Galileo G3- Early MathThis tool was created as an aid in the assessment of children and is not intended to replace Galileo G3. Included are pictures of items

to count –please use concrete objects when possible.

If you would like to create a kit for this scale you will need the following items: teddy bear counters (assorted colors –at least 20), colored sorting plates, paper and pencil, attribute blocks, three sizes of shapes in red, yellow, green; small, medium, tall blocks; a shape puzzle, a small stuffed animal, one inch blocks, rhythm sticks, measurement items of your choice.

Scale: 3-5 years: G3 Early Math Goal: Uses one-to-one correspondence when counting objects. Example: The child touches each button as she counts them aloud, one number for each button touched.

Counting and Comparing1. Line up at least ten counting bears. Ask the child to

count the bears in the row. Does the child touch each bear as they count? If yes mark item with a check.

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early Math Goal: Counts to find how many are in a group up to 5.Example: A child counts five pieces of fruit to share among three children at snack time.

Counting and Comparing2. Show the child the picture of the apples. Ask the child to count the apples.

Can the child correctly count the five apples without help? If so mark this item with a check.

Scale: 3-5 years: G3 Early Math Goal: Counts forward from a number > 1 to find how many are in a group.Example: At a table with six places, count three napkins for the child and ask him to finish counting all the way to six.

Counting and Comparing3. Do you remember when your teacher or parent got you started counting

objects? Example: Maybe your teacher was trying to get you to count cars in the block area. She might have said, “Mary, how many cars are there? Well there is one and two and three what’s next?” You would have continued the counting and found that there were nine.

Help the child get started counting a set of objects (I am assuming less than 10 since the next items says group up to 10). Is the child able to count forward from where you stopped? If the child can successfully complete, mark this item with a check.

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early Math Goal: Counts to find how many are in a group up to 10.Example: A child counts 10 pencils to use in an art activity.

Counting and Comparing4. Show the child the picture of the fruit . Ask the child to count the fruit. Can

the child correctly count the ten pieces of fruit without help? If so mark this item with a check.

http://www.vpreschool.com/games/math-games/counting-to-fifteen/

Scale: 3-5 years: G3 Early Math Goal: Counts to find out how many are in a group greater than 10.Example: A child counts 18 chairs in the classroom.

Counting and Comparing5. Show the child the picture of the butterflies . Ask the child to count the

butterflies. Can the child correctly count at least eleven of the butterflies without help? If so mark this item with a check.

Scale: 3-5 years: G3 Early Math Goal: Counts backward to find how many are left.Example: A child uses her fingers to count backwards from five while saying the words to a fingerplay (e.g., Five Little Pumpkins sitting on a gate...).

Counting and Comparing6. Using the song/finger play finger little monkeys or another favorite

counting backwards song. Can the child tell you how many are left after each monkey falls?

Scale: 3-5 years: G3 Early Math Goal: Writes numerals to indicate 6 or less objects.Example: A child writes 5 to label five caterpillars in a drawing.

Counting and Comparing7. Show the child the picture of the animals. Cover each row so that the child

is only seeing one type of animal at a time. Can the child count the animals and write the numeral on a piece of paper? Can the child do this for numerals 1-6? If yes, score the item with a check.

Scale: 3-5 years: G3 Early Math Goal: Writes numerals to indicate between 7 and 10 objects.Example: A child writes 8 to label eight caterpillars in a drawing.

Counting and Comparing8. Show the child the pictures of the items. Cover each set so that the child is

only seeing one set at a time. Can the child count each set and write the numerals on a piece of paper? Can the child do this for numerals 7-10? If yes, score the item with a check.

Scale: 3-5 years: G3 Early Math Goal: Writes numerals to indicate between 11 and 20 objects.Example: A child writes 12 to label twelve caterpillars in a drawing.

Counting and Comparing9. Line up some small items in various amounts. Can the child count the sets

and write the numerals on a piece of paper? Can the child do this for numerals 11-20? If yes, score the item with a check. I am not including a photo with this item- children are more successful with concrete items.

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early MathGoal: Answers questions about two sets of items using comparison terminology (e.g., more, less, greater than, fewer than, equal to).Example: The teacher says, “There are two piles of colored beans. Can you tell me which pile has more?” The child says “There are more red beans than white beans.”

