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Math MISSION ASSESSMENTS ANSWER KEY GRADE 1

2023 Zearn Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved Zearn is a registered trademark Printed in the U S A ISBN 979 8 88868 084 1

Table of Contents MISSION 1 Mid Mission Assessment 3 End of Mission Assessment 11 MISSION 2 Mid Mission Assessment 25 End of Mission Assessment 37 MISSION 3 End of Mission Assessment 51 MISSION 4 Mid Mission Assessment 65 End of Mission Assessment 81 MISSION 5 End of Mission Assessment 97 MISSION 6 Mid Mission Assessment 113 End of Mission Assessment 127 ZEARN MATH Teacher Edition iii

Math ASSESSMENT ANSWER KEY GRADE 1 Mission 1 Add and Subtract Small Numbers 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved

PAGE 1 ZEARN MID MISSION ASSESSMENT Name G1 M1 Date 1 There were 5 boys at Jake s party Some more came after basketball practice Then there were 9 How many boys came to Jake s party after basketball practice a Draw a picture to help you solve the problem b Draw a complete number bond that goes with this story c Write an addition sentence to match this story 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved

PAGE 2 G1M1 Mid Mission Assessment 2 Write the numbers that go in the blanks 3 7 1 4 7 2 5 1 1 10 8 2 3 2 8 1 6 10

G1M1 Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A F Problem Number Standard Represent and solve problems involving addition and subtraction 1 OA 1 Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions e g by using objects drawings and equations with a symbol for the unknown number to represent the problem See Glossary Table 1 1 Understand and apply properties of operations and the relationship between addition and subtraction 1 OA 3 Apply properties of operations as strategies to add and subtract Students need not use formal terms for these properties Examples If 8 3 11 is known then 3 8 11 is also known Commutative property of addition To add 2 6 4 the second two numbers can be added to make a ten so 2 6 4 2 10 12 Associative property of addition 1 2 Add and subtract within 20 1 OA 6 Add and subtract within 20 demonstrating fluency for addition and subtraction within 10 Use strategies such as counting on making ten e g 8 6 8 2 4 10 4 14 decomposing a number leading to a ten e g 13 4 13 3 1 10 1 9 using the relationship between addition and subtraction e g knowing that 8 4 12 one knows 12 8 4 and creating equivalent but easier or known sums e g adding 6 7 by creating the known equivalent 6 6 1 12 1 13 ZEARN MATH Teacher Edition 1 2 5

Mid Mission Rubric G1M1 Mid Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1a 1 OA 1 1b 1 OA 1 6 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly draw a picture that would help her solve the problem but produces work that serves as evidence that she is initiating understanding of how to use addition and subtraction within 20 to solve real world problems The student is unable to correctly draw a picture that would help her solve the problem but produces work that serves as evidence that she is developing understanding of how to use addition and subtraction within 20 to solve real world problems The student shows sufficient evidence of understanding how to draw a picture to help her solve the problem but makes a simple error when creating her drawing The student draws a picture that accurately models the problem For example the student misinterprets the problem to imply addition of 5 and 9 leading her to draw 5 boys and 9 more for a total of 14 boys For example the student draws an accurate representation of 9 boys but makes no attempt to connect her drawing to the problem 26 points 29 points 32 points 35 points The student is unable to accurately model the problem with a number bond but produces work that serves as evidence that she is initiating understanding of using drawings to represent realworld problems The student is unable to accurately model the problem with a number bond but produces work that serves as evidence that she is developing understanding of using drawings to represent real world problems The student shows sufficient evidence of understanding how to represent the problem with a number bond but makes a simple error leading to an incorrect number bond The student accurately models the problem with a number bond For example the student draws a number bond and simply fills in 9 as the total leaving the rest blank For example the student draws a number bond and fills in 9 and 5 in their respective places but leaves the third portion of her bond empty 6 points 9 points For example the student uses the numbers 4 5 and 9 to complete her bond but mistakenly uses either 4 or 5 as the total in her bond 12 points Note If a student makes an error in part a but accurately models her work from part a with a number bond she should receive full credit for part b 15 points ZEARN MATH Teacher Edition

G1M1 PROBLEM 1c 1 OA 3 1 OA 6 2 1 OA 3 1 OA 6 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to accurately model the problem with an addition sentence but produces work that serves as evidence that she is initiating understanding of using equations to represent realworld problems The student is unable to accurately model the problem with an addition sentence but produces work that serves as evidence that she is developing understanding of using equations to represent realworld problems The student shows sufficient evidence of understanding how to represent the problem with an addition sentence but makes a simple error leading to an incorrect addition sentence The student accurately models the problem with an addition sentence For example the student simply writes 5 For example the student mistakenly adds the two given numbers leading to 5 9 14 6 points 9 points 12 points 15 points The student accurately completes 1 4 of the 9 number sentences OR The student is unable to accurately complete the number sentences but produces work that serves as evidence that she is initiating understanding addition within 10 The student accurately completes 5 7 of the 9 number sentences The student accurately completes 8 of the 9 number sentences The student accurately completes all 9 number sentences 26 points 29 points 32 points 35 points For example the student mistakenly writes 5 3 9 Note If a student makes an error in part a but accurately models her work from part a with an addition sentence she should receive full credit for part c Total Score the sum of points earned out of 100 possible points ZEARN MATH Teacher Edition 7

