Name __________________________
Date __________
Recognition of Numbers
Assessment
I recognize the numbers that are highlighted. I need to
continue to work on recognizing the others.
5
1
8
3
6
2
9
4
7
10
12
19
16
14
20
11
18
15
13
17
24
28
23
29
26
22
27
25
21
31
30
I know _____ numbers.
Recognition of Numbers
Number I can count up to consecutively
Goal: My goal is to be able to count up to 20.
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Date tested Date tested Date tested
Dates Tested
Recognition Data
Goal: My goal is to know all of my numbers (1:1
correspondence)
Directions: Shade in the numbers that you can
identify (1:1 correspondence)
1
2
3
4
5
6
7
8
9
10
11
12
Numbers
13
14
15
16
17
18
19
20
21
22
23
24
Name __________________________
Date __________
Counting
I can count to…
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
= September
= March
= January
= June
Name __________________
Teachers name ____________________
Date
Assignment
Grade
What are you
going to do to
improve?
Basic Facts
20
19
18
17
16
15
14
13
Number Correct
12
11
10
9
8
7
6
5
4
3
2
1
0
Test
Test
Test
Test
Test
Test
Test
Test
Test
Date
Fact Test
Test
Test
Test
Test
Test
Test
Test
Basic Facts
40
38
36
34
32
30
28
26
24
Number Correct
22
20
18
16
14
12
10
8
6
4
2
0
Test
Test
Test
Test
Test
Test
Test
Test
Test
Date
Fact Test
Test
Test
Test
Test
Test
Test
Test
BCR Data
BCR concept
Grade on First Answer
Grade on Rewrite
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
My Shark Math Data
Final
6-9’s
9’s
8’s
7’s
6’s
2-5’s
5’s
4’s
3’s
2’s
February
March
April
May
June
My Math Data
(Scattergram)
Advanced
Proficient
Developing
Minimal
(0-50 pts)
Level of
Understanding
I can express two-three digit
numbers in expanded notation.
I can interpret data from tally charts,
pictographs, and bar graphs in
terms of more, less, and equal.
I can organize and display data in
more than one way.
I can gather and organize data from
surveys and classroom
experiments.
I can use patterns to continue
numerical sequences and identify
the rule.
I can recognize, describe, extend,
and create repeating and increasing
patterns using models and
numbers.
I can read and write words that
represent less than 1,000.
I can model multi-digit numbers.
I can use, model, and label
place value positions of 1’a,
10’s, and 100’s.
I can generalize ways to determine
even and odd.
I can apply place value concepts
and us symbols (,.).
I can compare and order whole numbers
less than 1,000.
I can identify and use 10
more and 10 less.
I can identify missing numbers in a
sequence to 100.
My Math Data
Dear Parents and students,
During the next unit of study, we will be focusing on the following objectives. Our goal is obtain complete mastery of each objective. We will be
monitoring our learning, analyzing our results, and developing action plans on a continuous basis to ensure that we are making progress and reaching
our grade level goal(s).
Summative Data Sheet
Mastery Objective
Minimal
Developing
Proficient
Advanced
I can identify missing numbers in a sequence to 100.
I can identify and use 10 more and 10 less.
I can compare and order whole numbers less than 1,000.
I can apply place value concepts and use symbols.
I can use, model, and label place value positions of 1’s, 10’s, and 100’s.
I can model multi-digit numbers.
I can read and write words that represent less than 1,000.
I can express tow-three digit numbers in expanded notation.
I can recognize, describe, extend, and compare repeating patterns using
models and numbers.
I can use patterns to continue numerical sequences and identify the rule.
I can gather information and organize data from surveys and classroom
experiments.
I can organize and display data in more than one way.
I can interpret data from:
 Tally Charts
 Pictographs
 Bar graphs
(more, less, equal)
Multiplication Scattergram
100
90
80
Percentage
70
60
50
40
30
20
10
0
10
20
30
40
Minutes
Time spent study this week (self-rating)
50-60