Kindergarten
Items in Spanish for
Assessing
Mathematical
Understanding
2013
Portland, OR
Kindergarten
Items in Spanish for
Assessing
Mathematical
Understanding
Education Northwest
101 SW Main St, Suite 500
Portland, OR 97204
503.275.9500
educationnorthwest.org
© Education Northwest, 2013. All rights reserved.
ISBN 13: 978-089354-123-1
Cover image by Lucas Grzybowski
Contents
Instructions. .
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1
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3
Section 1. .
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7
Section 2. .
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31
Section 3. .
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55
Advance Preparation. .
i
Instructions
This assessment, with teacher scripts and student items in Spanish, is one of four components of Assessing
Mathematical Understanding. It is recommended that users familiarize themselves with the background, concept areas, learning goals, and organizational framework found in A Guide for Assessing Mathematical Understanding before using this assessment. Detailed instructions and sample records are found on pages 37–43 of
the Guide. A blank student record and a class record can be found in the appendix of the Guide.
Preparation
1. Collect the materials necessary for the assessment.
2. Set up a space that is free from distractions and allows the teacher or other test administrator and student to
sit comfortably face-to-face with the test booklet open on the table between them. There should be sufficient
workspace for the student to lay out manipulatives and to write.
3. Bring one student at a time to the interview location.
4. Read the introductory script.
a. Say, “Today I am going to ask you some number questions. Do you like number questions?”
b. Say, “It’s OK to say, ‘I don’t know,’ or ‘Let’s move on,’ for any question.”
c. Say, “I will read a problem over again, if you ask me to.”
d. Say, “You may use any of the objects on the table to help you think about the question.”
e. Say, “Are you ready to begin? OK, let’s get started.” (Or wait if the student has a question.)
Administration and Scoring
5. Read each item as printed and elaborate, if necessary. The goal is for the student to be able to show what he
or she knows.
a. You may paraphrase or repeat anything in the assessment.
b. You may offer manipulatives shown on each page.
c. Students may point (rather than speak) to indicate an answer when appropriate.
d. If a student does not know his or her colors or is unfamiliar with a vocabulary word, you may clarify.
e. There is no time limit for responses (except as indicated in the assessment).
f. Units are not required for correct answers. For example, “5” and “5 dogs” are both correct.
6. Give neutral feedback that does not indicate whether the student has answered correctly or incorrectly.
Maintain a neutral expression. Reinforce students’ good effort. You might use the following:
a. “Thank you.”
b. “I see just what you did.”
c. “Good work!”
d. “Was that a hard/easy problem?”
e. “Nice job!”
f. “Shall we go on to the next one?”
1
7. Record student responses to each item and mark the student record using the indicated codes.
8. Follow the “moving through the assessment” directions. In the lower right portion of each teacher’s page
there are instructions telling whether to advance to the next question or skip to a later question if the student answers incorrectly.
After Each Assessment
9. Complete the learning profile on the student record.
10. Compute a cumulative score using the point values indicated.
2
Kindergarten Items in Spanish for Assessing Mathematical Understanding
Advance Preparation
Materials needed
• Two clear plastic bags prepared as follows:
–– Bag A has 6 loose linking cubes (section 1, item K6)
–– Bag B has 17 loose linking cubes (section 1, item K7)
B
• Paper and writing tool for the student
• A supply of about 25 additional linking cubes (loose)
• A supply of base-ten blocks (1 flat, 10 longs, 10 units)
• A 9-inch length of string or yarn (item K12)
• Prepare number cards (see page 5, for section 2, item K24)
4
7
8
• Prepare triangles (see page 6, for section 3, item K35)
3
8
7
4
Advance Preparation
5
6
Kindergarten Items in Spanish for Assessing Mathematical Understanding
Section 1
Materials needed
• Two clear plastic bags prepared as follows:
–– Bag A has 6 loose linking cubes (item K6)
–– Bag B has 17 loose linking cubes (item K7)
B
• Paper and writing tool for the student
• A supply of about 25 additional linking cubes (loose)
• A 9-inch length of string or yarn (item K12)
7
Student’s page
Items K1, K2, K3
Verbal Counting
Cuenta para mí
1.1A, 1.1B, 1.1C
Counts by ones (to 10, to 20, to at least 40)
Kindergarten Items in Spanish for Assessing Mathematical Understanding
8
Kindergarten Items in Spanish for Assessing Mathematical Understanding
9
Items K1, K2, K3
none
Verbal Counting
Materials available
1.1A, 1.1B, 1.1C
Accurate count to 10, 20, 40
Counts by ones (to 10, to 20, to at least 40)
Incorrect counting to 10: Skip to item K6.
