Kindergarten Measurement
Informal Assessment Tasks
M.O.K.4.1 estimate the size of an object and compare and order objects with respect to a given attribute.
NOTE: Use pattern blocks, attribute blocks and mats for arranging objects.
1. Students are presented two or more objects. Students identify objects of comparable size. Students order the objects according to size. (e.g., Use a set of pencils, which are different lengths.)
2. Students are presented objects with specified sizes and/or attributes. Students identify objects of smaller or larger size or different attributes.
3. Students name objects of comparable size or similar attribute; students identify and describe arrangements of objects in order of size and/or attribute.
M.O.K.4.2 use standard and nonstandard units of measure to find the length of an object.
Student page MS-1 may be used to help assess this objective.
NOTE: Use unifix cubes and rulers. Can use other objects for nonstandard measurement such as large and small paper clips, toothpicks, new crayons, pieces of yarn.
1. Student is presented standard or non-standard measurements. Student uses both to measure objects.
2. Student is presented objects of varying lengths. Student then measures and records the measurements of the objects using standard and non-standard measurement tools.
M.O.K.4.3 compare two objects in nonstandard units of measure, according to one or more of the following attributes:
· length
· height
· weight
Kindergarten students at the above mastery level in kindergarten mathematics can compare objects in nonstandard units of measure according to length, height and weight
Kindergarten students at the distinguished level in kindergarten mathematics can compare and order objects in nonstandard units of measure according to length, height, and weight.
NOTE: Use scale, unifix cubes, objects, pencil, book, shoebox.
1. Student is presented representations of two objects and given non-standard measurement for each object. Student compares the objects (denotes longest, shortest, tallest, lightest, and/or heaviest object).
2. Student is presented common everyday objects. Student compares or classifies two objects according to weight, height, or length.
M.O.K.4.4 use calendar to identify date and the sequence of days of the week.
Kindergarten students at the above mastery level in kindergarten mathematics can locate a day of the week on a calendar.
Kindergarten students at the distinguished level in kindergarten mathematics can locate a day of the week on a calendar and identify what day is next in the week.
1. Student starts with Sunday and names the rest of the days of the week in order.
2. Student names the days of the week in order, beginning with the current day.
3. Student identifies a given date on the calendar.
M.O.K.4.5 read time to the hour using analog and digital clocks.
Kindergarten students at the above mastery level in kindergarten mathematics can read time to the half hour on an analog clock.
Kindergarten students at the distinguished level in kindergarten mathematics can read time to half hour on an analog and digital clock.
Student is presented a representation of a given time using a digital and an analog clock. Student names the time to the hour. (Do at least 6 different times for mastery.)
2. Student is given a specified time and a model of an analog or digital clock. Student uses the model to correctly represent the given time.
3. Student uses an analog and/or a digital clock or clock face to answer the following questions time.
a. Can you show me six o‘clock on an analog clock?
b. What time is it? (Teacher sets clock hands to 9:00)
c. Show a digital clock at 7:00. What is the hour?
d. What would the digital clock show at 5:00?
M.O.K.4.6 identify the name and value of coins and explain the relationships between:
· penny
· nickel
· dime
Kindergarten students at the above mastery level in kindergarten mathematics can determine the value of a set of coins, pennies, nickels and dimes, up to 15. They justify the relationship between the coins through visual representations.
Kindergarten students at the distinguished level in kindergarten mathematics can determine the value of a set of coins, pennies, nickels and dimes, up to 20. They use the coins to make change from a dime to pennies, a dime to pennies and a nickel, and a nickel to pennies.
NOTE: Use real coins when possible.
1. Student identifies and names a penny, nickel, and dime.
2. Student is presented a collection of pennies. Student organizes the pennies into groups of five and/or ten pennies. Student replaces groups of five and/or ten pennies with the appropriate number(s) of nickels and dimes.
3. Student is given a set of pennies up to 10 cents and determines the value and trades for appropriate coin or coins.
4. Student uses an assortment of coins to complete the following tasks.
a. Separate seventeen pennies from the group of coins.
b. Arrange the seventeen pennies into three groups: a group of ten pennies; a group of five pennies; and a group of two pennies.
c. Trade pennies for appropriate coin.
ACADEMIC PROMPT
You had a lemonade stand to raise money for the local hospital. Now you have to count all the change. Divide the coins into pennies, nickels, & dimes. Trade your pennies for nickels, then your nickels for dimes.
Distinguished / Exceeds the objectives of the task. Demonstrates a high level of understanding.Mastery / Meets objectives of the task. Demonstrates a proficient level of understanding.
Partial
Mastery / Partially meets the objectives of the task. Demonstrates some understanding.
Novice / Attempts parts of the task, but does not meet the objectives of the task. Demonstrates poor or incorrect understanding.