grade 2 year-end assessment mathematics form...

North Carolina Department of Public Instruction Grade 2 Mathematics Assessment

Grade 2 Summative Assessment Component Form AA Page 345

This Mathematics book is the work of _________________________________

Grade 2Year-End AssessmentMathematics Form AA

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.

53 503 530 350

Draw a circle around the number word.

fifty-three five hundred three

five hundred thirty three hundred fifty

A B C 1



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

7 hundreds 8 tens 4 ones

seven hundredeighty-four

A C 2

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



4

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.

3. Bob and 2 friends shared these marbles equally.

Use a blue crayon to color the marbles Bob got.

What fraction of the marbles did Bob get? _____________

❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍

4. John and Zach baked these cupcakes.

John frosted 1 of the cupcakes.

1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts.b) Compare fractions (halves, thirds, fourths) using models.

2Zach frosted 2 of the cupcakes.

4

Which statement is true?

Circle your answer:

A. Zach frosted more cupcakes.B. John frosted more cupcakes.C. Each boy frosted the same number of cupcakes.

A B C 3 A C 4



5

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,using doubles, and making tens and hundreds.5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.

5. Together Holly and Joe have 368 books.Holly has 125 books.Joe has more books than Holly.How many books does Joe have?

Joe has ______________books.

Show your work with pictures, words, or numbers.

Write a number sentence for this story problem.

5 A B C D



6

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).

6. Amanda cut a pizza into 4 equal slices.She gave one-half of the pizza to her brothers.Amanda ate the rest of the pizza.How many slices did Amanda eat?


Amanda ate __________ slices of pizza.

A C 6



7. Laura and Tyrone helped Coach Johnson put 12 balls back inthe ball rack.

A B C 7 7

Tyrone put one-half of the 12 balls in the rack.Color the balls that Tyrone put back blue.

Laura put one-third of the 12 balls in the rack.Color the balls that Laura put back red.



A B C 88

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.

8. 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.



9A B C D 9

9. Eli collected 217 cards. He put them in a notebook.Each notebook page holds 10 cards.How many pages did Eli use in his notebook?

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).

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


He used ____

Eli used_____________ pages.



10 A C10 A C11 A C 12 A C13

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.

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

= 69 + 28

483 + 275 =

560 - 215 =

+ 44 = 88

10.

11.

12.

13.



11A C14 A C17A C 15 A C 16

18 + 22 + 7 =

45 + 21 = + 21

135 - = 125

81 - 27 =

14.

15.

16.

17.



12


a) Strategies for adding and subtracting numbers.b) Estimation of sums and differences in appropriate situations.c) Relationships between operations.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).

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

18. Sara has saved her coins.She has:

6 nickels 4 dimes

3 quarters.How much money does she have?Show your work with pictures, words, or numbers.

Sara has _____________¢.

18 A B C D



19. Circle two items Sara can buy with her coins.

13

50¢

75¢

89¢

19¢


57¢

A C19



14 A B C D20


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.

20. 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.



15

1.06 Define and recognize odd and even numbers.

21. Look at the sets of fish.If a set has an odd number of fish, circle odd.If a set has an even number of fish, circle even.

odd even

odd even

A B C21

odd even

odd even odd even

odd even



16

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

23. Jasmine read the class thermometer.What was the temperature?

The temperature was ___________degrees.

100

90

80

70

60

50

40

30

20

10

0

A C23A B C22

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

22. 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



24. Mr. James’ class wants to go outside.The class can go outside if the temperature is less than 950F.Look at the thermometer.

Will the class be able to go outside?

Circle: Yes or No

How do you know?

100

90

80

70

60

50

40

30

20

10

0

A B C24 17



18

25. Write the time shown on these clocks.

2.02 Tell time at the five-minute intervals.

A B C25

1211

10

9

1

2

3

4567

8

1211

10

9

1

2

3

4567

8

1211

10

9

1

2

3

4567

8



A B C26 19

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

3.01 Combine simple figures to create a given shape.

How do you know your shape is a triangle?



20

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

27. Draw a line from point A to point B.

A

B

•

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

A C27



3.03 Identify and make:a) Symmetric figures.

28. Draw one line of symmetry for each shape.

A B C28 21



3.03 Identify and make:b) Congruent figures.

29. Circle the sets of congruent shapes.

22 A B C29



23A B C30

Where will she

6 7 10 15 26

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).

30. Sandy sorted some number cards into different groups.

Where should she put these numbers?

one-digit numbers

5

1 2

813

17

2531

402030

odd numbers

counting by 5’s



A C3124

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

Look at these two spinners.

31. 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

Red

Yellow

Blue

X

Red

Yellow

Blue

Y



25A C33A C32

Spinner

32. 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? ____________

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



26 A C34 A C35 A B C36

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

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

3, 6, 10, 15, 21, ______, ______, _______

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

401, 403, 405, 407, ______, ______, ______

36. Look at this pattern. What two shapes should come next?

❒ ▼ ❍ ▼ ❒ ▼ ❍ ▼ ❒ ▼ ❍ ▼ ❒

Circle the letters that name this pattern unit.

RSST RSTS RSTR RTSS

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