Correct counting to 20 or 40: Turn the page.
Correct response
Moving through the assessment
Count for Me
•Say, “Cuenta hasta que yo diga
¡alto!”
•Stop the student when he or she
reaches 40.
Teacher’s page
Student’s page
Item K4
1.2A
Counts forward from variable starting points (start value less than 10)
11
Cuenta para mí del 4 al 11
4
Verbal Counting
Kindergarten Items in Spanish for Assessing Mathematical Understanding
10
Kindergarten Items in Spanish for Assessing Mathematical Understanding
11
Item K4
none
Verbal Counting
Materials available
1.2A
11
Counts forward from variable starting points (start value less than 10)
4, 5, 6, 7, 8, 9, 10, 11
Correct response
Incorrect: Skip to item K6.
Moving through the assessment
4
Count From 4 to 11
•Say, “Cuenta del cuatro al
once.”
•If necessary, use this prompt:
“Comienza con el cuatro.”
•Wait for the student to say “4.”
•Say, “Ahora, continúa contando
desde el cuatro hasta el once.”
Teacher’s page
Cuenta para mí del 16 al 22
Verbal Counting
1.2B
Counts forward from variable starting points (start value in teens)
16 22
Student’s page
Item K5
Kindergarten Items in Spanish for Assessing Mathematical Understanding
12
Kindergarten Items in Spanish for Assessing Mathematical Understanding
13
Item K5
none
Verbal Counting
Materials available
1.2B
Counts forward from variable starting points (start value in teens)
16, 17, 18, 19, 20, 21, 22
Correct response
Incorrect: Turn the page.
Moving through the assessment
16 22
Count From 16 to 22
•Say, “Cuenta del dieciséis hasta
el veintidos.”
•If necessary, use this prompt:
“Comienza con el dieciséis.”
•Wait for the student to say “16.”
•Say, “Ahora, continúa contando
desde el dieciséis hasta el
veintidos.”
Teacher’s page
Student’s page
Item K6
2.1A
Counts objects in a given collection (to 10)
¿Cuántos cubos hay en la bolsa A?
Counting Objects
Kindergarten Items in Spanish for Assessing Mathematical Understanding
14
Kindergarten Items in Spanish for Assessing Mathematical Understanding
15
Item K6
Counting Objects
Materials available
2.1A
6 (cubes)
Counts objects in a given collection (to 10)
Incorrect: Skip to item K8.
Correct response
Moving through the assessment
How Many Cubes in Bag A?
•Use Bag A with six cubes.
•Hand Bag A to the student.
•Say, “Cuántos cubos hay en esta
bolsa? Si quieres, puedes sacar
los cubos de la bolsa.”
Teacher’s page
Student’s page
Item K7
2.1B
Counts objects in a given collection (to 20)
¿Cuántos cubos hay en la bolsa B?
Counting Objects
Kindergarten Items in Spanish for Assessing Mathematical Understanding
16
Kindergarten Items in Spanish for Assessing Mathematical Understanding
17
Item K7
B
Counting Objects
Materials available
2.1B
Incorrect: Turn the page.
