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Maya has 18 stickers. 11 stickers are stars. How many stickers are not stars?
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1st Grade Math
Practice Test 8 for 1st Grade Math: real questions and explanations from the Varsity Tutors practice-test pool.
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Question 1 of 25
Maya has 18 stickers. 11 stickers are stars. How many stickers are not stars?
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Maya has 18 stickers. 11 stickers are stars. How many stickers are not stars?
Explanation: This question tests 1st grade ability to solve addition and subtraction word problems within 20 (CCSS.1.OA.1). This is a taking apart problem with one addend unknown. We start with a total and one part, and find the other part. The story tells us Maya has 18 stickers and 11 are stars. Choice A is correct because to find how many stickers are not stars, we subtract: 18 - 11 = 7. We can represent this as an equation with unknown: 18 - 11 = ?. Choice B is a common error where students add instead of subtracting (18 + 11 = 29); this happens because choosing the operation from word problem context is challenging. To help students: Act out problems with physical objects; draw pictures representing the situation; teach problem type structures explicitly (adding to, taking from, putting together, taking apart, comparing); use consistent language for each type; practice writing equations with boxes for unknowns; emphasize keywords carefully ('more' can mean add or compare); model thinking aloud ('I have 18 total, 11 are stars, need non-stars, so I subtract'); practice all unknown positions; connect to familiar experiences.
Tom uses cubes to show 9−4. He starts with 9 cubes and takes away 4 cubes. Which number sentence matches what Tom did with his cubes?
Explanation: When you see a story about taking away objects, you're working with subtraction. But sometimes the answer choices show different types of number sentences, so you need to think about what story each one tells. Tom started with 9 cubes and took away 4 cubes. After taking away 4, he had 5 cubes left because 9−4=5. Now look at the answer choices to see which one matches this same story. Choice A, 4+5=9, is correct because it shows the same relationship as Tom's cube story. It says that the 4 cubes Tom took away, plus the 5 cubes he had left, equals the 9 cubes he started with. This is just another way to describe the same math situation. Choice B, 9+4=13, is wrong because it shows adding cubes instead of taking them away. Tom didn't add 4 more cubes to his 9. Choice C, 9−5=4, is wrong because it shows taking away 5 cubes, but Tom only took away 4 cubes. The numbers don't match his story. Choice D, 5+4=9, shows the same numbers as choice A but in a different order. While this equation is mathematically true, choice A better matches the story because it puts the number Tom took away first, just like in the problem. Remember: subtraction and addition are connected. When you take away part of a group, you can check your work by adding the part you took away to what's left.
Jamal has 3 tens and 8 ones; Emma has 4 tens and 5 ones. Which symbol makes this true: 38 45?
Explanation: This question tests 1st grade ability to compare two two-digit numbers using place value understanding (CCSS.1.NBT.3). To compare two-digit numbers, always start by comparing the tens place digits. The number with more tens is greater, regardless of the ones; if the tens are equal, then compare the ones place digits—the number with more ones is greater. For example, 38 < 45 because 3 tens < 4 tens, even though 8 ones > 5 ones. The stimulus describes Jamal with 3 tens and 8 ones (38) and Emma with 4 tens and 5 ones (45), requiring the correct symbol. Choice C is correct because the < symbol shows 38 is less than 45 since 3 tens < 4 tens. Choice A is a common error where students only compare ones digits and ignore tens, saying 38 > 45 because 8 > 5, which happens because place value understanding is still developing and the significance of place position is abstract. To help students: Use base-10 blocks to show visual magnitude; emphasize 'compare tens first—that's most important'; practice with number lines showing position; teach symbol direction ('mouth opens to bigger number'); compare numbers with same tens to highlight ones importance; compare numbers with different tens to show tens dominate; provide many examples of 'tricky' cases like 39 vs 41; use place value charts to organize thinking; practice writing comparison statements; connect to real contexts (scores, ages, quantities).
