
or digital clock.
Have students draw a picture of a clock showing
the time written or spoken by the teacher. Give
students a circle and have them draw a clock.
Make sure your classroom clock cant be used to
assist students with this task.
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Pre-assessment strategies SOL 1.12 The student
will use nonstandard units to measure length and
weight.

• Have students use non-standard items to measure
  particular items such as the length or width of a
  desk, book, or piece of paper.
• Wooden blocks, pennies, paper clips, chain links,
  unifix cubes, bear counters

13
Pre-assessment strategies SOL 1.13 The student
will compare the volumes of two given containers
by using concrete materials (e.g., jelly beans,
sand, water, rice).
Show pictures of containters and have students
circle the best estimate of the approximate
volume. Compare and contrast 2 containers in
the classroom soliciting oral responses from
students regarding which container could hold
more or less.
14
Pre-assessment strategies SOL 1.14 The student
will compare the weights of two objects, using a
balance scale.
Demonstrate how a balance is used and the
concepts of heavier or lighter prior to giving
the following pre-assessment. Ask students to
determine which item is heavier out of two items.
15
Pre-assessment strategies 1.15 The student will
describe the proximity of objects in space (near,
far, close by, below, above, up, down, beside,
and next to).
Orally instruct students to draw objects in the
appropriate places using the vocabulary directly
from the standard. Floor exercise use unifix
cubes. Give directions on where to place
different colored cubes. Play the game Simon
Says using the words from the SOL in your
instructions.
16
Pre-assessment strategies 1.16 The student will
draw, describe, and sort plane geometric figures
(triangle, square, rectangle, and circle)
according to number of sides, corners, and square
corners.
Have students draw shapes, coloring corners and
sides according to teacher instructions. Have
students draw an object (a face for example)
following your instructions on making certain
parts particular shapes. Square eyes, triangular
nose, circle for the mouth, etc.
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Pre-assessment strategies 1.17 The student will
identify and describe objects in his/her
environment that depict plane geometric figures
(triangle, rectangle, square, and circle).

• Give each student a shape from the four listed in
  the standard. Play or sing a shape song and
  students will stand when the shape they are
  holding is called.
• Students can also be given all four shapes and
  asked to hold it up if an attribute that
  describes that shape is mentioned.
• Have students sort pictures of shapes in the
  environment or match the pictures with the shape
  they represent. (Pizza slice, tire, stamp,
  clock.)
• Microsoft clipart gallery online or in Word or
  PowerPoint can be sources of pictures. Magazines
  and sales fliers can also be useful.

18
Pre-assessment strategies 1.18 The student will
investigate, identify, and describe various forms
of data collection in his/her world (e.g.,
recording daily temperature, lunch count,
attendance, and favorite ice cream), using
tables, picture graphs, and object graphs.

• The standard lists ideas for gathering data. To
  pre-assess, teachers can focus on the
  investigation and description of the data.
  Presenting data in organized and unorganized
  ways, students can answer questions regarding the
  number of items, which one has more, less, the
  same.
• There is a lot of data that is gathered during
  the school day. Consider sources such as weekly
  reader, weather reports, a daily lunch choice
  graph.

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Pre-assessment strategies 1.19 The student will
interpret information displayed in a picture or
object graph, using the vocabulary more, less,
fewer, greater than, less than, and equal to.
Using blockstwo groups, use the vocabulary in
the standard to compare contrast the two groups
of blocks. Each student has a placemat and
cubes. The teacher directs students to show more
than __, less than ___, fewer than __, greater
than__, equal to __.
20
Pre-assessment strategies 1.20 The student will
sort and classify concrete objects according to
one or more attributes, including color, size,
shape, and thickness.
The following whole-class activity can be used as
a pre-assessment. Some teachers may want to try
it as a sorting activity in smaller groups to
further explore the depth of student
understanding and encourage students to
communicate the reasoning that supports their
choices. This activity requires the use of
several objects that vary in shape, size, color,
and thickness. Each student is given a shape.
One student is chosen to start the chain. The
student that goes next will be holding a shape
that has something in common with the shape held
by the first student.
21
Pre-assessment strategies 1.21 The student will
recognize, describe, extend, and create a wide
variety of patterns, including rhythmic, color,
shape, and numerical. Patterns will include both
growing and repeating patterns. Concrete
materials and calculators will be used by
students.
Create patterns (and some non-patterns) and have
students identify and describe the patterns as
well as determine which series of items are not
patterns.
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1.16 The student will draw, describe, and sort
plane geometric figures (triangle, square,
rectangle, and circle) according to number of
sides, corners, and square corners.
23
1.16 The student will draw, describe, and sort
plane geometric figures (triangle, square,
rectangle, and circle) according to number of
sides, corners, and square corners.
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1.16 The student will draw, describe, and sort
plane geometric figures (triangle, square,
rectangle, and circle) according to number of
sides, corners, and square corners.
25
1.17 The student will identify and describe
objects in his/her environment that depict plane
geometric figures (triangle, rectangle, square,
and circle).
26
1.17 The student will identify and describe
objects in his/her environment that depict plane
geometric figures (triangle, rectangle, square,
and circle).
27
1.17 The student will identify and describe
objects in his/her environment that depict plane
geometric figures (triangle, rectangle, square,
and circle).
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1.4 The student will recognize and write numerals
0 through 100.
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1.4 The student will recognize and write numerals
0 through 100.
30
1.4 The student will recognize and write numerals
0 through 100.
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1.1 The student will count objects in a given set
containing between 1 and 100 objects and write
the corresponding numeral.
32
1.1 The student will count objects in a given set
containing between 1 and 100 objects and write
the corresponding numeral.
33
1.1 The student will count objects in a given set
containing between 1 and 100 objects and write
the corresponding numeral.
34
1.2 The student will group a collection of up to
100 objects into tens and ones and write the
corresponding numeral to develop an understanding
of place value.
35
1.2 The student will group a collection of up to
100 objects into tens and ones and write the
corresponding numeral to develop an understanding
of place value.
36
1.2 The student will group a collection of up to
100 objects into tens and ones and write the
corresponding numeral to develop an understanding
of place value.