17 (cubes)
Correct response
Counts objects in a given collection (to 20)
Moving through the assessment
How Many Cubes in Bag B?
•Use Bag B with 17 cubes.
•Hand Bag B to the student.
•Say, “Cuántos cubos hay en esta
bolsa? Si quieres, puedes sacar
los cubos de la bolsa.”
Teacher’s page
2.2A
Produces a collection of a specified size (to 10)
Coloca 9 cubos en la página
Counting Objects
9
Student’s page
Item K8
Kindergarten Items in Spanish for Assessing Mathematical Understanding
18
Kindergarten Items in Spanish for Assessing Mathematical Understanding
19
Item K8
Counting Objects
Materials available
2.2A
Places 9 cubes
Correct response
Produces a collection of a specified size (to 10)
Incorrect: Skip to item K10.
Moving through the assessment
9
Place Nine Cubes on the Page
•Place the supply of loose cubes
within easy reach.
•Say, “Coloca nueve cubos en la
página.”
•When the student is done, slide
the cubes off the page keeping
them in a group.
Teacher’s page
2.2B
Produces a collection of a specified size (to 20)
Coloca 16 cubos en la página
Counting Objects
16
Student’s page
Item K9
Kindergarten Items in Spanish for Assessing Mathematical Understanding
20
Kindergarten Items in Spanish for Assessing Mathematical Understanding
21
Item K9
Counting Objects
Materials available
2.2B
Places 16 cubes
Correct response
Produces a collection of a specified size (to 20)
Incorrect: Turn the page.
Moving through the assessment
16
Place 16 Cubes on the Page
•Place the supply of loose cubes
and the nine cubes from the
previous problem within easy
reach.
•Say, “Coloca dieciséis cubos en
la página.”
Teacher’s page
Student’s page
Item K10
2.4A
Writes the numeral to represent a quantity (to 10)
Escribe el número de perritos
que hay en esta página
Counting Objects
Kindergarten Items in Spanish for Assessing Mathematical Understanding
22
Kindergarten Items in Spanish for Assessing Mathematical Understanding
23
Item K10
Counting Objects
Materials available
2.4A
Writes “8”
Writes the numeral to represent a quantity (to 10)
Incorrect: Skip to item K12.
Correct response
Moving through the assessment
Write the Number of Dogs
•Say, “Cuenta el número de
perritos que hay en el cuadro.
Escribe el número en esta
misma página.”
•Allow the student to touch the
pictures on the page.
•If the student counts incorrectly,
but correctly writes the number
he or she says, score p (partially
correct).
Teacher’s page
Student’s page
Item K11
2.4B
Writes the numeral to represent a quantity (to 20)
Escribe el número de manzanas
que hay en esta página
Counting Objects
Kindergarten Items in Spanish for Assessing Mathematical Understanding
24
Kindergarten Items in Spanish for Assessing Mathematical Understanding
25
Item K11
Counting Objects
Materials available
2.4B
Writes “14”
Writes the numeral to represent a quantity (to 20)
Incorrect: Turn the page.
Correct response
Moving through the assessment
Write the Number of Apples
•Say, “Cuenta el número de
manzanas que hay en el cuadro.
Escribe el número en esta
misma página.”
•Allow the student to touch the
pictures on the page.
•If the student counts incorrectly,
but correctly writes the number
he or she says, score p (partially
correct).
Teacher’s page
Student’s page
Item K12
Measurement
Makes comparisons based on measurable attributes (compares length directly)
¿Cuál es más larga?
8.1A
Kindergarten Items in Spanish for Assessing Mathematical Understanding
26
Kindergarten Items in Spanish for Assessing Mathematical Understanding
27
Item K12
Measurement
Materials available
8.1A
Incorrect: Skip to item K14 or stop at end of Section 1.
String
Makes comparisons based on measurable attributes (compares length directly)
Correct response
Moving through the assessment
Which Is Longer?