Solve the story. Keisha has 5 red balloons and 7 blue balloons. How many balloons does Keisha have altogether?
Explanation: This question tests 1st grade ability to solve addition and subtraction word problems within 20 (CCSS.1.OA.1). This is a putting together problem with total unknown. We combine two amounts to find the whole. The story tells us Keisha has 5 red balloons and 7 blue balloons. Choice C is correct because to find how many balloons altogether, we add: 5 + 7 = 12. We can represent this as 5 + 7 = ?. Choice B is a common error where students add incorrectly, like 5 + 8 = 13, or perhaps subtract 7 - 5 = 2 for A. This happens because calculation facts may not be automatic yet. To help students: Act out problems with physical objects; draw pictures representing the situation; teach problem type structures explicitly (adding to, taking from, putting together, taking apart, comparing); use consistent language for each type; practice writing equations with boxes for unknowns; emphasize keywords carefully ('altogether' suggests addition); model thinking aloud ('5 red and 7 blue, total? I add them'); practice all unknown positions; connect to familiar experiences.
Jamal says 4+7 and 7+4 match. Why do they match?
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that order doesn't matter when adding two numbers: a + b = b + a. For example, if we know that 4 + 7 = 11, we also know that 7 + 4 = 11 without having to calculate again. This is useful because we can choose to add in the easier order, like starting with the larger number. The problem states that 4 + 7 and 7 + 4 match and asks why. Choice A is correct because the commutative property tells us order doesn’t matter when adding, so both equal 11. Choice D is a common error where students don't understand that order doesn't affect the sum; this happens because the connection between property and strategy isn't automatic. To help students: Provide many concrete examples showing both orders/groupings give same answer; use physical objects to demonstrate commutative property (count group A then B, or B then A—same total); explicitly teach making-10 pairs and how to use them with associative property; practice with equations side by side (8+3=11, 3+8=11); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative, 'we can make 10 first' for associative; connect properties to efficient mental math strategies; practice identifying pairs that make 10 in three-number problems.
Maya has 1 bundle of 10 straws and 2 loose straws. 12 is 1 ten and ones.
Explanation: This question tests 1st grade understanding that teen numbers (11-19) are composed of 1 ten and ones (CCSS.1.NBT.2.b). All teen numbers—11, 12, 13, 14, 15, 16, 17, 18, and 19—have the same structure: exactly 1 ten plus some ones (between 1 and 9 ones). For example, 12 is made of 1 ten and 2 ones, which we can also write as 10 + 2 = 12. This structure helps students understand place value and connects the teen number names to their composition. The scenario describes Maya with 1 bundle of 10 straws and 2 loose straws, focusing on completing 12 is 1 ten and ones. Choice B is correct because 1 ten plus 2 ones equals 12. Choice C is a common error where students give the total number instead of the ones. To help students: Use base-10 blocks extensively—always show 1 ten-rod plus unit cubes for teens; connect number names to structure ('twelve' relates to 2 + 10); practice building each teen number with 1 ten and ones repeatedly; emphasize ALL teen numbers have 1 ten, only the ones vary; use ten-frames with one full frame (the ten) and partial second frame (the ones); write equations (10 + 2 = 12); practice decomposing teens into 10 + ones; compare teens to show same ten structure.
Sofia has 30 as 3 bundles of 10 and 0 loose sticks. How many ones?
