Lesson 1: Oral Assessment Questions

After stating the learning target ask: What are we learning today? Why is it important to
learn this?

While pointing to digits in ones and tens places ask: If this digit (point to the tens place)
tells us how many tens and this (point to the ones place) digit tells us how many ones,
how would we say the number?

Without pointing to digits in ones and tens places ask: How many tens do we have? How
many ones do we have? What is the number name?

While projecting two numbers at once ask: Which number is greater and which number is
less?

Before sending students to their desks ask: What can you do if you get stuck, need help, or
finish early?

During reflection after the instruction and practice portions of the lesson ask: What were we
learning today? Ask your buddy what was easiest for him/her.





















Lesson 1 Assessments
Lesson 1 Assessments
Lesson 1 Assessments
Lesson 2: Oral Assessment Questions

After review of previous days lesson ask: What did we learn yesterday in math?

After stating the learning target ask: What are we learning today? Why is it important to
learn this?

While showing students four trains of connecting cubes ask: How would I use these cubes to
make two groups so one group is much larger than the other? What numbers could we
choose?

After writing the numerals 34 and 43 on the board ask: Which number is larger? How do
you know? Which part of the number helps you decide?

After pairing students and each student represented a two-digit number using number cards
ask: What is the number name? Which number is greater, your number or your
partners number?

After the evaluation portion of the lesson, ask Can you tell your partner what we learned in
class today? Can you think rst, and then tell your partner why it is important to real life
that we know how to do this?


Lesson 2 Assessments
Lesson 2 Assessments
Lesson 2 Assessments
Lesson 3: Oral Assessment Questions

After review of previous days lesson ask: What did we learn yesterday in math?

After stating the learning target ask: What are we learning today? Listen to pairs responses
and then ask Why is it important to learn this? How would this help us in real life?

After students have arranged themselves according to their number cards, ask the class Is
this order correct? Then ask the students with the number cards How do you know you
are in the correct order?

After explaining to students that the next activity has numbers between 1-99 and giving them
their cards, say These cards have numbers between 1 and 99 so think about where you
would be in the line - would you be closer to the middle of the line, or closer to one of the
ends? Ask If I have the number 3. about where in the line would I be standing? What if I
am the number 50? What about the number 97?

After directing students to their desk groups, ask Can you remind me what we are learning
and practicing right now? What can you do if you get stuck? What can you do if you
need help? What can you do if you nish early?

After the evaluation portion of the lesson, ask Can you tell your partner what we learned in
class today? Can you think rst, and then tell your partner why it is important to real life
that we know how to do this?
Lesson 3 Assessments
Lesson 3 Assessments
Lesson 3 Assessments