•Ball or coil the precut string
(length: 9 inches). Hand it to the
student.
•Say, “¿Cuál es más larga? ¿Esta
cuerda o la línea dibujada en la
página?”
Teacher’s page
Student’s page
Item K13
8.1B
Makes comparisons based on measurable attributes (compares length indirectly)
¿Cuáles líneas son del mismo
tamaño (de la misma longitud)?
Measurement
Kindergarten Items in Spanish for Assessing Mathematical Understanding
28
Kindergarten Items in Spanish for Assessing Mathematical Understanding
29
Item K13
Measurement
Materials available
8.1B
End of Section 1.
Makes comparisons based on measurable attributes (compares length indirectly)
Green and purple lines
Correct response
Moving through the assessment
Which Are the Same Length?
•Say, “Aquí hay tres líneas.
¿Cuáles son del mismo tamaño
(de la misma longitud)?”
•Say, “Para medirlas, puedes
utilizar la cuerda, los cubitos
o cualquier otra cosa que
quieras.”
Teacher’s page
End of Section 1
30
Kindergarten Items in Spanish for Assessing Mathematical Understanding
Section 2
Materials needed
• Paper and writing tool for the student
• A supply of about 25 linking cubes (loose)
• A supply of base-ten blocks (1 flat, 10 longs, 10 units)
• Prepared number cards (item K24)
4
7
8
31
Student’s page
Item K14
¿Cuántos crayones hay?
3.1A
Solves context problems of the type join, result unknown (totals 2 to 6)
Yo tenía 3 crayones.
Mi amigo me dio 2 crayones más.
Ahora, ¿Cuántos crayones tengo?
Adding to and Taking From in Contexts
Kindergarten Items in Spanish for Assessing Mathematical Understanding
32
Kindergarten Items in Spanish for Assessing Mathematical Understanding
33
Item K14
Adding to and Taking From in Contexts
Materials available
3.1A
5 (crayons)
Solves context problems of the type join, result unknown (totals 2 to 6)
Correct response
Incorrect: Skip to item K16.
Moving through the assessment
I had 3 crayons.
My friend gave me 2 more crayons.
Now how many crayons do I have?
How Many Crayons?
•Read the problem aloud: “Yo
tenía tres crayones. Mi amigo
me dio dos crayones más.
Ahora, ¿Cuántos crayones
tengo?”
Teacher’s page
¿Cuántas manzanas hay?
Adding to and Taking From in Contexts
3.1B
Solves context problems of the type join, result unknown (totals 7 to 10)
Mamá tenía 3 manzanas.
Ella compró 6 manzanas mas.
Ahora, ¿Cuántas manzanas tiene mamá?
Student’s page
Item K15
Kindergarten Items in Spanish for Assessing Mathematical Understanding
34
Kindergarten Items in Spanish for Assessing Mathematical Understanding
35
Item K15
Adding to and Taking From in Contexts
Materials available
3.1B
9 (apples)
Solves context problems of the type join, result unknown (totals 7 to 10)
Correct response
Incorrect: Turn the page.
Moving through the assessment
Mom had 3 apples.
She bought 6 more apples.
Now how many apples does Mom have?
How Many Apples?
•Read the problem aloud: “Mamá
tenía tres manzanas. Ella
compró seis manzanas más.
Ahora, ¿Cuántas manzanas
tiene mamá?”
Teacher’s page
¿Cuántos pájaros hay?
Adding to and Taking From in Contexts
3.2A
Solves context problems of the type separate, result unknown (totals 2 to 6)
Yo ví 6 pájaros en el techo de mi casa.
Dos de ellos se fueron volando.
¿Cuántos pájaros quedan en
el techo de mi casa?
Student’s page
Item K16
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36
Kindergarten Items in Spanish for Assessing Mathematical Understanding
37
Item K16
Adding to and Taking From in Contexts
Materials available
3.2A
4 (birds)
Solves context problems of the type separate, result unknown (totals 2 to 6)
Correct response
Incorrect: Skip to item K18.