Explanation: This question tests 1st grade understanding that decade numbers (10, 20, 30...90) represent multiples of ten with 0 ones (CCSS.1.NBT.2.c). Decade numbers—10, 20, 30, 40, 50, 60, 70, 80, and 90—are special because they contain only tens and no ones. For example, 30 is 3 tens and 0 ones, which we can see by showing 3 bundles of 10 sticks with no loose sticks; the digit in the tens place tells us how many tens, and the 0 in the ones place tells us there are no loose ones. The stimulus shows 30 represented with 3 bundles of 10 sticks and no loose sticks. Choice C is correct because 30 is composed of 3 tens and 0 ones, shown by 3 bundles. Choice A is a common error where students reverse tens and ones (think 3 ones instead of 0); this happens because the 0 in ones place is sometimes overlooked and students confuse decade structure with teen structure. To help students: Use base-10 blocks extensively—show only ten-rods with explicit empty space where ones would be; emphasize 0 ones verbally and visually; practice counting by tens (10, 20, 30...90); connect decade numbers to skip counting; compare decades to non-decades (30 vs 33: both have 3 tens, but 33 also has 3 ones); write equations showing 3 tens+0 ones=30; use place value charts highlighting the 0 in ones place; have students build each decade with blocks.
Marcus cut a circle into four equal pieces. What shapes are they?
Explanation: This question tests 1st grade shape composition and decomposition (CCSS.1.G.2). Shape composition means putting smaller shapes together to make a new, larger shape. For example, two triangles can be arranged to make a square, or two squares can be put next to each other to make a rectangle. The reverse—decomposition—means dividing a shape into smaller parts. The scenario involves Marcus cutting a circle into four equal pieces. Choice C is correct because dividing a circle into four equal parts creates four quarter-circles. Choice B is a common error where students think of halves instead of quarters, which happens because they confuse the component shapes with the composite shape. To help students: Provide physical pattern blocks or shape manipulatives for hands-on exploration; demonstrate multiple compositions with same shapes (2 triangles can make square OR rectangle depending on arrangement); practice both composition (building up) and decomposition (taking apart); use real-world examples like pizza slices or sandwiches cut in half; draw or trace shapes to show combinations.
Amir groups 10 counters to count faster. Why bundle 10 ones?
Explanation: This question tests 1st grade understanding that 10 ones can be bundled as one ten (CCSS.1.NBT.B.2.a). In our number system, 10 ones can be grouped or bundled together to make one ten. This doesn't change the amount—10 ones and 1 ten are the same quantity—but bundling helps us count and organize larger numbers more efficiently. The scenario involves Amir grouping 10 counters to count faster, highlighting the purpose of bundling. Choice A is correct because bundling 10 ones makes counting easier without changing the quantity. Choice B is a common error where students believe bundling changes the quantity to 11; this happens because understanding that grouping doesn't change quantity requires concrete experiences. To help students: Provide extensive hands-on practice with base-10 blocks, physically bundling 10 unit cubes to match a ten-rod; use real objects like craft sticks with rubber bands to bundle 10 into 'one ten'; emphasize 'same amount, different name' when showing 10 ones = 1 ten; use ten-frames consistently; practice language explicitly ('ten ones' vs 'one ten'); demonstrate trading: exchange 10 ones for 1 ten; connect to counting by tens; avoid moving too quickly to symbolic notation.
Which is true about every triangle?
Explanation: This question tests 1st grade understanding of defining versus non-defining attributes of triangles according to CCSS.1.G.1. Defining attributes are fixed features like having exactly three sides, three corners, and being closed, which are necessary for a shape to be a triangle. Non-defining attributes include color, size, or position, which can change without affecting the shape's classification. The question asks what is true about every triangle, focusing on universal defining traits while excluding variables. Choice A is correct because it highlights the essential three sides and three corners that all triangles share. Choice B is a common error where students might think color is defining, as young children often associate shapes with familiar colored examples and overlook that color varies. To help students: Sort triangles of different colors and sizes into groups, emphasizing 'All these are triangles because they have three sides and corners, no matter the color'; use attribute blocks to compare defining features.
Anna stands 6th in line for the slide. Ben stands 2nd in the same line. How many children are between Anna and Ben?
