K-2 Math Countywide Data May 2016

KINDERGARTEN MATH 22 of 26 districts submitted data 1463 students tested KINDERGARTEN MATH

One-to-one correspondence Question #1: One-to-One Correspondence Percent of Students Counting in Each Range Target: 1 One-to-one correspondence Kindergarten, 1463 Students Tested CA Standard: K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Question #2: Count by Tens to 100 Percent of Students Counting in Each Range Target: 1 Kindergarten, 1463 Students Tested CA Standard: K.CC.1: Count to 100 by tens.

Question #3: Subtract and Write the Answer Percent of Students by Number Correct Target: 4 Kindergarten, 1463 Students Tested CA Standards: K.OA.5: Fluently subtract within 5.

Number of letters correctly written Question #4: Writing Numbers from 0-20 Percent of Students Target: 1 Number of letters correctly written Kindergarten, 1463 Students Tested CA Standard: K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

Question #5: Count How Many Percent of Students Target: 2 Kindergarten, 1463 Students Tested CA Standard: K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). CA Standard: K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Question #6: Count How Many Percent of Students Target: 2 Kindergarten, 1463 Students Tested CA Standard: K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). CA Standard: K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Question #7: Compare Numbers Percent of Students Target: 1 *2015 questions# 7-9 were combined into one item for 3 points possible. 2016 had one point possible. Kindergarten, 1463 Students Tested CA Standard: K.CC.7: Compare two numbers between 1 and 10 presented as written numerals – “less,” “greater,” and “equal.”

Question #8: Compare Numbers Percent of Students Target: 1 *2015 questions# 7-9 were combined into one item for 3 points possible. 2016 had one point possible. Kindergarten, 1463 Students Tested CA Standard: K.CC.7: Compare two numbers between 1 and 10 presented as written numerals – “less,” “greater,” and “equal.”

Question #9: Compare Numbers Percent of Students Target: 1 *2015 questions# 7-9 were combined into one item for 3 points possible. 2016 had one point possible. Kindergarten, 1463 Students Tested CA Standard: K.CC.7: Compare two numbers between 1 and 10 presented as written numerals – “less,” “greater,” and “equal.”

Question #10: Add and Write the Answer Percent of Students by Number Correct Target: 4 Kindergarten, 1463 Students Tested CA Standards: K.OA.5: Fluently add within 5.

Question #11: Count by Ones to 100 Percent of Students Counting in Each Range Target: 1 Kindergarten, 1674 Students Tested CA Standard: K.CC.1: Count to 100 by ones.

Question #12: Problem Solving At the pond I saw 2 red balloons & 3 blue balloons. How many balloons did I see in all? Target: 1 Kindergarten, 1674 Students Tested CA Standard: K.OA.2: Solve additional and subtraction word problems, and add and subtract within 10.

Target Identified by Question Number Kindergarten Assessment 1 2 3 4 5 6 7 8 9 10 11 12 Total 20/21

Kindergarten Overall Score Percent Correct. Total possible points 21 Target: 20 FR 2016: 76% met target 2016: 57% met target Data not Comparable to 2015. 38 pts available in 2015, and only 21 pts available in 2016

GRADE 1 MATH 20 of 24 districts submitted data 1535 students tested Fall River Elementary not included

Question #1: There are 3 yellow apples, 6 red apples, and 7 green apples in a bowl. How many in all? Target: 2 1 point for strategy shown in numbers, pictures, or words that explains how the problem was solved. 1 point for “16” in the sentence. Grade 1, 1535 Students Tested CA Standard: 1.OA.1 Use addition and subtraction within 20 to solve word problems.

Question #2: The Blue team has 18 balls Question #2: The Blue team has 18 balls. The Red team has 4 fewer balls than the Blue team. How many balls does the Red team have? Target: 2 1 point for strategy shown in numbers, pictures, or words that explains how the problem was solved. 1 point for “14” in the sentence. 1 point for a correct equation. Grade 1, 1535 Students Tested CA Standards: 1.OA.1 Use addition and subtraction within 20 to solve word problems. 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Question #3: Circle the word to show whether the equation or number sentence is true or false. Target:4 1 point for correctly identifying “False” 1 point for strategy shown in numbers, pictures, or words that explains how the problem was solved. 1 point for correctly identifying “True” Grade 1, 1535 Students Tested CA Standards: 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Question #4: Fill in the missing number to make each number sentence or equation true. Target: 2 Grade 1, 1535 Students Tested CA Standards: 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Question #5: How many tens and ones are there? Target: 2 1 point for correctly recording the “9” in the Tens and “5” in the Ones. 1 point for writing “95” in the sentence. Grade 1, 1535 Students Tested CA Standard: 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