Moving through the assessment
I saw 6 birds on the roof.
Two flew away.
How many birds are still on the roof?
How Many Birds?
•Read the problem aloud: “Yo
ví seis pájaros en el techo de
mi casa. Dos de ellos se fueron
volando. ¿Cuántos pájaros
quedan en el techo de mi
casa?”
Teacher’s page
¿Cuántos carros (autos) hay?
Adding to and Taking From in Contexts
3.2B
Solves context problems of the type separate, result unknown (totals 7 to 10)
Había 8 carros en el estacionamiento.
Cinco de ellos se fueron.
¿Cuántos carros hay ahora en el
estacionamiento?
Student’s page
Item K17
Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
39
Item K17
Adding to and Taking From in Contexts
Materials available
3.2B
3 (cars)
Solves context problems of the type separate, result unknown (totals 7 to 10)
Correct response
Incorrect: Turn the page.
Moving through the assessment
There were 8 cars in the parking lot.
Five of them drove away.
How many cars are in the parking lot now?
How Many Cars?
•Read the problem aloud:
“Había ocho carros en el
estacionamiento. Cinco de ellos
se fueron. ¿Cuántos carros hay
ahora en el estacionamiento?”
Teacher’s page
Student’s page
Item K18
¿Cuántas personas hay?
3.3B
Solves context problems of the type part-part-whole, whole unknown (totals 7 to 10)
Hay 3 adultos y 6 niños en el parque.
¿Cuántas personas hay en el parque?
Adding to and Taking From in Contexts
Kindergarten Items in Spanish for Assessing Mathematical Understanding
40
Kindergarten Items in Spanish for Assessing Mathematical Understanding
41
Item K18
Adding to and Taking From in Contexts
Materials available
3.3B
Solves context problems of the type part-part-whole, whole unknown (totals 7 to 10)
9 (people)
Correct response
Incorrect: Turn the page.
Moving through the assessment
There are 3 adults and 6 children at the
park. How many people are at the park?
How Many People?
•Read the problem aloud: “Hay
tres personas adultas y seis
niños en el parque. ¿Cuántas
personas hay en el parque?”
Teacher’s page
Student’s page
¿Cuántas blusas amarillas hay?
Adding to and Taking From in Contexts
3.4B
Solves context problems of the type part-part-whole, part unknown (totals 7 to 10)
Mi hermana tiene 8 blusas. Seis de ellas son
azules y el resto son amarillas.
¿Cuántas blusas amarillas tiene mi hermana?
Item K19
Kindergarten Items in Spanish for Assessing Mathematical Understanding
42
Kindergarten Items in Spanish for Assessing Mathematical Understanding
43
Item K19
Adding to and Taking From in Contexts
Materials available
3.4B
Solves context problems of the type part-part-whole, part unknown (totals 7 to 10)
2 (yellow shirts)
Correct response
Incorrect: Turn the page.
Moving through the assessment
My sister has 8 shirts. Six of them are
blue and the rest are yellow. How many
yellow shirts does my sister have?
How Many Yellow Shirts?
•Read the problem aloud: “Mi
hermana tiene ocho blusas.
Seis de ellas son azules y el
resto son amarillos. ¿Cuántas
blusas amarillas tiene mi
hermana?”
Teacher’s page
Student’s page
¿Cuántos papelitos de color hay?
Adding to and Taking From in Contexts
3.5B
Solves context problems of the type separate, change unknown (totals 7 to 10)
Yo tenía 8 papelitos de color. Le di algunos
a mi amigo. Ahora sólo tengo 3. ¿Cuántos
papelitos de color le di a mi amigo?
Item K20
Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
45
Item K20
Adding to and Taking From in Contexts
Materials available
3.5B
Solves context problems of the type separate, change unknown (totals 7 to 10)
5 (stickers)
Correct response
Incorrect: Turn the page.