Explanation: When you see questions about positions in line, you need to visualize the line and count carefully between the two positions. Let's draw out this line. Ben is 2nd and Anna is 6th: Position: 1st - 2nd - 3rd - 4th - 5th - 6th Child: ? - Ben - ? - ? - ? - Anna To find how many children are between Ben and Anna, count only the positions that fall between 2nd and 6th. Those are the 3rd, 4th, and 5th positions. That's exactly 3 children between them. Now let's see why the other answers are wrong: A) says there are 5 children between them. This mistake happens when you count from position 1 through position 5, including Ben himself and positions outside the "between" range. B) says there are 4 children between them. This error occurs when you subtract Ben's position from Anna's position (6 - 2 = 4), but this gives you the total distance, not the number of children between them. C) says there are 2 children between them. This mistake happens when you don't count carefully or miss one of the middle positions. The correct answer is D) 3 children between them exactly. Study tip: For "between" problems, always draw out the positions on paper and count only what's in the middle. Don't include the two people mentioned in the question, and be careful not to confuse "total distance" with "number between."
Maya cut a paper circle into four equal parts. Each part is a .
Explanation: This question tests 1st grade understanding of naming parts when shapes are divided into fourths (CCSS.1.G.3). When any shape is divided into 4 equal parts, each part is called a fourth (or quarter), regardless of whether it's a circle, rectangle, or other shape. The fraction name depends on the number of equal parts, not the shape itself. Maya's paper circle was cut into four equal parts. Choice C is correct because each of the four equal parts is called 'a fourth.' Choice A (half) would mean one of two equal parts, while B (whole) refers to the entire circle. To help students: Practice with different shapes (circles, rectangles, squares) all divided into fourths; show that the name 'fourth' stays the same regardless of shape; use paper folding to create fourths in various ways.
Which is bigger: one half or one quarter?
Explanation: This question tests 1st grade understanding of partitioning circles and rectangles into halves and fourths (CCSS.1.G.3). When a circle or rectangle is divided into 2 equal parts, each part is called a half, and 2 halves make the whole. When divided into 4 equal parts, each part is called a fourth (or quarter), and 4 fourths make the whole; the more parts you divide into, the smaller each part becomes—so one fourth is smaller than one half. The question compares the size of one half and one quarter of the same whole. Choice B is correct because one half is bigger than one quarter. Choice C is a common error where students think they are the same, which happens because the relationship between number of parts and size is counterintuitive. To help students: Use real objects like pizzas, cookies, or brownies to demonstrate partitioning; emphasize equal means same size; compare halves and fourths side-by-side to show fourths are smaller; practice vocabulary explicitly (halves, fourths, quarters, half of, fourth of); use hands-on cutting and folding activities with paper circles and rectangles; reinforce that 2 halves = whole and 4 fourths = whole.
Put the marker, pencil, and eraser from shortest to longest.
Explanation: This question tests 1st grade ability to order and compare objects by length (CCSS.1.MD.A.1). To order three objects, compare them pair by pair: the shortest is shorter than both others, the longest is longer than both others. To compare indirectly, use a third object: if the pencil is longer than the string, and the ruler is longer than the pencil, then the ruler is longer than the string. The stimulus shows a marker, pencil, and eraser that can be directly compared by length. Choice A is correct because the order from shortest to longest is eraser, pencil, marker based on their alignments. Choice C is a common error where students reverse the order, starting with the longest instead of shortest, due to challenges in sequencing. To help students: Provide physical objects to manipulate and compare hands-on; emphasize aligning one endpoint when comparing; practice vocabulary explicitly (longer/shorter/longest/shortest); model ordering by comparing pairs; demonstrate how position doesn't matter—only actual length matters when properly aligned.
Sofia has 6 red stickers, 4 blue stickers, and 3 green stickers. How many stickers does Sofia have in all?
