12 short, parent-guided activities to check skills beyond tapping answers on a screen. Use paper, pencils, safe age-appropriate household objects and a few blocks or counters. Supervise small objects and cutting.
Keep it playful: Do one or two activities per day. Read instructions aloud, allow breaks, and observe without coaching the answer. If a child needs a prompt or example, teach and practice first, then check again another day. These checks complement the 22-standard curriculum checklist and Graduation Missions.
0 demonstrated independently · 0 need practice · 12 not assessed
“Demonstrated independently” means your child showed the skill without an answer prompt. “Needs more practice” means teach and try again later. An unchecked activity has not been assessed yet. This is not a pass/fail grade.
Start with any activity below and record what you observe.
Progress saves on this browser and device only. These are informal observations, not a standardized assessment.
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Try it: Invite the child to count aloud from 1 to 100, allowing a short break if needed. Then ask them to count by tens to 100. Start at 37 and ask for the next five numbers. If 100 is not yet comfortable, record where the child needs more practice and try again another day.
Look for: Counts accurately, without restarting from one for the last task.
Parent notes: ___________________________________________________________
Part A — Write in order: Give the child blank paper and a pencil. Without a printed number model to copy, ask them to write every numeral from 0 through 20 in order. Let them work independently.
Part B — Write numbers you say: On a separate blank area, say these numbers one at a time, in this order: 14, 3, 19, 0, 8, 12, 20, 6. Ask the child to write each number without looking at the first list. This checks independent numeral writing rather than copying or recognizing a choice.
Part C — Show quantities: Ask the child to draw 7 dots and then 12 dots in separate groups. Ask them to write the matching numeral beside each group.
Look for: All numerals 0–20 are recognizable, the dictated numbers are written correctly without a model, and the two dot groups match the written numerals. If a numeral is reversed, note it and gently practice its formation; distinguish a formation issue from a quantity-understanding issue.
Parent recording: In-order writing: ____ / 21 recognizable. Dictated writing: ____ / 8 correct. Quantities: 7 dots ☐ and 12 dots ☐. Numbers to practice: ____________________.
Mark “Demonstrated independently” only when the child completes all three parts without copying or answer coaching. Otherwise select “Needs more practice” and note which part to revisit. This is a learning check, not a timed test.
Parent notes: ___________________________________________________________
Try it: Line up 18 coins, blocks or beans. Have the child touch and count each. Scatter 8 objects and count them again.
Look for: Counts each object once and says the last number as the total.
Parent notes: ___________________________________________________________
Try it: Make groups of 7 and 5 objects. Ask which has more. Write 6 and 9, then 4 and 2; ask which number is greater each time.
Look for: Correctly compares quantities and written numbers.
Parent notes: ___________________________________________________________
Part A — Stories within 10: Tell a story: “There are 4 toy cars. 3 more arrive. How many cars are there now?” Ask the child to model it with blocks or drawings and explain that 4 + 3 = 7. Then try: “There are 9 birds. 4 fly away. How many are left?” Have the child show 9 − 4 = 5. Part B — Fluency within 5: Separately ask several short addition and subtraction facts such as 2 + 2, 2 + 3, 4 − 1 and 5 − 2. No timer is needed.
Look for: Independently models and solves addition and subtraction stories within 10, explains the result, and also works comfortably with facts within 5. Record story-problem and fluency observations separately before selecting a checkbox.
Parent notes: ___________________________________________________________
Try it: Give 8 objects. Split them into two groups in two different ways. Then show 6 and ask how many more make 10.
Look for: Finds valid number pairs and completes ten.
Parent notes: ___________________________________________________________
Try it: Make one group of ten counters and 4 extra. Ask how many. Repeat with 17, then ask the child to show 19 using ten and extra ones.
Look for: Shows one ten and the correct extra ones.
Parent notes: ___________________________________________________________
Part A — Describe attributes: Ask the child to describe the length and weight of a book and explain how these are different measurable attributes. Part B — Compare directly: Find two pencils of different lengths. Line up one end of each at the same starting point, then ask which is longer and which is shorter. For weight, use two safe objects such as a small book and an empty plastic cup; ask which feels heavier or lighter. Compare one attribute at a time.
Look for: Names at least two measurable attributes and fairly compares the same attribute on two objects, explaining the comparison.
Parent notes: ___________________________________________________________
Try it: Gather 10–12 small safe objects in two or three colors or shapes. Sort by one rule and count how many are in each group.
Look for: Explains the sorting rule and counts each group.
Parent notes: ___________________________________________________________
Try it: Put a toy above, below, beside, in front of and behind a box. Ask the child to describe each location.
Look for: Uses position words correctly.
Parent notes: ___________________________________________________________
Try it: Show circles, squares, triangles and rectangles in different sizes and rotations, including a square turned like a diamond and a long rectangle. Ask the child to name them and explain straight sides and corners. Compare a flat paper circle with a ball (sphere), a flat square with a cube-shaped block, and show a can (cylinder) or party hat (cone). Ask which are flat (2D) and which are solid (3D).
Look for: Names shapes accurately even when turned or resized, distinguishes a square from a non-square rectangle, describes sides and corners, and identifies flat (2D) versus solid (3D) shapes.
Parent notes: ___________________________________________________________
Try it: Ask the child to draw a triangle and a rectangle. Build a square with four sticks. Cut a paper square diagonally (adult does cutting), then ask the child to put the two triangles back together.
Look for: Creates shapes and combines pieces into a larger shape.
Parent notes: ___________________________________________________________