A Series Of Assessments
By : Shonie Price, Michelle Garcias,
Karla De La Torre & Jessica Morales
Kindergarten Assessment Bank
Counting and Cardinality
K.CC.3: Know number names and the count sequence.
K.CC.4-5: Count to tell the number of objects.
K.CC.6: Compare numbers.
Standards Assessment
K.CC.3 Observation: Counting objects from 0-20
**Big Idea: Counting can be used to find out “how many” in a
collection (Chapter 3, Big Idea #1)
K.CC.4a Journal: One to One Correspondence
**Big Idea: Counting has rules that apply to any collection
(Chapter 3, Big Idea #2)
K.CC.4-5 Observation: Grouping Manipulatives by 5’s
**Big Idea: Attributes can be used to sort collections into sets.
( Chapter 1, Big Idea #1)
K.CC6 Performance Task: Greater than, Less than, Equal to
**Big Idea: counting can be used to find out “how many” in a
collection (Chapter 3, Big Idea #1)
Observation: Counting Objects from 0-20
Grade K Observation- K.C.C.3: Kindergarten students learn to write numbers from 0 to 20 and represent a number of objects with a written numeral in the 0–20
range (using numerals as symbols for quantities).
Directions:
Students will be given five bags of objects to count (one bag will be empty to signify 0). Each bag has a different amount of objects,
with quantities ranging from 0-20. Students will then have to count the objects aloud. After counting the number of objects aloud, they
will write down the numeral that represents the quantity they have counted.
A worksheet with a table that includes:
● an image of a single object
● a space for them to write the numeral
will be provided. As they are counting aloud and writing the numeral, I will be observing their progress and comparing it to my
checklist guidelines.
Observation: Counting objects from 0-20
Grade K Observation- K.C.C.3: Kindergarten students learn to write numbers from 0 to 20 and represent a number of objects with a written numeral in the 0–20
range (using numerals as symbols for quantities).
Teacher Notes: Checklist:
[ ] Students should be able to count the objects (from 0 to 20)
[ ] Students should be able to count out 4 beads from the bead
bag
[ ] Students should be able to count out 13 erasers from the eraser
bag
[ ] Students should be able to count out 20 paper clips from the
paper clip bag
[ ] Students should be able to tell that the bag is empty and
therefore has 0 objects.
[ ] Students should be able to recognize that the number 0 is a
count of no objects
[ ] Students should be able to count out 3 dice from the dice bag
[ ] Students should be able to represent the number of the objects
with a written numeral
(from 0 to 20)
Counting 0- 20: Bags
Name: __________________ Date/Time: _____________
Counting objects from 0-20
Count the objects and write the numerals in the blank space
Bag # Manipulative Numeral
5
One to One Correspondence
Grade K Journal- KCC 4a: Understand the relationship between numbers and quantities;
connect counting to cardinality.When counting objects say the number names in the standard
order pairing each object with one and only one number name and each number name with one
and only one object.
Directions: Make a list of at least 3 to 5 one to one counting examples you can see in your
daily life. (Home, School, Etc.)
Example:
● One chair at the dinner table for every member of my family
Checklist
[ ] Student made at least 3 examples of one to one
[ ] Student made at least 4 examples of one to one
[ ] Student made at least 5 examples of one to one
[ ] Student made the correct correspondence of objects
Counting and Cardinality Observation
Grade K : Observation - K.CC.4-5 Counting and Cardinality- Kindergarten students will be learning
how to count 1-20 using different manipulatives and grouping them by 4’s.
Directions: Read the following Scenario and group the manipulatives into a group of 5’s.
The bears went to a birthday party. How many bears are at the party? If there were 4 tables,
how many bears can sit at a table so that every bear has a seat?
Checklist:
[ ] Student is able to count the bear Manipulatives 1-20
[ ] Student is able to count the manipulatives by putting them into the circles.
[ ] Student is able to group the manipulatives by 5’s.
[ ] Student understand the concept or does not understand the concept.
Performance Task: Greater than, Less than, Equal to
Grade K Performance Task- K.CC6: Identify whether the number of
objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and counting strategies.
Directions: Place a group of objects (teddy bears, cubes, erasers) on a table with the
alligator greater, less than, equal to symbols. Before having students place the symbols in
the correct groups, ask them if they remember what > < = to mean. Ask students to place
the symbols in the middle of the groups where it belongs.
Teacher’s Notes:
Checklist:
[ ] Students understands what greater than, less than, or equal to mean
[ ] Students are able to count the number of objects
[ ] Students can identify whether the groups are either greater/less than or equal to
[ ] Students are able to compare the group of objects
