Comments:

M AT H E M AT I C S

1 First Grade Observation Profile

for On-Going Assessment and End of the
Year Evaluation

This profile is designed as a recording sheet

for monitoring an individual student’s progress
throughout the school year. First grade assessment
materials and the Strategies for Instruction in
Mathematics suggest tasks and questions that can
be used for on-going and summative assessment.

Directions for use:

The five mathematical goals and the specific objectives from the state of
North Carolina Standard Course of Study are listed on this profile chart. Six
boxes are provided for recording a student’s performance level (1,2,3, or 4)
at each grading period as some school systems have six grading periods,
while others have four grading periods. Teachers have additional space to
comment on student progress.

It is suggested that teachers record an evaluation (performance level)

for each objective that is taught during a particular grading period; it is
not necessary to record an evaluation for objectives that have not been
addressed. Student work, conversations with the student, and observations
provide evidence for the evaluation of performance. Evaluations are based
on the student’s abilities to explain, model, and apply learning. Student
work folders (or portfolios) will support the evaluation.

In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction
does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its policies,
programs, activities, admissions, or employment.

Inquiries or complaints should be directed to:

the Office of Curriculum and School Reform Services, 6307 Mail Service Center, Raleigh, NC 27699-6307 PUBLIC SCHOOLS OF NORTH CAROLINA | State Board of Education | Department of Public Instruction
Telephone: (919) 807-3761; Fax: (919)807-3767
Student Name ID # Teacher’s Name School Year

First Grade Observation Profile for On-Going Assessment and End of the Year Evaluation
1.02 Use groupings of 2’s, 5’s, and 10’s with 2.02 Develop an understanding of the concept
of time. • Data Analysis & Probability
• Number and Operations models and pictures to count collections
of objects.
4.01 Collect, organize, describe and display data
1.01 Develop number sense for using line plots and tallies.
whole numbers through 99. a) Tell time at the hour and half-hour.

NAME
1.03 Develop fluency with single-digit addition
and corresponding differences using
b) Solve problems involving applications of time 4.02 Describe events as certain, impossible,
a) Connect the model, number word, and strategies such as modeling, composing and
(clock and calendar). more likely or less likely to occur.
number using a variety of representations. decomposing quantities, using doubles, and
making tens.

b) Use efficient strategies to count the number of

objects in a set. 1.04 Create, model, and solve problems that use • Geometry • Algebra
addition, subtraction, and fair shares
(between two or three). 3.01 Identify, build, draw and name 5.01 Sort and classify objects by two attributes.
c) Read and write numbers. parallelograms, squares, trapezoids,
and hexagons.
5.02 Use Venn diagrams to illustrate similarities
d) Compare and order sets and numbers. and differences in two sets.
• Measurement
3.02 Identify, build, and name cylinders, cones,
2.01 For given objects: and rectangular prisms.
e) Build understanding of place value 5.03 Create and extend patterns, identify the
a) Select an attribute (length, capacity, mass) to
(ones, tens). pattern unit, and translate into other forms.
measure (use non-standard units).
3.03 Compare and contrast geometric figures.

f) Estimate quantities fewer than or equal to 100.

b) Develop strategies to estimate size.
3.04 Solve problems involving spatial
visualization.
g) Recognize equivalence in sets and
c) Compare, using appropriate language, with
numbers 1-99.
respect to the attribute selected.

Level IV (Exceeds expectations) Level III (Proficient) Level II (Not yet proficient) Level I (Limited performance)
• consistent performance beyond grade level • exhibits consistent performance • exhibits inconsistent performance and • exhibits minimal performance
• works independently • shows conceptual understanding misunderstandings at times • shows very limited evidence of conceptual
• understands advanced concepts • applies strategies in most situations • shows some evidence of conceptual understanding and use of strategies
• applies strategies creatively • responds with appropriate answer or understanding • responds with inappropriate answer
• analyzes and synthesizes procedure • has difficulty applying strategies or and/or procedure frequently
• shows confidence and initiative • completes tasks accurately completing tasks in unfamiliar situations • very often displays misunderstandings
• justifies and elaborates responses • needs minimal assistance • responds with appropriate answer or • completes task appropriately and
• makes critical judgements • exhibits fluency and applies learning procedure sometimes accurately infrequently
• makes applications and extensions beyond • shows some flexibility in thinking • requires teacher guidance frequently • needs assistance, guidance and modified
grade level; applies Level III competencies • works with confidence • needs additional time, opportunities instruction
in more challenging situations • recognizes cause and effect relationships • demonstrates some Level III competencies
• applies, models, and explains concepts but is inconsistent