Troy School District · Mathematics · Grade 1 · Form B
Standards Drill · 120 minutes · 100 points

Grade 1 Mathematics — Standards-Aligned Skills Examination

A calculation-focused, standards-walkthrough exam covering the CCSS-M Grade 1 standards (1.OA, 1.NBT, 1.MD, 1.G). Each problem cites the standard. Form B complements Form A.

Student Name
Proctor
Score

Instructions for the proctor and student

SESSION 1 · Problems 1–3

1. 1.OA.C.6 · Add and subtract within 20 (fluency) 15 points
  1. Find each (use what you know):

    (i) \(5 + 8\)    (ii) \(7 + 9\)    (iii) \(13 - 6\)    (iv) \(15 - 7\)    (v) \(6 + 6\)    (vi) \(11 - 4\)    (vii) \(8 + 5\)    (viii) \(14 - 9\)    (ix) \(9 + 3\)    (x) \(12 - 8\)

  2. Find the missing number:

    (i) \(\square + 7 = 13\)    (ii) \(9 + \square = 15\)    (iii) \(\square - 4 = 8\)    (iv) \(14 - \square = 6\)    (v) \(\square + 9 = 18\)

  3. Use "make ten" to find \(8 + 5\) and \(7 + 6\). Show two-step work.
2. 1.OA.A,B · Properties & word problems 10 points
  1. True or false (explain each):

    (i) \(7 + 5 = 5 + 7\)    (ii) \(8 - 3 = 3 - 8\)    (iii) \(4 + (3 + 2) = (4 + 3) + 2\)

  2. Word problems (write a number sentence; solve):

    (i) 9 birds in a tree; 5 more come. How many?
    (ii) Tara has 12 stickers; gives 4 to her brother. How many left?
    (iii) 7 red marbles + 6 blue marbles in a bag. How many marbles?
    (iv) 16 cookies on a plate; 9 eaten. How many left?
    (v) Sam has 5 stickers; needs 12 in all. How many more does he need?

3. 1.NBT.A · Counting and place value to 120 12 points
  1. Count out loud from 87 to 105. (Proctor records errors.)
  2. Write the next number:

    (i) just after 79: ___    (ii) just after 99: ___    (iii) just before 60: ___    (iv) just after 119: ___    (v) just before 100: ___

  3. Skip-count by 10s starting at 30: 30, 40, ___, ___, ___, ___, ___, ___, ___ .
  4. Show each number using base-ten blocks (tens and ones):

    (i) 36 = ___ tens + ___ ones    (ii) 80 = ___ tens + ___ ones    (iii) 104 = ___ hundred + ___ tens + ___ ones    (iv) 92 = ___ tens + ___ ones    (v) 47 = ___ tens + ___ ones

  5. Compare each pair using \(<,\ >,\ =\):

    (i) 47 ___ 74    (ii) 60 ___ 6 tens    (iii) 89 ___ 98    (iv) 100 ___ 90 + 10

— 5-minute break. —

SESSION 2 · Problems 4–6

4. 1.NBT.C · Add within 100 14 points
  1. Add a 2-digit and a 1-digit number:

    (i) \(34 + 5\)    (ii) \(78 + 6\)    (iii) \(59 + 8\)    (iv) \(46 + 9\)    (v) \(63 + 7\)

  2. Add a 2-digit and a multiple of 10:

    (i) \(35 + 20\)    (ii) \(48 + 40\)    (iii) \(72 + 30\)    (iv) \(54 + 50\)

  3. Add two 2-digit numbers (regroup if needed):

    (i) \(26 + 47\)    (ii) \(58 + 35\)    (iii) \(43 + 29\)    (iv) \(67 + 18\)

  4. Subtract a multiple of 10:

    (i) \(80 - 30\)    (ii) \(60 - 40\)    (iii) \(95 - 50\)    (iv) \(72 - 20\)

5. 1.MD.A · Length 10 points
  1. Use a ruler. Measure each (round to nearest cm and nearest inch):

    (i) a pencil    (ii) a notebook side    (iii) a finger

  2. Order three pencils of different lengths from shortest to longest. (Proctor will provide.)
  3. Write length in same-size units. Lay 1-inch tiles end-to-end along an object. Length = ___ tiles.
  4. Two pencils are 6 in and 4 in. By how much is the first longer? Show the subtraction.
6. 1.MD.B · Tell time to the half-hour 10 points
  1. Read each clock to the nearest half-hour and write as ___:00 or ___:30:

    (i) hour hand on 4, minute hand on 12    (ii) hour hand between 7 and 8, minute hand on 6    (iii) hour hand on 11, minute hand on 12    (iv) hour hand between 2 and 3, minute hand on 6

  2. Sketch a clock face showing each time:

    (i) 9:30    (ii) 5:00    (iii) 12:30

  3. It is 3:00. What time will it be in 30 minutes? In 1 hour? In 1 hour 30 minutes?
  4. True or false: At 6:30 the minute hand points directly at the 6. Explain.

— 5-minute break. —

SESSION 3 · Problems 7–8

7. 1.MD.C · Data — bar graph and tally chart 12 points

Tally chart of favorite weather:

Sunny: |||| |||| || (12)
Rainy: |||| | (6)
Snowy: |||| |||| (9)
Cloudy: ||| (3)

  1. How many students were surveyed in all?
  2. How many more chose Sunny than Cloudy?
  3. How many fewer chose Rainy than Snowy?
  4. Make a bar graph (y-axis: number of students; x-axis: weather; vertical scale of 1).
  5. Make a picture graph with key "★ = 3 students."
  6. Order the weather types from most to least chosen.
8. 1.G · Shapes — defining attributes & equal shares 17 points
  1. Name each shape and state how many sides and corners (vertices) it has:

    (i) triangle    (ii) square    (iii) rectangle (non-square)    (iv) trapezoid    (v) hexagon    (vi) circle

  2. Compose new shapes:

    (i) How many green triangles fit inside one yellow hexagon?    (ii) Use 2 trapezoids to make a hexagon. Sketch.
    (iii) Use 3 rhombuses to make a hexagon. Sketch.

  3. Cut a square into halves in two different ways. Sketch each.
  4. Cut a square into fourths in two different ways. Sketch each.
  5. Two students share one pizza equally. Each gets what fraction?
  6. Four students share one pizza equally. Each gets what fraction?
  7. Which gives each child a larger piece — sharing among 2 people or among 4? Explain in one sentence.