Moving through the assessment
I had 8 stickers. I gave some to my
friend. Now I have 3 stickers. How
many stickers did I give to my friend?
How Many Stickers?
•Read the problem aloud:
“Yo tenía ocho papelitos de
color. Le di algunos a mi
amigo. Ahora sólo tengo tres.
¿Cuántos papelitos de color le
di a mi amigo?”
Teacher’s page
Student’s page
¿Cuántos chivos hay de más?
Adding to and Taking From in Contexts
3.6B
Solves context problems of the type compare, difference unknown (totals 7 to 10)
Hay 10 caballos y 4 chivos en el establo.
¿Cuántos chivos más debería comprar el
granjero para que haya la misma cantidad
de caballos y de chivos?
Item K21
Kindergarten Items in Spanish for Assessing Mathematical Understanding
46
Kindergarten Items in Spanish for Assessing Mathematical Understanding
47
Item K21
Adding to and Taking From in Contexts
Materials available
3.6B
Solves context problems of the type compare, difference unknown (totals 7 to 10)
6 (more goats)
Correct response
Incorrect: Turn the page.
Moving through the assessment
There are 10 horses and 4 goats on the
farm. How many more goats should the
farmer buy so that there will be the same
number of goats and horses?
How Many More Goats?
•Read the problem aloud: “Hay
10 caballos y cuatro chivos en
el establo. ¿Cuántos chivos más
debería comprar el granjero
para que haya la misma
cantidad de caballos y de
chivos?”
Teacher’s page
Student’s page
Item K22
4.1A
¿En cuál lado hay más?
Comparing and Ordering Numbers
Compares sets or numbers (sets to 10)
Kindergarten Items in Spanish for Assessing Mathematical Understanding
48
Kindergarten Items in Spanish for Assessing Mathematical Understanding
49
Item K22
Comparing and Ordering Numbers
Materials available
4.1A
Incorrect: Turn the page.
Green (left side)
Correct response
Compares sets or numbers (sets to 10)
Moving through the assessment
Which Side Has More?
•Say, “¿Cuál de los dos cuadros
tiene más formas? ¿El de los
círculos verdes o el de los
cuadrados azules?”
Teacher’s page
Student’s page
Item K23
4.1B
Compares sets or numbers (sets vs. numbers to 20)
15 monedas
¿En cuál hay más?
Comparing and Ordering Numbers
Kindergarten Items in Spanish for Assessing Mathematical Understanding
50
Kindergarten Items in Spanish for Assessing Mathematical Understanding
51
Item K23
Comparing and Ordering Numbers
Materials available
4.1B
Incorrect: Turn the page.
15 pennies
Compares sets or numbers (sets vs. numbers to 20)
More pennies inside the box
Correct response
Moving through the assessment
Which Has More?
•Say, “Hay algunas monedas
fuera de la caja y unas monedas
dentro de la caja. ¿En dónde
hay más monedas? ¿Fuera de la
caja o dentro de la caja?”
Teacher’s page
Student’s page
Item K24
4.2A
Orders 3 or more numbers (3 numbers less than 10)
Coloca las tarjetas en orden
Número
menor
Comparing and Ordering Numbers
Kindergarten Items in Spanish for Assessing Mathematical Understanding
52
Kindergarten Items in Spanish for Assessing Mathematical Understanding
53
Item K24
7
4
Comparing and Ordering Numbers
prepared number cards
Materials available
8
4.2A
4, 7, 8
Correct response
End of Section 2.
Orders 3 or more numbers (3 numbers less than 10)
Moving through the assessment
lowest
number
Place the Cards in Order
•Hand the student the three
purple cards.
•Say, “Coloca estas cartas en
orden. Coloca la de menor
número aquí (point to the spot),
la de enmedio aquí (point),
y la del mayor número aquí
(point).”