8 STUDENT 1a 1b G1M1 Mid Mission Assessment Student Score Sheet 1c 2 TOTAL SCORE Mid Mission Rubric G1M1 ZEARN MATH Teacher Edition

G1M1 Mid Mission Assessment Answer Key ZEARN MID MISSION ANSWER KEY Name Emily G1 M1 Date 1 There were 5 boys at Jake s party Some more came after basketball practice Then there were 9 How many boys came to Jake s party after basketball practice a Draw a picture to help you solve the problem Came 5 9 b Draw a complete number bond that goes with this story 9 5 4 c Write an addition sentence to match this story 5 4 9 ZEARN MATH Teacher Edition 9

Mid Mission Assessment Answer Key G1M1 2 Write the numbers that go in the blanks 3 7 10 10 5 1 4 9 7 2 5 1 6 9 1 10 8 2 6 5 3 2 9 6 8 1 4 10 ZEARN MATH Teacher Edition

PAGE 1 ZEARN END OF MISSION ASSESSMENT Name G1 M1 Date 1 There are 9 ducks swimming along in a line There are 2 grown up ducks and the rest are babies How many of the ducks are babies a Explain your thinking using pictures numbers or words b Write a number sentence that shows how you solved the problem 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved

PAGE 2 G1M1 End of Mission Assessment 2 Write the numbers that go in the blanks 7 3 4 1 7 2 5 1 1 9 8 3 2 8 1 6 4 6

PAGE 3 G1M1 End of Mission Assessment 3 At the park there are 6 friends playing baseball Some more friends come Now there are 10 friends playing a How many friends come to play with the first 6 friends Explain your thinking using a math drawing numbers and words b Write an addition sentence and a subtraction sentence to match the story c Write the addition sentence you found when solving the problem and use the same 3 numbers to write 3 more number sentences

End of Mission Standards G1M1 End of Mission Assessment Standards Addressed in Topics G J Problem Number Standard Represent and solve problems involving addition and subtraction 1 OA 1 Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions e g by using objects drawings and equations with a symbol for the unknown number to represent the problem See Glossary Table 1 1 3 Understand and apply properties of operations and the relationship between addition and subtraction 1 OA 3 Apply properties of operations as strategies to add and subtract Students need not use formal terms for these properties Example If 8 3 11 is known then 3 8 11 is also known Commutative property of addition To add 2 6 4 the second two numbers can be added to make a ten so 2 6 4 2 10 12 Associative property of addition 1 OA 4 Understand subtraction as an unknown addend problem For example subtract 10 8 by finding the number that makes 10 when added to 8 2 3 3 Add and subtract within 20 1 OA 6 Add and subtract within 20 demonstrating fluency for addition and subtraction within 10 Use strategies such as counting on making ten e g 8 6 8 2 4 10 4 14 decomposing a number leading to a ten e g 13 4 13 3 1 10 1 9 using the relationship between addition and subtraction e g knowing that 8 4 12 one knows 12 8 4 and creating equivalent but easier or known sums e g adding 6 7 by creating the known equivalent 6 6 1 12 1 13 2 Work with addition and subtraction equations 1 OA 7 14 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false For example which of the following equations are true and which are false 6 6 7 8 1 5 2 2 5 4 1 5 2 3 ZEARN MATH Teacher Edition

G1M1 End of Mission Rubric End of Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1a 1 OA 1 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the number of baby ducks but produces work that serves as evidence that she is developing understanding of how to use addition and subtraction within 20 to solve real world problems The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding that to solve the problem she must find the number that makes 9 when added to 2 but makes a simple calculation error leading to an answer other than 7 babies The student provides the correct answer of 7 babies and provides sufficient work using pictures numbers or words to support her answer 14 points 16 points 18 points 20 points The student is unable to accurately use a number sentence to show how she solved the problem but produces work that serves as evidence that she is initiating understanding of using equations to represent real world problems The student is unable to accurately use a number sentence to show how she solved the problem but produces work that serves as evidence that she is developing understanding of using equations to represent real world problems The student shows sufficient evidence of understanding how to use a number sentence to show how she solved the problem but makes a simple error leading to an incorrect number sentence The student accurately models her work in part a with a number sentence showing how she solved the problem For example the student simply writes 2 For example the student mistakenly adds the two given numbers leading to 2 9 11 4 points 6 points The student is unable to correctly determine the number of baby ducks but produces work that serves as evidence that she is initiating understanding of how to use addition and subtraction within 20 to solve real world problems DEVELOPING UNDERSTANDING For example the student attempts to model the problem with a math drawing but is unable to use drawing to complete the problem 1b 1 OA 1 FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem ZEARN MATH Teacher Edition For example the student simply writes 2 7 8 points 10 points 15

