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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment

Grade 2 Summative Assessment Component Form BB Page 395

This Mathematics book is the work of _________________________________

Grade 2Year-End AssessmentMathematics Form BB

Teacher Name

School Name

Student ID Number



The teacherreads alldirectionsaloud.Studentswork ontheir own.The teachermay rereaddirectionsas manytimes asnecessarybut notcoach orteach astudenthow to doan item.

2

1.01 Develop number sense for whole numbers through 999.a) Connect model, number word, and number using a variety of representations.b) Read and write numbers.

1. Which number is shown here?

Draw a circle around the number.

397 316 379 319

Draw a circle around the number word.

three hundred seventy-nine three hundred sixteen

three hundred ninety-seven three hundred nineteen

A B C 1


Grade 2 Summative Assessment Component Form BB 97

2. This flag needs to show three ways to name the samenumber. Two ways are shown here.

In the blank space write or draw another wayto show the same number.

3

7

five hundred sixty

560

1.01 Develop number sense for whole numbers through 999.d) Rename

A C2



4

1.01 Develop number sense for whole numbers through 999.c) Compare and order

3. Write these numbers in order from greatest to least.

306 975 97 579

________, ________, ________, ________

greatest least< <

1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts.a) Represent fractions (halves, thirds, fourths) concretely and symbolically.

1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division intohalves, thirds, and fourths (record in fraction form).1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.

4. Carson, Amy and Sara shared these 12 pears equally.

How many pears will Carson get?

What fraction of the pears will each friend get?

A C 3 A B C 4



5. Zachary has 19 baseball trading cards to give to his 3 friends.He wants to give equal shares to each friend.How many cards will each friend get?

5

1.03 Create, model, and solve problems that involve addition, subtraction, equalgrouping, and division into halves, thirds, and fourths (record in fraction form)

Show your work with pictures, words, or numbers.

Each friend will get ____________ cards.

A B C D 5 A C 6

6. Will Zachary have any cards left over? Yes No

If your answer is yes, how many? ___________



Lisa has ______________sticks of gum.

Write a number sentence for this story problem.


1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves,thirds, and fourths (record in fraction form).1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.

7. Lisa has seven packs of gum.There are five sticks of gum in each pack.How many sticks of gum does Lisa have in all?

6 A B C D 7



8. Mike has some red and blue pencils in his pack.Seven of the pencils are red.There are five more blue pencils than red pencils.How many pencils does Mike have?


Mike has ___________pencils.

7A B C D 8



8 9 A B C D

1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division intohalves, thirds, and fourths (record in fraction form).1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.

9. Sammy watched motorcycles and cars on the racetrack.He told Juan that there were 14 wheels on the racetrack.What could be on the track?

There could be ___________ motorcycles and

____________ cars on the racetrack.




9

1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.a) Strategies for adding and subtracting numbers.b) Estimation of sums and differences in appropriate situations.c) Relationships between operations.

5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.

10. Bob played basketball for 46 minutes this morning.This afternoon he played basketball for 22 minutes.After dinner he played basketball for 15 minutes more.How many minutes did Bob play basketball today?


Bob played basketball for _________minutes today.

Write a number sentence for this story problem.

10 A B C D



10


11. Look at these two problems.

234 6 6+ 8

84 + 91 =or

Circle the problem that has the greater sum.In the box below explain how you know.

A B C 11



11

1.06 Define and recognize odd and even numbers.

12. Karen has 17 marbles. Is this number odd or even?

Explain your answer using pictures, words, or numbers.

A B C 12

Circle your answer. Odd Even



12


5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.

Fill in each box with the number that makes each numbersentence true.

= 69 + 28

483 + 275 =

560 - 215 =

+ 44 = 88

13.

14.

15.

16.

A C13 A C14 A C16A C15



13

18 + 22 + 7 =

45 + 21 = + 21

135 - = 125

81 - 27 =

17.

18.

19.

20.

A C17 A C18 A C20A C19



14

21. Martin’s mother was saving money.When she counted it she had

8 $1 bills 3 $5 bills

10 $10 bills

How much money has she saved?


Martin’s mother has saved $ _____________.

1.01 Develop number sense for whole numbers through 999.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).

1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division intohalves, thirds, and fourths (record in fraction form).1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.

a) Strategies for adding and subtracting numbers.b) Estimation of sums and differences in appropriate situations.c) Relationships between operations.

1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.