Teacher’s page
End of Section 2
54
Kindergarten Items in Spanish for Assessing Mathematical Understanding
Section 3
Materials needed
• Paper and writing tool for the student
• A supply of about 25 linking cubes (loose)
• A supply of base-ten blocks (1 flat, 10 longs, 10 units)
• Prepared triangles (item K35)
55
Student’s page
Item K25
5.1A
Composes and decomposes numbers (constructs partners, with objects, totals to 5)
¿Cuántos cuadritos hay bajo
mi mano?
Fluency With Number Combinations
Kindergarten Items in Spanish for Assessing Mathematical Understanding
56
Kindergarten Items in Spanish for Assessing Mathematical Understanding
57
Item K25
Fluency With Number Combinations
Materials available
5.1A
Incorrect: Skip to item K27.
Composes and decomposes numbers (constructs partners, with objects, totals to 5)
2 (squares)
Correct response
Moving through the assessment
What’s Hidden?
•Say, “Hay cinco cuadrados en
esta página. Algunos de ellos
están escondidos bajo la mano.
¿Cuántos cuadros hay bajo la
mano?”
•Act out the situation using cubes
if the question is unclear to the
student.
Teacher’s page
Student’s page
Item K26
5.1B
Composes and decomposes numbers (constructs partners, with objects, totals to 10)
¿Cuántos circulitos están ocultos?
Fluency With Number Combinations
Kindergarten Items in Spanish for Assessing Mathematical Understanding
58
Kindergarten Items in Spanish for Assessing Mathematical Understanding
59
Item K26
Fluency With Number Combinations
Materials available
5.1B
Incorrect: Turn the page.
Composes and decomposes numbers (constructs partners, with objects, totals to 10)
4 (marbles)
Correct response
Moving through the assessment
What’s Hidden?
•Say, “Hay nueve canicas sobre
este tapete. Debajo de la hoja
de color púrpura están algunas
de ellas. ¿Cuántas canicas hay
debajo de la hoja de papel?”
•Act out the situation using
objects if the question is unclear
to the student.
Teacher’s page
5.3A
Knows addition combinations for doubles (totals 2 to 5)
¿Cuál es la respuesta?
Fluency With Number Combinations
2+2=
Student’s page
Item K27
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
61
Item K27
Fluency With Number Combinations
Materials available
5.3A
4
Correct response
Knows addition combinations for doubles (totals 2 to 5)
Incorrect: Turn the page.
Moving through the assessment
2+2=
What’s the Answer?
•Say, “Cuánto es dos mas dos?”
•You may also say,
−“¿Cuánto
−
es dos y dos?” or
−“¿Cuál
−
número es dos mas
dos?”
Teacher’s page
¿Cuál es la respuesta?
Fluency With Number Combinations
5.4A
Knows addition combinations for near doubles (totals 2 to 5)
2+3=
Student’s page
Item K28
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
63
Item K28
Fluency With Number Combinations
Materials available
5.4A
5
Correct response
Knows addition combinations for near doubles (totals 2 to 5)
Incorrect: Turn the page.
Moving through the assessment
2+3=
What’s the Answer?
•Say, “Cuánto es dos mas tres?”
•You may also say,
−“¿Cuánto
−
es dos y tres?” or
−“¿Cuál
−
número es tres mas
dos?”
−“¿Cuál
−
número es dos mas
tres?”
Teacher’s page
Student’s page
Item K29
Knows subtraction combinations for doubles (totals 2 to 5)
¿Cuál es la respuesta?
5.8A
4-2=
Fluency With Number Combinations
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
65
Item K29
Fluency With Number Combinations
Materials available
5.8A
2
Correct response
Knows subtraction combinations for doubles (totals 2 to 5)
Incorrect: Turn the page.
Moving through the assessment
4-2=
What’s the Answer?
•Say, “¿Cuánto es cuatro menos
dos?”
