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Sarah Shinska
Math Assessment
“Two Digit Numbers” Test
Beginning of First Grade-- An Introduction to Place Value using Base 10
Common Core Standard: 1. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones.
Understand the following as special cases:
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 (and 0 ones).
Rationale: This test will follow an introductory unit on base ten and place value. This test will be given at the
beginning of first grade (September or October). This test will assess student’s basic knowledge of how to build,
draw and write numbers using place value mats and unifix cubes as single units or in sticks of ten. By ensuring that
students have a deep foundational knowledge of place value, students will be able to explore larger numbers
throughout the year. By having a deep understanding of place value, students will excess in later mathematics, such
as addition, subtraction, and other mathematical operations.
Key features of this test:
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The students will build, draw, and write numbers using knowledge of place value beginning with single
digit numbers and increasing in difficulty as students move through the test. The test ends in synthesis
when students are asked to choose their own number to build and write themselves. Students would have a
number line in front of them on their desk to assist them in writing the numbers.
Students are asked to use unifix cubes, a larger manipulative better suited to young children with less
developed motor skills, while still being proportional. The use of unifix cubes is also better suited for use
with special needs students with poor fine motor skills.
The test contains various styles of written numbers to familiarize students with number symbols. They are
also asked to trace the number since children at this age often write symbolic numbers backwards.
Due to the fact that students are emergent readers, the test will be read to the students. Students will use
quick draw and standard configuration (verbal instructions) during this test to help support their
development of number sense.
Lesson Ideas:
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2.
Place value can be incorporated into the daily routine in the classroom. Have a place value chart near the
calendar to count the days of the year. Each day add a straw to the ones pocket. When there are ten ones,
teach children that we need to make an exchange for a group of ten. Rubberband the straws together to
represent a group of ten.
Using the unifix cubes, each student will count the letters in their first name and put that number of cubes
on their place value mat in standard configuration. The next day they will work with a partner and combine
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the letters of their names and place the cubes on their place value mat. When they can make a stick of 10
(ten ones equals one ten).
Have every student count the letters in their first name and count out that many cubes. Have the class
combine all of their cubes in sticks of ten to count by tens. Demonstrate how to make groups of ten.
Literature Connections:
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Bunches and Bunches of Bunnies by Louise Mathews
One Duck Stuck by Phyllis Root
The Penny Pot by Stuart J. Murphy
Instructions for students before, during and after the test:
Before
 Students will work in groups of two
 Each partner will be numbered (1 or 2). Partner 1 will write for the odd
numbered questions. Partner 2 will write for the even numbered questions.
 Spend more time on the questions that have the most points.
 Students will estimate their points after the test (on the first page).
 Students will use unifix cubes and quick draw on the test. Each answer
drawn must be in standard configuration to receive the points.
 Students will use colored pencils the same color as their unifix cubes to
draw what they build.
 Students will build, and then draw. They must complete the test this way.
During
 Have students signal with thumbs up or thumbs down when ready to move
on since test is administered with teacher reading the directions.
 Question #1: Read aloud the instructions on the test
 Question #2: Read aloud the instructions on the test. Clarify that students
will draw the number 10 two ways, one way on each place value chart.
After this question, allow students a 5 minute break. They will put their test
in their test folder, but they are only allowed to talk to their partner until
the test is over.
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 Question #3: Read aloud the instructions on the test.
 Question #4: (Synthesis question) Make sure students choose a number
that they can build. Suggest numbers up to fifty to make this question
easier for them to answer and preventing them from thinking of a number
they don’t know how to build just because they like the number.
After
 Students will return to the front page to estimate. Since students are just
learning to estimate, possible point total ranges are given for them, along
with pictures and words to accommodate early readers as well.
 Have the students look over their work again before turning in their test.
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Two Digit Numbers Test
Partner # 1___________________________________
Partner #2 ___________________________________
This test will show me what you have learned about two
digit numbers so far.
Work with your partner. You will take turns writing.
Try your very best! Breathe. Ask questions if you get stuck!
Have fun! 
For after the test:
How do you think you did? (Circle one)

?

Great!
Ok…I think?
Not so great.
30-33 points
20-29 points
Below 20
points
Actual points:
/ 33
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1. Build the number below on your mat. Draw what you built on the place
value chart below (2 points).
Trace the 4. (1 point)
Write the four again. (1 point)
I have___________ tens and ___________ ones. (2 points)
OR
I have ___________ ones. (1 point)
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Breathe… 
2. Build the number you see below on your mat two different ways. Draw
what you built on the place value chart below (4 points).
Trace the 10 (1 point).
Write the ten again (1 point).
I have ___________ ten (1 point)
OR
I have ___________ ones. (1 point)
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Keep
going!
3. Build the number you see below on your mat. Draw
what
you built on the
place value chart below (4 points).
Trace the 15 (1 point).
Write the 15 again (1 point).
I have ___________ tens and ___________ ones. (2 points)
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4. Build a number of your choice on mat. Draw what you built on the place
value chart below (6 points). Write the number on the line.
____ ____ (2 points)
You’re doing great!
I have __________ tens and __________ ones. (2 points)
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Finish Line!!!!! Great work!
How do you think you did?
  ?
Actual points:
/ 33