21 A B C D



22. Circle two items Martin can buy with the savings.

15

$18

$90

$75

$8$110


A C22

$40



16

He used ____

1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division intohalves, thirds, and fourths (record in fraction form).1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.

a) Strategies for adding and subtracting numbers.c) Relationships between operations.

1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities,using doubles, and making tens and hundreds.

23. Mr. Spearman’s class collected 938 cans of food.They gave 562 cans to the Postal Service Food Drive.They gave the rest of the cans to the local food bank.How many cans of food did Mr. Spearman’s class give tothe food bank?


They gave _____________ cans to the food bank.

23 A B C D



17

2.01 Estimate and measure using appropriate units.a) Length (meters, centimeters, feet, inches, yards).

24. Greg used a ruler to measure some items in his bedroom.He did not write the unit of measurement he used.Write the unit he used on the line.

The length of his bed is 6 ___________________________.centimeters, feet, meters

The width of a poster is 25 ___________________________.meters, inches, yards

The height of his door is 2 ____________________________.centimeters, meters, feet

The width of a CD is 12 _____________________________.centimeters, yards, feet

A B C 24



18

25. Caleb the Caterpillar took this path to get to a leaf.How far did Caleb crawl to reach the leaf?

2.01 Estimate and measure using appropriate units.a) Length (meters, centimeters, feet, inches, yards).

Caleb crawled __________________ inches.

A C25



19A B C26

26. Ms. Columbia’s class wants to go outside.The class can go outside if the temperature isgreater than 320F.Look at the thermometer.

Will the class be able to go outside?

Circle: Yes or No

How do you know?

2.01 Estimate and measure using appropriate units.b) Temperature (Fahrenheit).

100

90

80

70

60

50

40

30

20

10

0



27. Write the time shown on these clocks.

2.02 Tell time at the five-minute intervals.

1211

10

9

1

2

3

4567

8

1211

10

9

1

2

3

4567

8

1211

10

9

1

2

3

4567

8

20 A B C27



21A B C28

28. Use more than two pattern blocks to make a hexagon.Trace, draw or stamp your hexagon in the box.

How do you know your shape is a hexagon?

3.01 Combine simple figures to create a given shape.



3.02 Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.

29. Draw a line from point A to point C.

A

B

•

22

• C

I will have _______________________________________.

D

If you cut along that line what new shapes will you have?

A C29



23

3.03 Identify and make:a) Symmetric figures.

30. Draw one line of symmetry for each shape.

A B C 30



24

3.03 Identify and make:b) Congruent figures.

31. Draw a shape that is congruent to Shape A.

Shape A

A C31



25

33. Look at this pattern. What 2 shapes come next?

5.01 Identify, describe, translate, and extend repeating and growing patterns.

32. What are the next three numbers in this pattern?

319, 317, 315, 313, ______, ______, _______

�▲▲❍ �▲▲❍ �▲▲❍ _______ _______

Circle the letters that name this pattern unit.

RST RSST RSTS RTSS

A C32 A B C33



4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs wheresymbols represent multiple units (2’s, 5’s, 10’s).

Miss Hart’s class surveyed 2nd graders at Tate School.Students were asked for their favorite flavor of candy.This is what they found:

Cherry |||| |||| ||Pineapple |||Orange |||| ||||Lime ||||Grape ||

26 34 A B C D

34. Use the grid your teacher gives you to make a pictograph toshow the favorite candy flavors.

Each will represent 2 votes.. .)



27

35. Use the pictograph you made to answer these questions.

What flavor was chosen most often? ________________

What flavor was chosen least often? ________________

How many students chose orange or pineapple?_________

How many students were surveyed? __________

A B C 35



4.02 Conduct simple probability experiments; describe the results and make predictions.

Look at these two spinners.

36. On which spinner is it more likely to spin red? _________

Spin each spinner 10 times and record the results.

spinner X 1 2 3 4 5 6 7 8 9 10

color

spinner Y 1 2 3 4 5 6 7 8 9 10

color

28 A C36

Red

Yellow

Blue

X

Red

Yellow

Blue

Y



Spinner

37. Based on your results, which is true?Circle one:

A. Spinner X landed on red more times than Spinner Y.B. Spinner Y landed on red more times than Spinner X.C. Spinner X and Spinner Y landed on red the same number of times.

Did this match your prediction? ____________

38. If you spun each spinner 50 more times,what is most likely to happen? Explain your thinking.

29A C37 A C38

Download - Grade 2 Year-End Assessment Mathematics Form BBp1cdn4static.sharpschool.com/UserFiles/Servers/Server_4507209/File... · Grade 2 Year-End Assessment Mathematics Form BB ... Grade 2

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