Counting and Comparing10. This indicator is all about discovering if a child has knowledge of basic

math terminology. Show the child the next two pages. Reveal one row at a time-use a paper to cover one row as to not confuse the child. Score the item with a check if the student has knowledge of “More, Less, and Same”.

A. Look at the row of bears. Which has more? B. Look at the row of starfish. Which has more?C. Look at the row of cars. Which set have less?D. Look at the row of flowers. Ask the child which has more. You are looking for the child to say “Same”.

A

B

C

D

Scale: 3-5 years: G3 Early MathGoal: Separates a group into two sets and identifies the number of items in both sets. Example: Maria separates a pile of Legos by color. She then says “There are 4 blue Legos and 3 red Legos.”

Counting and Comparing11. Provide the child with two sorting plates and matching colored counting

items. Is the child able to sort the items and tell the number of items in each set?

*You will need counters and colored plates for this indicator.

Scale:3-5 years: G3 Early MathGoal: Identifies numerals 0 to 5. Example: The teacher asks the child to point out any numeral she asks for. For example, "Show me five," or, "Which is three?"

Identifying Numeral12, 13, 14Show the child the following pages one at a

time. Ask the child to point to a number. Repeat for each number. If the child is unable to complete 1-10, it is unlikely they will get 11-20. If this is the case stop after 10.

2 4 5 1 3

9 7 68 10

20 11 17 13 14 18

15 19

Scale:3-5 years: G3 Early MathGoal: Adds one to a small group, when asked.Example: A child who has lost a shoe says to her teacher, “I only have one shoe.” After finding the missing shoe, the teacher asks “How many do you have now?” and the child announces proudly, “Now I have two.”

Adding15. With this indicator you will be

observing to determine if the child understands the concept of “adding one”. Using a counter or object of your choice. Ask the child to give you one. Then ask the child to give you one more. Ask the child how many you now have. Mark the indicator with a check if the child responds “two.”

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early MathGoal: Adds two small groups by combining the groups and counting all the objects.Example: The teacher says, “Here are three red apples and here are four green apples. How many apples are there all together?” The child counts all apples and answers, “There are seven.”

Adding17. With this indicator, the teacher will be observing to see if the child can

add two groups of items together. Give the child two different color counters. Say, “Here are three red bears and four green bears. How many bears do you have all together?”

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early MathGoal: Indicates that a small group has less after taking some away.Example: A child’s block tower falls down, so she takes one block away and starts to build the tower again. She then says, “It doesn’t have as many blocks now.”

Subtracting18. With this indicator the teacher is observing the child to determine if the

child understands that if some items are taken away then there is less. A good way to determine this is to divide some counters between you and a child. Next take away some of the child’s counters. How does the child react? Does the child let you know they have less? If so mark the indicator with a check.

*You will need counters for this indicator.

Scale: 3-5 years: G3 Early MathGoal: #19 Indicates that one was taken away from a small group. #2o Indicates how many are left after taking one from a small group. Example: #19-A child with a handful of fruit snacks says, “I’m going to eat one of mine.” Or a child says, “He took one of my crayons, teacher!”#20- After receiving four apple slices for snack, Rose eats one and announces she only has three left.

Subtracting19. Use the following page to determine if the child understands about one

being taken away from the group. The teacher will need to cut out dog bones provided. Place the cut out bones on the sheet beside the dog. Tell the child, “The dog is very hungry.” Pretend to feed the dog the bone. Ask the child, “What did the dog do?” Listen for the child to say, “The dog ate one” or “He ate one bone.”

20. Can the child tell you how many bones are left? If the child responds correctly, check off goal #21 as well.

Cut out bones. Store in plastic bag. To be used with #20 & #21.

Scale: 3-5 years: G3 Early MathGoal: Shows where to divide a whole object to make two halves.Example: A teacher says, “I want to cut this paper in half. Where shall I cut it?” Any response indicating near the middle of the page is acceptable.

Understanding Fractions21. Show the child the next page containing items divided equally and

unequally. Ask the child, “Which of these is cut in half?” Score the goal with a check if the child is successful.

*A second way to assess is to give the child a piece of paper and ask them to draw a line on the paper to divide in half or simply ask them to fold or cut it in half.

Scale: 3-5 years: G3 Early MathGoal: Exchanges two halves for a whole.Example: Michael has a crayon that has been broken into 2 equal parts and asks the teacher for a whole crayon.

Understanding Fractions22. Determine if the child understands that two halves can make a whole.