•You may also say,
−“Si
− a cuatro le quito dos,
¿cuanto queda?” or
−“¿Cuál
−
número es cuatro
menos dos?”
Teacher’s page
Student’s page
Item K30
Place Value
Muestra ésta cantidad
Translates among place value models, count words, numerals (teens)
Catorce
7.2A
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
67
Item K30
Place Value
Materials available
7.2A
Translates among place value models, count words, numerals (teens)
Using base-ten blocks: 1 long and 4 units
Using linking cubes: 10 cubes connected and 4 loose cubes
Correct response
Incorrect: Turn the page.
Moving through the assessment
Fourteen
Show This Amount
•Place base-ten blocks and
linking cubes within easy reach.
•Say, “Muestra ésta cantidad
utilizando los materiales.
Organiza los materiales para
enseñame primero en grupos
de diez y luego los otros.”
Teacher’s page
Student’s page
Item K31
Escribe el número
7.3A
Reads and writes multidigit numbers meaningfully (to 20)
5 unidades y
1 decena
Place Value
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
69
Item K31
Place Value
Materials available
7.3A
Writes “15”
Correct response
Reads and writes multidigit numbers meaningfully (to 20)
Incorrect: Turn the page.
Moving through the assessment
5 ones and 1 ten
Write the Number
•Hand the student paper and a
writing tool.
•Say, “Coloca juntos cinco
unidades y una decena, escribe
qué número es.”
Teacher’s page
Student’s page
Item K32
9.1A
Identifies quadrilaterals in standard orientation (squares)
Señala las figuras cuadradas
Geometry
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Item K32
Geometry
Materials available
none
9.1A
Incorrect: Turn the page.
Identifies quadrilaterals in standard orientation (squares)
Blue, green, and purple squares
Correct response
Moving through the assessment
Point to the Squares
•Say, “Muéstrame un cuadrado.”
•Say, “¿Puedes encontrar otro
cuadrado?”
•Repeat the question until the
student says there are no more
squares.
Teacher’s page
Student’s page
Item K33
9.3B
Identifies geometric figures in nonstandard orientation (rectangles)
Señala las figuras de rectángulos
Geometry
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Item K33
Geometry
Materials available
none
9.3B
Incorrect: Turn the page.
Identifies geometric figures in nonstandard orientation (rectangles)
Yellow and orange rectangles
Correct response
Moving through the assessment
Point to the Rectangles
•Say, “Muéstrame un
rectángulo.”
•Say, “¿Puedes encontrar otro
rectángulo?”
•Repeat the question until the
student says there are no more
rectangles.
Teacher’s page
Student’s page
Item K34
Geometry
Identifies geometric figures in nonstandard orientation (triangles)
Señala los triangulos
9.3C
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Item K34
Geometry
Materials available
none
9.3C
Incorrect: Turn the page.
Identifies geometric figures in nonstandard orientation (triangles)
Purple, green, and orange triangles
Correct response
Moving through the assessment
Point to the Triangles
•Say, “Muéstrame un triángulo.”
•Say, “¿Puedes encontrar otro
triángulo?”
•Repeat the question until the
student says there are no more
triangles.
Teacher’s page
Student’s page
Item K35
9.5A
Composes geometric figures (simple frames with distinct outlines)
Llena el espacio en blanco
Geometry
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Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Item K35
prepared triangles
Geometry
Materials available
9.5A
End of Section 3.
Composes geometric figures (simple frames with distinct outlines)
Fills space exactly (in any orientation)
Correct response
Moving through the assessment
Fill the White Space
•Hand the student three triangles.
•Say, “¿Puedes colocar estas tres
piezas en el espacio en blanco?”
•If the student is struggling say,
“Comienza con el triángulo
más grande aquí” and put the
large triangle in place.
•If the student solves it with this
help, score p (partially correct).
Teacher’s page
End of Section 3
78
Kindergarten Items in Spanish for Assessing Mathematical Understanding
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Organizational Framework
57