Question #6: Help Farmer Brown count the apples he has picked from his field. Circle the apples in groups of 10. Target: 2 1 point for circling groups of 10 apples. 1 point for writing “42” in the sentence. 1 point for correctly recording “4” tens and “2” ones. Grade 1, 1535 Students Tested CA Standard: 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

Question #7 Answer the questions. You can show pictures of base 10 blocks to the right of each question to solve the problem. Target:1 Data not comparable to 2015, question 7 from 2015 was split into two questions for 2016. (7 & 8) Grade 1, 1535 Students Tested CA Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Question #8 Sam has 34 carrots. If Sam picked 20 more carrots, how many carrots would he have? Target: 2 Data not comparable to 2015, question 7 from 2015 was split into two questions for 2016. (7 & 8) Grade 1, 1535 Students Tested CA Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Question #9: Answer the questions. Target: 4 1 point for correctly writing the answer for each question. Grade 1, 1535 Students Tested CA Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Question #10: Answer as many of these addition problems as you can in 1 minute. Target: 3 Grade 1, 1535 Students Tested CA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Question #11: Answer as many of these subtraction problems as you can in 90 seconds. Target: 2 Grade 1, 1535 Students Tested CA Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Target Identified by Question Number Grade 1 Assessment 2 3 4 5 6 7 8 9 10 11 Total 27/30

First Grade Overall Score Percent Correct. Total possible points 30 Target: 27 2016: 46% met target

First Grade Overall Score Percent Correct. Total possible points 30 Target: 27 2016: 46% met target

GRADE 2 MATH 20 of 24 districts submitted data 1654 students tested in grade 2 GRADE 2 MATH

Question #1: Count by 2s, 5s, 10s, 100s to fill in the missing numbers. Target: 4 Grade 2, 1468 Students Tested

Question #2: Understanding 3 digit numbers. Target: 4 Grade 2, 1468 Students Tested

Question #3: Understanding 3 digit numbers Question #3: Understanding 3 digit numbers. Read and write number using base-ten numerals, number names, and expanded form. Target: 3 *2015 question #3 was worth 5 points, 2016 question #3 was worth 4 points. Grade 2, 1468 Students Tested

Question #4: Solve the problem. Use numbers, pictures or words to show your thinking. Target: 2 1 point given for correct answer. 1 point given for viable strategy. Grade 2, 1468 Students Tested

Question #5: Solve the problem. Use numbers, pictures or words to show your thinking. Target: 2 1 point given for correct answer. 1 point given for viable strategy. Grade 2, 1468 Students Tested

Question #6: Write an equation to match the story problem Question #6: Write an equation to match the story problem. Solve the equation. Use numbers, pictures, or words to show your thinking. Target:2 1 point for having the correct solution. 1 point for showing a viable strategy to solve the problem. 1 point for writing an equation to match the problem. Grade 2, 1468 Students Tested

Question #7: Write an equation to match the story problem Question #7: Write an equation to match the story problem. Solve the equation. Use numbers, pictures, or words to show your thinking. Target:2 1 point for having the correct solution. 1 point for showing a viable strategy to solve the problem. 1 point for writing an equation to match the problem. Grade 2, 1468 Students Tested

Question #8: Solve as many of these addition problems as you can in 90 seconds. Target: 3 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct Grade 2, 1468 Students Tested

Question #9: Solve as many of these subtraction problems as you can in 90 seconds. Target: 3 3 points = 16-20 correct 2 points = 13-15 correct 1 point = 10-12 correct 0 points = 0 – 9 correct Grade 2, 1468 Students Tested

Target Identified by Question Number Grade 2 Assessment Proposed Target 1 4 2 3 5 6 7 8 9 Total 25/28

Second Grade Overall Score Percent Correct. Total possible points 28 Target: 25 2016: 32% met target

Second Grade Overall Score Percent Correct. Total possible points 28 Target: 25

Second Grade Overall Score Percent Correct. Total possible points 28 *2015 29 points possible *2016 28 points possible Target: 25 2016: 32% met target