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# First Grade Common Core Math Unit tests 1 & 2

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Numbers and Developing Base Ten Number Sense
This download includes: First grade unit one test, and 2 different unit two tests with common core standards attached!
These tests include PARCC type questions to prepare students!

If you want- essential questions for each unit and worksheets to prepare the students for the test with real world scenarios go here: http://www.teacherspayteachers.com/Product/First-Grade-Common-Core-Math-Unit-1-and-2-Tests-and-Worksheets
Standards assessed
Unit One
Extend the counting sequence.
•. MCC.1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand Place Value
•. MCC1.NBT.2 Understand that the two digits of a two digit number represent amounts of tens and ones.

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.

Unit Two
•. MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
•. MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
•. MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

•. MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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