Explanation: This question tests 1st grade ability to add three whole numbers with sum ≤20 (CCSS.1.OA.2). When adding three numbers, students can use helpful strategies to make it easier. One strategy is to look for two numbers that make 10 (like 6+4 or 7+3), add those first, then add the third number; another is to look for doubles or easy pairs, and students can add in any order due to commutative and associative properties. The story presents three quantities: 6 red stickers, 4 blue stickers, and 3 green stickers. Choice C is correct because adding all three numbers gives 6+4+3=13; we can add 6+4=10 first, then 10+3=13. Choice A is a common error where students only add two of the three numbers, like 6+4=10, forgetting the third; this happens because keeping track of three numbers is challenging for young learners. To help students: Use physical objects in three groups that they can count and combine; teach the making-10 strategy explicitly with pairs that sum to 10; practice with visual representations showing three groups; emphasize that order doesn't matter; have students explain their strategy.
The base-ten blocks show 43+5. What is the sum?
Explanation: This question tests 1st grade addition within 100, specifically adding a two-digit number and a one-digit number using models (CCSS.1.NBT.C.4). When adding within 100, use place value strategies: add tens to tens and ones to ones. For 43 + 5, add the one-digit to the ones place (3 + 5 = 8), keeping the tens the same (4 tens), resulting in 48, without needing to compose a ten. The stimulus mentions base-ten blocks showing 43 + 5. Choice A is correct because adding 3 ones + 5 ones gives 8 ones, with 4 tens unchanged, making 48. Choice B (47) is a common error where students might subtract one or miscount the ones, often because they are still developing fluency in adding single digits. To help students: Use base-10 blocks extensively to visualize addition; connect visual models to written equations; practice many examples with and without composing; use number lines for counting on.
Maya has 6 red balloons and 8 blue balloons. How many balloons does Maya have altogether? 6+8=?
Explanation: This question tests 1st grade ability to solve addition and subtraction word problems within 20 (CCSS.1.OA.1). This is a putting together problem with total unknown. We combine two parts to find the whole. The story tells us Maya has 6 red balloons and 8 blue balloons. Choice B is correct because to find how many balloons Maya has altogether, we add: 6+8=14. We can represent this as 6+8=?. Choice A is a common error where students use the wrong operation, such as subtracting instead of adding: 8−6=2. This happens because choosing the operation from word problem context is challenging. To help students: Act out problems with physical objects; draw pictures representing the situation; teach problem type structures explicitly (adding to, taking from, putting together, taking apart, comparing); use consistent language for each type; practice writing equations with boxes for unknowns; emphasize keywords carefully ('more' can mean add or compare); model thinking aloud ('I have 6 red and 8 blue, need the total, so I add'); practice all unknown positions; connect to familiar experiences.
At the farm, there are chickens in three coops. The first coop has 5 chickens. The second coop has the same number of chickens as the first coop. The third coop has 2 more chickens than the second coop. How many chickens are at the farm?
Explanation: When you see a word problem with multiple groups and different amounts, you need to carefully figure out how many are in each group, then add them all together. Let's work through each coop step by step. The first coop has 5 chickens - that's given directly. The second coop has "the same number" as the first coop, so it also has 5 chickens. The third coop has 2 more chickens than the second coop, so that's 5+2=7 chickens. Now add up all three coops: 5+5+7=17 chickens total at the farm. Looking at the wrong answers: Choice A gives 12 chickens, which you'd get if you forgot to add the third coop entirely (5+5+2=12) - this misses that the third coop has 2 more than the second coop, not just 2 chickens. Choice B gives 19 chickens, which might come from adding incorrectly or misreading one of the amounts. Choice D gives 22 chickens, which could happen if you mistakenly thought the third coop had 2 more than both other coops combined. The key strategy for multi-step word problems is to work through each piece of information in order, writing down what you know after each step. Don't try to do all the math in your head - keep track of each group's amount before adding them together.
Nina draws 5 circles and 6 squares. She wants to tell her teacher about her shapes using both pictures and math. Which way shows her shapes correctly?
