Students who are ready for Beta:
You will need the following items:
Gather these materials before you begin.
IMPORTANT: Some of these questions require multiple responses. Be sure to click on all items that apply.
0 of 10 questions completed
Questions:
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading…
You must sign in or sign up to start the quiz.
You have to finish following quiz, to start this quiz:
Time has elapsed
Your student’s performance indicates that he would be more successful in Primer or Alpha. Here are some additional steps you can take.
Your student’s performance indicates that he may be ready for Beta. Here are some additional steps you should take.
Your student is ready for Beta.
Sit with the student at the computer and complete the following activities.
Point to the problem and say: “Look at this problem. What is the answer?”
Click the button next to the sentence(s) that best describes your student’s response. CLICK ALL THAT APPLY.
CORRECT ANSWER: 6 + 9 = 15
Students working in Beta must understand addition and have a strong command of the addition facts with sums less than 20.
SKILL: Give the sum for a plus-nine addition fact without counting.
CORRECT ANSWER: 6 + 9 = 15
Students working in Beta must understand addition and have a strong command of the addition facts with sums less than 20.
SKILL: Give the sum for a plus-nine addition fact without counting.
Point to the problem and say: “Look at this problem. What is the answer?”
Click the button next to the sentence(s) that best describes your student’s response. CLICK ALL THAT APPLY.
CORRECT ANSWER: 12 – 4 = 8
Students working in Beta must understand subtraction and have a strong command of the basic subtraction facts.
SKILL: Give the difference for a basic subtraction fact without counting.
CORRECT ANSWER: 12 – 4 = 8
Students working in Beta must understand subtraction and have a strong command of the basic subtraction facts.
SKILL: Give the difference for a basic subtraction fact without counting.
Point to the number and say: “Look at this number. Point to the digit that tells how many tens.”
Click the button next to the sentence that best describes your student’s response.
This question assessed the student’s understanding of place value. In this example (253), the 3 is in the units place, the 5 is in the tens place, and the 2 is in the hundreds place.
SKILL: Identify the value of a digit in the units, tens, or hundreds place.
This question assessed the student’s understanding of place value. In this example (253), the 3 is in the units place, the 5 is in the tens place, and the 2 is in the hundreds place.
SKILL: Identify the value of a digit in the units, tens, or hundreds place.
Point to the equation and say: “Look at this number sentence. What number is missing?”
Ask your student to tell you how he found the answer. Click the button next to the sentence(s) that best describes your student’s response. CLICK ALL THAT APPLY.
CORRECT ANSWER: 5 + 3 = 8
The student could have used either subtraction (8 – 5 = 3) or counting up from 5 to 8 to find the missing number in the addition problem.
SKILL: Solve for the unknown addend in a simple addition equation.
CORRECT ANSWER: 5 + 3 = 8
The student could have used either subtraction (8 – 5 = 3) or counting up from 5 to 8 to find the missing number in the addition problem.
SKILL: Solve for the unknown addend in a simple addition equation.
Give your student a pencil and paper to complete the next three activities.
Have your student read along as you read this aloud:
Say: “Write a number sentence to show how you would find the answer.”
Click the button next to the sentence that best describes your student’s response.
POSSIBLE CORRECT ANSWERS:
3 + 2 = ___ (may be a question mark or other place holder)
2 + 3 = ___ (may be a question mark or other place holder)
3 + 2 = 5
2 + 3 = 5
The student needed to be able to interpret a simple word problem and rewrite it as a number sentence in preparation for solving it. Solving the number sentence was optional for this question.
SKILL: Write a number sentence to represent a word problem.
POSSIBLE CORRECT ANSWERS:
3 + 2 = ___ (may be a question mark or other place holder)
2 + 3 = ___ (may be a question mark or other place holder)
3 + 2 = 5
2 + 3 = 5
The student needed to be able to interpret a simple word problem and rewrite it as a number sentence in preparation for solving it. Solving the number sentence was optional for this question.
SKILL: Write a number sentence to represent a word problem.
Say: “Write the number forty-six.”
Click the button next to the sentence that best describes your student’s response.
6. CORRECT ANSWER: 46
The student should be able to write numbers accurately up to 99. Students at this level may occasionally write individual digits backward, but it is important that they do not write 46 as 64.
SKILL: Write a two-digit number accurately.
6. CORRECT ANSWER: 46
The student should be able to write numbers accurately up to 99. Students at this level may occasionally write individual digits backward, but it is important that they do not write 46 as 64.
SKILL: Write a two-digit number accurately.
Say: “Write the number eight hundred thirty-five.”
Click the button next to the sentence that best describes your student’s response.
The student should be able to write numbers accurately up to 999. Students at this level may occasionally write individual digits backward, but it is important that they write the digits in the correct order.
SKILL: Write a three-digit number accurately.
The student should be able to write numbers accurately up to 999. Students at this level may occasionally write individual digits backward, but it is important that they write the digits in the correct order.
SKILL: Write a three-digit number accurately.
Say: “Count aloud by tens to one hundred.”
Click the button next to the sentence that best describes your student’s response.
CORRECT ANSWER: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
Counting by tens demonstrates an understanding of place value and patterns in numbers.
SKILL: Count by 10s to 100.
CORRECT ANSWER: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
Counting by tens demonstrates an understanding of place value and patterns in numbers.
SKILL: Count by 10s to 100.
Say: “Start at 78 and count aloud to 100.”
Click the button that best describes your student’s response.
CORRECT ANSWER: 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100
Students should be able to count confidently to 100. If the student stumbled on one or two numbers, he may still be ready for Beta if he is able to tell what comes after a given number in the sequence.
SKILL: Count to 100.
CORRECT ANSWER: 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100
Students should be able to count confidently to 100. If the student stumbled on one or two numbers, he may still be ready for Beta if he is able to tell what comes after a given number in the sequence.
SKILL: Count to 100.
This question is for you to answer. Please click on your response.
Was your student able to stay engaged long enough to perform all the tasks without frustration?
A student who has mastered the prerequisite concepts should be able to complete the assessment comfortably in about 20 minutes.
A student who has mastered the prerequisite concepts should be able to complete the assessment comfortably in about 20 minutes.