Basic Mathematics Benchmarking: Coins and Bills/Value

© 2013 n2y Unique Learning System®

Basic Mathematics Benchmarking: Coins and Bills/Value Administration Guide

Benchmarking Assessments are modified performance tools to provide data on selected skill areas. Teachers may select the areas of assessment that are appropriate for an individual student. This math assessment looks at coin recognition and money values with mixed amounts up to $5.00.

Suggested Administration: Quarterly or two times a year

Basic Mathematics Benchmarking assessments provide baseline information on areas of math that are fundamental to the application of math skills in real-world situations.

Scoring: Each performance assessment yields a raw score and interpretative information.

• Mastery • Instructional • Emerging • Review and revise goals

Directions for Administration: Coins and Bills/Value is an early money skill assessment. Problems are grouped in sets of three with a progression in difficulty. • Eighteen problems are presented in the assessment. Read the questions aloud and wait for a student response. • Each correct assessment question is scored with one point. The online assessment will automatically move to the next question/option after a

response is selected. • Response options may NOT be presented verbally on coin/bill recognition items. Actual coins and bills may be used for these assessments.

Response options may be presented verbally for some items when it will not change the intent of the question. Accommodations are listed on each assessment page.

• For some students the online version may not be a reliable way to present number choices to the student. A hardcopy of the pictures and numbers may be needed.

• The assessment will discontinue after four consecutive errors.


Using Assessment Results: Mathematics Performance Assessments are scored according to the student’s response when selecting from a choice of numbers. Each area yields a raw score that is interpreted in this way:

• 18 – 15 Mastery Mastery indicates that the student should apply the current skills into higher-level math strategies. • 14 – 10 Instructional Incorporate routine skill instruction to strengthen this math skill area. • 9 – 6 Emerging Emerging math skills in this skill area may be developed through structured learning tasks. • 5 – 0 Review/Revise Review the student’s present level and revise goals to more appropriately address learning potential.

Results from this assessment will give teachers an indication if coins and bills/value is a skill that should be addressed within instructional tasks. In the Goal Setting Report View, the educational team may select coins and bills/value skills that should be addressed as IEP goals if this will be a focus within instructional tasks. Coins and bills/value is addressed in Unique’s Middle School and High School lessons.

The instructions and screen pages for the Coins and Bill/Value assessment may be printed for administration offline. Please enter the Coins and Bills/Value assessment information through the Unique GPS, as this enables data to be stored and saved appropriately for the student’s record.

Coins and Bill/Value Target: Math

Item # Circle Score Teacher Prompt Response Options

(correct in bold) Special Accommodations

Item 1 1 Present 3 coins. Paige found a penny. Show me a penny.

nickel, penny, quarter Response options may NOT be presented verbally.

Item 2 1 Present 3 coins. Drew found a dime. Show me a dime. dime, quarter, penny Response options may NOT be presented

verbally.

Item 3 1

Present 3 coins. Chris found a quarter. Show me a quarter.

nickel, penny, quarter

Response options may NOT be presented verbally.

Item 4 1

Present 3 coins. Paige paid 5 cents for a sucker. Which coin is worth 5 cents?

nickel, dime, penny Response options may be presented verbally.


Item 5 1

Present 3 coins. Drew bought a ball for 10 cents. Which coin is worth 10 cents?

penny, quarter, dime Response options may be presented verbally.

Item 6 1

Present 3 coins. Chris bought a candy bar for 25 cents. Which coin is worth 25 cents?

quarter, dime, penny Response options may be presented verbally.

Item 7 1

Present 3 coins/bills. Paige earned $1.00 picking apples. Show me $1.00

5-dollar bill,1-dollar bill, quarter Response options may NOT be presented verbally.

Item 8 1 Present 3 coins/bills. Drew earned $5.00 raking his neighbor’s leaves. Show me $5.00.

5-dollar bill, 2 1-dollar bills, 10-dollar bill Response options may NOT be presented verbally.

Item 9 1 Present 3 coins/bills. Chris got 10.00 for his birthday. Show me $10.00.

5-dollar bill, 2-quarters, 10-dollar bill Response options may NOT be presented verbally.

Item 10 1 Present 3 pictures. Mary Beth has 3 cents in her piggy bank. Show me 3 cents.

3 pennies, 2 nickels, 3 dimes Response options may NOT be presented verbally

Item 11 1 Present 3 pictures. Mary Beth paid 30 cents for a book. Show me 30 cents.

1 dime, 2 quarters, 3 dimes Response options may NOT be presented verbally

Item 12 1 Present 3 pictures. Mary Beth bought a flower for 10 cents. Show me 10 cents.

2 nickels, 2 dimes, 2 pennies Response options may NOT be presented verbally

Item 13 1

Present picture of money and 3 numbers. Randy has this much money in his pocket. (picture of 1 dime, 3 pennies) How much money does he have?

40 cents, 8 cents, 13 cents Response options may be presented verbally.

Item 14 1

Present picture of money and 3 numbers. Mary Beth has this much money in her pocket. (picture of 2 dimes and 1 nickel) How much money does she have?



Item 15 1

Present picture of money and 3 numbers Brent has this much money in his pocket. (picture of 2 quarters and 2 dimes) How much money does he have?


Item 16 1

Present picture of money and 3 numbers. Jamie earned this much money recycling cans. (picture of 1-dollar bill and 1 quarter) How much money does he have?

$1.25, $1.50, $1.00 Response options may be presented verbally.

Item 17 1

Present picture of money and 3 numbers Jamie earned this much money helping his dad. (picture of 2 1-dollar bills, 2 quarters and 1 dime) How much money does he have?

$1.60, $2.60, $2.50

Response options may be presented verbally.

Item 18 1

Present picture of money and 3 numbers Jamie got this much money on his birthday. (picture of 5-dollar bill, 1-dollar bill, 3 quarters) How much money does he have?

$6.75, $5.75, $6.25 Response options may be presented verbally.

© 2013 n2yUnique Learning System®

Money: Coins and Bills Recognition and ValueTarget: Math

Recognition and ValueItem 1










5 ¢




10 ¢




25 ¢
















30 ¢




10 ¢




40 ¢ 8 ¢ 13 ¢




25 ¢ 30 ¢ 21 ¢




40 ¢ 70 ¢ 52 ¢




$1.25 $1.50 $1.00




$1.60 $2.60 $2.50




$6.75 $5.75 $6.25

Documents

Basic Mathematics Benchmarking: Coins and Bills/Value