Explanation: When you see a problem asking you to show shapes with both pictures and math, you need to make sure your drawing matches your addition problem exactly. Let's figure out what Nina should show. She drew 5 circles and 6 squares. To find the total number of shapes, you add: 5+6=11. So Nina has 11 shapes altogether, and she should draw all 11 shapes to show her work correctly. Choice D is correct because it shows drawing 11 shapes total (which matches what Nina actually has) and writes the correct addition equation 5+6=11. Choice A suggests drawing 10 shapes and writing 5+6=10, but this is wrong because 5+6 actually equals 11, not 10. The math doesn't match reality. Choice B wants you to draw only 5 shapes and use subtraction (6−5=1), but Nina didn't take away any shapes - she drew both circles AND squares, so you need addition, not subtraction. Choice C suggests drawing 6 shapes and writing 5+6=12, but this has two problems: Nina has 11 shapes total (not 6), and 5+6 equals 11 (not 12). Remember: When showing your work with pictures and math, both parts must tell the same true story. Count carefully, choose the right operation (adding when you put groups together), and double-check that your drawing shows the same amount as your math equation.
Emma has 3 toy cars, 3 toy trucks, and 4 toy blocks. How many toys does Emma have in all?
Explanation: This question tests 1st grade ability to add three whole numbers with sum ≤20 (CCSS.1.OA.2). When adding three numbers, students can use helpful strategies to make it easier. One strategy is to look for two numbers that make 10 (like 6+4 or 7+3), add those first, then add the third number; another strategy is to look for doubles (like 4+4) or numbers that are easy to add together, combine those first, then add the remaining number; students can add in any order because of the commutative and associative properties. The story presents three quantities: 3 toy cars, 3 toy trucks, and 4 toy blocks. Choice C is correct because adding all three numbers gives 3 + 3 + 4 = 10; we can add the doubles 3+3=6 first, then 6+4=10. Choice A is a common error where students only add two of the three numbers, such as 3+3=6, and forget to add the third; this happens because keeping track of three numbers is challenging. To help students: Use physical objects in three groups that students can count and combine; teach making-10 strategy explicitly with pairs that sum to 10; practice doubles facts (3+3, 4+4, 5+5); model different groupings using parentheses: (3+3)+4 or 3+(3+4); use visual representations showing three groups; emphasize that order doesn't matter; have students explain their strategy; practice with various number combinations; connect to real contexts with three groups.
Which number is made of 1 ten and 1 one?
Explanation: This question tests your understanding of place value - how we build numbers using tens and ones. When you see a question asking what number is "made of" certain tens and ones, you need to add them together to find the total. Let's work through this step by step. We have 1 ten and 1 one. A "ten" means 10, and a "one" means 1. So we add: 10+1=11. This means the answer is C) 11. Now let's see why the other choices don't work. Choice A) 10 would be correct if we had 1 ten and 0 ones, but we have 1 one too, so this is too small. Choice B) 1 would only be right if we had 0 tens and 1 one - this ignores the ten completely. Choice D) 21 would be correct if we had 2 tens and 1 one (20+1=21), but we only have 1 ten, not 2. Remember this strategy: when building numbers from tens and ones, always multiply the number of tens by 10, then add the ones. So "3 tens and 5 ones" becomes 30+5=35, and "1 ten and 1 one" becomes 10+1=11. This method will help you solve any place value problem correctly.
Maya has 6 tens and 7 ones; Amir has 6 tens and 7 ones. Which symbol makes this true: 67 67?