One way to assess this skill is with attribute blocks. Does the child know that two red shapes equal one yellow? Give the child an assortment of pieces. Demonstrate that six green triangles equal on yellow. What other shapes can make a whole?

Scale: 3-5 years: G3 Early MathGoal: Separates a group of objects in half.Example: Two children have been asked to share 8 train cars equally. One child separates the cars into two equal groups of four.

Understanding Fractions23. Using a items of your choice. Ask the child to divide the items equal

between the two of you. If the child can divide equally mark goal with a check.

# 24 -Goal: Matches objects to an example. Example: The children are shown a picture of a circle, and told that it is a circle. They are then asked to take all the circles out of a pile of cards with shapes on them.

Sorting24. Using shape pieces (found in DLM Math Resources) show the child a

circle. Ask them if they can find the other circles. *You may also try this with the attribute blocks.

#25- Goal: Sorts diverse objects based on a physical attribute (e.g., shape).Example: A child sorts different block shapes into separate bins.

Sorting25. Sorting by one attribute is what children do

when they sort by shapes. For this goal and the next two you will need shapes of varying color and size. First ask the child to sort the shapes by kind.

#26- Goal: Sorts diverse objects by one attribute, then by another (e.g., size, then shape). Example: A child sorts the toy box by color and size of toy, or blocks by the same shape and color.

Sorting26. After the child has sorted by shape, can they

sort the shapes by size. Small circles, Medium circles, Large circle, Small square…

#27- Goal: Sorts diverse objects based on multiple attributes (e.g., size and shape). Example: A child sorts the toy box by color of toy and then sorts the toys in each color group by size.

Sorting27. Next try by color. Can the child sort the

shapes by size and color? Example: The large red circles go in one pile and the small yellow triangles in another.

#28Goal : Identifies the shorter or taller of two persons or things.Example: A child announces that she is taller than her friend.

Ordering28. Show the child the pictures on the next page

and ask the following. A. “See the two people. Which is taller?”B. “See the two trees. Which is shorter?”

A B

Goal: Identifies the shortest or tallest in a group.Example: A child says, “Susan is the tallest one in our group.”

Ordering29.Have the child to look at the items on the

next page and ask the following questions.A. “See the three tables. Which is tallest?”B. “See the three stools. Which is shortest?”

A

B

Goal: Arranges objects in order by size.Example: Arranges blocks in order by height while playing.

Ordering30. Provide the child with blocks of assorted

heights. Can the child put these in order by height?

Goal: Places an object in its proper position in a group ordered by size. Example: A child finds his position in a line of children ordered by height.

Ordering 31. Line up a group of four children by height.

Can the child find where they go in the line?

Goal: Understands object directionality concepts (e.g., right, left, up, down)Example: When asked to jump left or right, the child jumps in the requested direction.

COMPREHENDING SPATIAL CONCEPTS32. Ask the child to point “Up, down, right and

left.” Score the item with a check if successful.

Goal: Understands object position concepts (e.g., under, top, bottom, inside, behind).Example: When the teacher says, “Put newspaper on top of your table before you paint,” the children cover their tables.

COMPREHENDING SPATIAL CONCEPTS33. I like to test this one with a small stuffed

animal. Ask the child to put the animal –under the table-on top of the table-inside the box-behind their head-at the bottom of the chair.

Goal: Identifies familiar shapes (e.g., circle, square, triangle, diamond) by name.Example: The child looks at a piece of tile on the floor and says, “It’s a square.”

LEARNING ABOUT SHAPES34. Show the child the next page. Can they

name the shapes? Score the item with a check if the student successfully identifies circle, square, triangle, and diamond.

Goal: Places a circle, square, or triangle appropriately on a foam board.Example: When the teacher asks the child to put a triangle on a form board, or into a puzzle the child chooses the correct shape and places it on the board.

LEARNING ABOUT SHAPES35. Can the child successfully complete a shape

puzzle?

Goal: Creates new shapes from familiar shapes by folding, cutting, or twisting.Example: A child creates a paper ring by twisting a long rectangle end-to-end and gluing.

LEARNING ABOUT SHAPES36. Is the child able to fold, cut, and twist to

create a new shape. I envision a paper airplane or a paper fan.

Goal: Identifies the sides and corners in a shape. Example: While working with squares in building block area, the child points out that the square has 4 sides.

