First Grade Math Number Sense and Counting

Floyd is counting blocks, and touches two blocks while saying the word seven (since seven has two syllables). Which number sense concept does Floyd still need to develop?

• Cardinality

• Number Sequence

• One to One Correspondence

• Subitizing

Clara counts a group of blocks. When the teacher asks Clara, "How many blocks do you have?" Clara counts the group of blocks again before answering. Which counting principle does Clara not yet understand, according to this example?

• Cardinality

• Number Sequence

• One-to-One Correspondence

• Subitizing

Identify the problem structure for the following math problem:

Madeline had 12 jellybeans. She gave some jellybeans to Casey. How many jellybeans did Madeline give to Casey?

• Join

• Separate

• Part-Part-Whole

• Comparison

Using the same problem, identify the structure of what is "missing" :

Madeline had 12 jellybeans. She gave some jellybeans to Casey. How many jellybeans did Madeline give to Casey?

• Result Unknown

• Change Unknown

• Start Unknown

Identify the problem structure for the following math problem:

Clara has 10 pieces of fruit on her kitchen counter. 6 pieces of fruit are bananas and the rest are oranges. How many oranges does Clara have on her kitchen counter? 

• Join

• Separate

• Part-Part-Whole

• Comparison

Identify the number sentence that is a semantic equation for the following math problem: Clara has 10 pieces of fruit on her kitchen counter. 6 pieces of fruit are bananas and the rest are oranges. How many oranges does Clara have on her kitchen counter?

• 10 = 6 + ?

• ? = 10 - 6

• 10 - ? = 6

• ? + 6 = 10

A first grade student says: "8 + 0 = 9 because addition makes the answer bigger." Which teacher response is the most instructionally appropriate thing to say to this student?

• Yes, you are correct.

• Sometimes zero can make the answer smaller.

• Show me this problem with your ten frame.

• You will learn more about zero properties of addition in second grade.

Which of the following is the best suggestion for teaching basic math facts?

• Use timed tests frequently during class

• Teach math facts in order, from 0 to 9

• Use public competition with flash cards

• Use one reasoning strategy or set of facts at a time

A first grader explains how she solved the problem 8+7 by saying: "I knew that 8+8 was 16, and then I subtracted 1 to get 15." Which reasoning strategy is this student using?

• Adding Zero

• Making Ten/Combinations of Ten

• One More Than/Two More Than

• Doubles/Near Doubles

A student explains how they solved the problem 8+4 by saying, "I know that 8+2 is 10 and then 2 more is 12." Which reasoning strategy is this student using to solve this basic facts problem?

• Adding Zero

• Making Ten/Combinations of Ten

• One More Than/Two More Than

• Doubles/Near Doubles