Explanation: This question tests 1st grade ability to compare two two-digit numbers using place value understanding (CCSS.1.NBT.3). To compare two-digit numbers, always start by comparing the tens place digits. The number with more tens is greater, regardless of the ones; if the tens are equal, then compare the ones place digits—the number with more ones is greater. For example, 67 = 67 because both have 6 tens and 7 ones. The stimulus describes Maya and Amir both with 6 tens and 7 ones, requiring the correct symbol for 67 67. Choice C is correct because the = symbol shows they are equal since both tens and ones are the same. Choice D is a common error where students might think any difference exists, but here there isn't, which can happen because place value understanding is still developing and they might miscount. To help students: Use base-10 blocks to show visual magnitude; emphasize 'compare tens first—that's most important'; practice with number lines showing position; teach symbol direction ('mouth opens to bigger number'); compare numbers with same tens to highlight ones importance; compare numbers with different tens to show tens dominate; provide many examples of 'tricky' cases like 39 vs 41; use place value charts to organize thinking; practice writing comparison statements; connect to real contexts (scores, ages, quantities).
Chen has 1 group of 10 marbles and 4 marbles. 14 is 10+ .
Explanation: This question tests 1st grade understanding that teen numbers (11-19) are composed of 1 ten and ones (CCSS.1.NBT.2.b). All teen numbers—11, 12, 13, 14, 15, 16, 17, 18, and 19—have the same structure: exactly 1 ten plus some ones (between 1 and 9 ones). For example, 14 is made of 1 ten and 4 ones, which we can also write as 10 + 4 = 14. This structure helps students understand place value and connects the teen number names to their composition. The scenario describes Chen with 1 group of 10 marbles and 4 marbles, and asks to complete 14 is 10 + . Choice B is correct because decomposing 14 gives 10 + 4, showing 1 ten and 4 ones. Choice C is a common error where students give the total number instead of the ones. To help students: Use base-10 blocks extensively—always show 1 ten-rod plus unit cubes for teens; connect number names to structure ('four-teen' = 4 + 10); practice building each teen number with 1 ten and ones repeatedly; emphasize ALL teen numbers have 1 ten, only the ones vary; use ten-frames with one full frame (the ten) and partial second frame (the ones); write equations (10 + 4 = 14); practice decomposing teens into 10 + ones; compare teens to show same ten structure.
Jamal lines up two ribbons. Which ribbon is longer?
Explanation: This question tests 1st grade ability to order and compare objects by length (CCSS.1.MD.A.1). To compare lengths directly, line up one end of each object and see which extends farther—the one reaching farther is longer. Comparative terms like longer and shorter require understanding through hands-on practice. The stimulus shows two ribbons lined up, with the blue one extending farther. Choice A is correct because the blue ribbon reaches beyond the red one when aligned at one end. Choice B is a common error where students reverse the comparison terms, saying shorter when meaning longer, due to vocabulary challenges. To help students: Provide physical objects to manipulate and compare hands-on; emphasize aligning one endpoint when comparing; practice vocabulary explicitly (longer/shorter/longest/shortest); demonstrate direct comparisons with flexible items like ribbons to show alignment importance.
Solve the story. Emma has 7 stickers. She gets 5 more stickers. How many stickers does Emma have now?
Explanation: This question tests 1st grade ability to solve addition and subtraction word problems within 20 (CCSS.1.OA.1). This is an adding to problem with result unknown. We start with one amount and add more to find the total. The story tells us Emma has 7 stickers and gets 5 more. Choice C is correct because to find how many stickers Emma has now, we add: 7 + 5 = 12. We can represent this as 7 + 5 = ?. Choice B is a common error where students subtract instead of adding, getting 7 - 5 = 2, but that's not an option; instead, they might miscount, but here distractors include miscalculations like 7 + 4 = 11 or 7 + 6 = 13. This happens because choosing the operation from word problem context is challenging. To help students: Act out problems with physical objects; draw pictures representing the situation; teach problem type structures explicitly (adding to, taking from, putting together, taking apart, comparing); use consistent language for each type; practice writing equations with boxes for unknowns; emphasize keywords carefully ('more' can mean add or compare); model thinking aloud ('I started with 7, got 5 more, now I need to find the total, so I add'); practice all unknown positions; connect to familiar experiences.