LEARNING ABOUT SHAPES37. Show the child a square. Does the child

know how many sides it has? Corners?

Goal: Repeats alternating movement patterns (e.g., up/up/down, up/up/down). Example: A child participates in an activity of clapping and stomping feet in a pattern of clap, clap, stomp, for a song modeled by the teacher.

NOTICING PATTERNS38. This could be assessed during a transition.

Tell the child, “Do what I do.” Make an alternating pattern. An example would be clap- stomp-clap-stomp. Can the child repeat the pattern? If yes, score item with a check.

Goal: Repeats an alternating visual pattern (e.g., red/green/red/green). Example: The child copies a candy cane, alternating white and red stripes.

NOTICING PATTERNS39. You will need teddy bears counters for this activity.

Tell the child, “Watch me make a pattern.” Make an AB pattern using the teddy counters (ex. red, blue, red, blue). Tell the child, “Now it is your turn.” Score the goal yes if the child can make the complete pattern ABAB or red, blue, red, blue.

Goal: Repeats an alternating auditory pattern (e.g., loud/soft claps). Example: The child copies a clapping pattern (or by using rhythm sticks) of two loud and two soft that is modeled by the teacher.

NOTICING PATTERNS40. You may use rhythm sticks for this goal. This can be

assessed in a small group. Ask the children to listen as you make a pattern. Make the pattern loud- soft-loud-soft. Tell the children it is their turn. Can they repeat? Score item yes if the child can successfully repeat pattern.

Goal: Extends a number series (e.g., 1,2,3 blocks to 4 blocks). Example: Create a series of blocks, representing one block, two blocks, three blocks. Then ask the child to make the pile of blocks that would come next.

NOTICING PATTERNS41. You will need the small 1inch blocks to assess this

goal. Make a set of one, a set of two, and a set of three blocks. Ask the child what would come next. Score the items “yes” if the child makes a stack of four blocks.

?

Goal: Creates an alternating visual pattern using art or play materials. Example: A child makes a paper chain alternating paper colors continuously to create a pattern.

NOTICING PATTERNS42. This goal maybe assessed in a number of ways. If you

choose, provide two different colors of paper strips. Can the child make a paper chain of alternating colors? You may choose to use colored pom poms or other classroom material instead. If the child is able to create the ABAB pattern score items “yes.”

Goal: Repeats a pattern alternating numbers of objects (e.g., 1 cup/2 spoons). Example: A child alternates putting two red beads and one blue bead on a string.

NOTICING PATTERNS43. This goal is assessing an ABB pattern or one of

something and then two of something else. You may use teddy counters, stringing beads or other classroom items. Can the child produce the pattern? Remember the pattern must repeat as in the sample below.

Goal: Uses non-standard unit (e.g., cut-out paper squares) to measure area.Example: A child takes pieces of paper and covers her desk. She says, “My desk is 6 pieces of paper big.” Or, a child says “It took eight yellow Lego blocks to cover this red one.”

MEASURING44. Non-standard unit refers to

measurement using anything other than the standard ruler, yard stick, measuring cup, etc. This goal is not talking about how long or how tall but the area inside. See the example. Provide the child with a half sheet of paper and small blocks. Can the child tell you the area (the number of blocks it takes to cover the paper?)

Goal: Uses non-standard units (e.g., paper cups) to measure volume.Example: The child playing in the sand box says, “It took 3 buckets of sand to make this mountain.”

MEASURING45. This would be a great

opportunity for a logic and reasoning activity. Provide the child with a gallon jug, pitcher, or other container. Give the child a cup or small plastic bottle. Ask the child how many to fill the container. You may use sand our water for this goal.

Goal: Uses non-standard units (e.g., paper clips) to measure length.Example: A child walks heel-to-toe to measure the length of the classroom and indicates how many footsteps it took.

MEASURING46. Remember non-standard unit can be

anything other than the standard measurement tool. Can the child use blocks or counting chains or other items to measure how long or tall something is?

Goal: Uses a familiar measuring device (e.g., ruler, scale, measuring cups).Example: A child uses a balance scale to weigh two rocks. When the scale tips, the child says, “this one is heavier.”

MEASURING47. It is not enough that a child can place

items into a scale for this goal. The child must have knowledge of the device. Can the child use a measuring device to answer a question? Can a child use a ruler to measure an item and tell you something is 4 inches long?

This is a more difficult goal to master- not a milestone typical of a three year old.