End of Mission Rubric PROBLEM 2 1 OA 3 1 OA 6 3a 1 OA 1 INITIATING UNDERSTANDING G1M1 DEVELOPING UNDERSTANDING 1 OA 3 1 OA 4 16 FULL UNDERSTANDING The student accurately completes 1 4 of the 9 number sentences OR The student is unable to accurately complete the number sentences but produces work that serves as evidence that she is initiating understanding subtraction within 10 The student accurately completes 5 7 of the 9 number sentences The student accurately completes 8 of the 9 number sentences The student accurately completes all 9 number sentences 14 points 16 points 18 points 20 points The student is unable to correctly determine the number of additional friends that came to play but produces work that serves as evidence that she is initiating understanding of how to use addition and subtraction within 20 to solve real world problems The student is unable to correctly determine the number of additional friends that came to play but produces work that serves as evidence that she is developing understanding of how to use addition and subtraction within 20 to solve real world problems The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding that to solve the problem she must find the number that makes 10 when added to 6 but makes a simple calculation error leading to an answer other than 4 friends The student provides the correct answer of 4 friends and provides sufficient work using pictures numbers or words to support her answer 14 points 16 points 18 points 20 points The student is unable to accurately model the problem with both an addition and subtraction number sentence but produces work that serves as evidence that she is initiating understanding of using equations to represent real world problems The student is unable to accurately model the problem with both an addition and subtraction number sentence but produces work that serves as evidence that she is developing understanding of using equations to represent real world problems The student shows sufficient evidence of understanding how to represent the problem with an addition sentence but makes a simple error leading to an incorrect addition sentence and corresponding subtraction sentence The student accurately models the problem with an addition sentence and a subtraction sentence 9 points 11 points For example the student attempts to model the problem with a math drawing but is unable to use drawing to complete the problem 3b NEARING UNDERSTANDING For example the student provides either an addition sentence or a subtraction sentence that accurately models the problem not both For example the student mistakenly writes 6 5 10 and 10 6 5 Note If a student makes an error in part a but accurately models her work from part a with an addition sentence and a subtraction sentence she should receive full credit for part b 13 points 15 points ZEARN MATH Teacher Edition

G1M1 PROBLEM 3c 1 OA 3 1 OA 7 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to use the same 3 numbers she used to solve the problem in part a to write any additional number sentences but produces work that serves as evidence that she is initiating understanding of addition and subtraction equations The student correctly uses the same 3 numbers she used to solve the problem in part a to write 1 more number sentence The student correctly uses the same 3 numbers she used to solve the problem in part a to write 2 more number sentences The student correctly uses the same 3 numbers she used to solve the problem in part a to write 3 more number sentences 9 points 11 points 13 points 15 points Total Score the sum of points earned out of 100 possible points ZEARN MATH Teacher Edition 17

18 STUDENT 1a 1b 2 G1M1 Mid Mission Assessment Student Score Sheet 3a 3b 3c TOTAL SCORE End of Mission Rubric G1M1 ZEARN MATH Teacher Edition

G1M1 End of Mission Assessment Answer Key ZEARN END OF MISSION ANSWER KEY Kayla Name G1 M1 Date 1 There are 9 ducks swimming along in a line There are 2 grown up ducks and the rest are babies How many of the ducks are babies a Explain your thinking using pictures numbers or words Grown ups 2 7 9 Babies b Write a number sentence that shows how you solved the problem 2 7 9 2 9 B ZEARN MATH Teacher Edition 19

End of Mission Assessment Answer Key G1M1 2 Write the numbers that go in the blanks 7 3 20 4 3 5 7 2 5 1 10 1 9 8 4 1 4 2 1 3 2 7 6 4 8 1 10 6 ZEARN MATH Teacher Edition

G1M1 End of Mission Assessment Answer Key 3 At the park there are 6 friends playing baseball Some more friends come Now there are 10 friends playing a How many friends come to play with the first 6 friends Explain your thinking using a math drawing numbers and words X X X X Come 6 4 10 b Write an addition sentence and a subtraction sentence to match the story 6 4 10 10 6 4 c Write the addition sentence you found when solving the problem and use the same 3 numbers to write 3 more number sentences 6 4 10 10 6 4 4 6 10 10 4 6 ZEARN MATH Teacher Edition 21

Math Math TEACHER EDITION GRADE 1 TEACHER EDITION Mission Assessments Answer Key TEACHER EDITION 1 GRADE Grade 1 Mission Assessments Answer Key Zearnmath_TE_MAAK_Grade1 indd 1 12 7 22 2 07 PM