grade two third quarter assessment...

North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment

Grade Two Third Quarter Page 229

Grade Two

Third Quarter

Assessment

Component

K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction

30 Grade Two Third Quarter



Grade 2End-Third Quarter

Assessment Component

Student Name ______________________________________Date _____________


Page 232 Grade Two Third Quarter


Grade Two Third Quarter Page 233 1

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

1. Connect the sets of coins with their values.

A B C 1

thirty cents

50¢

forty cents

60¢



3. Fill in the missing numbers on this 300 board.

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

344

356

368

2

1.01 Develop number sense for whole numbers through 999.b) Read and write numbers.

2. Write the number that comes after each of the following.

twenty-one ____________

sixty-four ____________

ninety-eight ____________

three hundred five ____________

A B C2 A B C 3



4. Tammy has 426 buttons in a box.If she puts ten buttons in each bag,how many bags can she fill?

Show your work. Explain with pictures, words, or numbers.

Tammy will fill ___________ bags.

How many buttons will Tammy have left over?

Tammy will have _______________ buttons left over.

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

A B C D 4



5. Andrea is putting stickers like thisin her sticker book.

If one page in her sticker book is this big,

Andrea will need about ____________ stickers to cover one page.

1.01 Develop number sense for whole numbers through 999.e) Estimate.

2.01 Estimate and measure using appropriate units.

4 A C 5

about how many stickers will Andrea need to cover one page?



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).

6. If all the parts of the flag match, color the whole flag red.

5

483

239

392

604

48 tens and 3 ones

2 ones, 9 tens, and 3 hundreds

6 hundreds and 4 tens

2 hundreds, 2 tens, and 19 ones

A B C 6



7. Sara and Ciara are counting their bead collections.Sara has 14 bags of ten beads and 6 left over.Ciara has 18 bags of ten beads and 2 left over.If they put their beads together how many beads will there be?

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).

1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.a) Strategies for adding and subtracting numbers.

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

6 A B C D 7

Show your work. Explain with pictures, words, or numbers.

There will be ____________ beads.

Write a number sentence that tells about this problem.



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.

8. Color 1 of this rectangle red.2

9. Two flowers are what fraction of Mr. Ritter’s garden? _________________

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.c) Make different representations of the same fraction.

10. Luke has a brownie that he wants to share with three friends.Show two different ways Luke can cut his brownie into four equal parts.

A C 9A C 8 A C 10


Page 240 Grade Two Third Quarter 8

11. Joey ate one-half of his pizza.

Circle your answer.

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.c) Make different representations of the same fraction.

A

B

C

A C 11

Samantha ate half of her pizza, too.Which pizza is Samantha’s?



12. Ashley’s mom made cakes for a party.After the party she had these leftovers:

If her mom puts the leftovers together,what fraction of a whole cake will she have?

9

1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts.d) Combine fractions to describe parts of a whole.

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

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12345671234567123456712345671234567123456712345671234567

12345678123456781234567812345678123456781234567812345678

1234567123456712345671234567123456712345671234567

12345678123456781234567812345678123456781234567812345678

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Show your work with pictures, words, or numbers

She will have __________ of a whole cake.

A B C D12



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

10

13. Brian collected these golf balls from three friends.He received the same number of golf balls from each friend.How many golf balls did each friend give Brian?


Each friend gave Brian ____________ golf balls.

A B C D13


Grade Two Third Quarter Page 243 11

14. Matthew has a stamp collection book.Each page in his book holds five stamps.If he has filled eight pages with stamps,how many stamps are in his collection?

Matthew has _________ stamps in his collection.


A B C D14



15. Lee had 15 marbles.On Monday, Lee gave five marbles away.On Tuesday Lee put the marbles in groups of two.How many groups of two did Lee make?

12


Lee made____________ groups of two marbles.

A B C D15

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



16. Lexie found 56 seashells on the beach.Ivey found 136 seashells on the beach.How many more seashells did Ivey find than Lexie?

13


1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.a) Strategies for adding and subtracting numbers.

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

A B C D16

Ivey found _____________ more seashells than Lexie.

Write a number sentence that tells about this problem.


Page 246 Grade Two Third Quarter14

1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.b) Estimation of sums and differences in appropriate situations.

1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.c) Relationships between operations.

17. Southmont School collected 420 boxtops in March and 310 boxtops in April.About how many boxtops did they collect in those months?

Circle your answer.

Less than 550 boxtopsBetween 550 and 650 boxtopsBetween 650 and 750 boxtopsMore than 750 boxtops

A C17 A B C 18

18. Fill in the missing numbers.

92

96

>

>

-5 +2

-6

+8

> >



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

19. Chantel is making bracelets.She needs 10 white beads and 5 red beads to make one bracelet.If she used 40 white beads,how many red beads will she use to make her bracelets?

15


Chantel uses ______________red beads.

A B C D19



2.02 Tell time at the five-minute intervals.

20. Demond set his alarm clock for 6:40 a.m.Show this time on the clock.

1211

10

9

1

2

3

4

567

8

21. Look at these clocks.

If both clocks show the same time, write S on the line.

If both clocks show different times, write D on the line.12

11

10

9

1

2

3

4

567

8

1211

10

9

1

2

3

4

567

8

1211

10

9

1

2

3

4

567

8

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4:15

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9:30

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11:55

A B C21A C20



22. Where should these buttons be placed?Draw a line from each button to where it belongs in the Venn diagram.

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

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:

A B C22

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: ::

ELIZA’S BUTTONS

. .

. .

. .

. . .

.

. .

. .. .. .

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. .

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. .

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. .

. .

SET A SET C

SET B



23. Mrs. Campbell took a survey.She asked her class which fruits they liked.Here is what she learned.

How many students like oranges? ______________________

How many students like both grapes and apples? ______________________


Jan

Bob

Carrie

Enrique

Lexie

DrewIvan

Jorge

Chase

GRAPES ORANGES

APPLES

OUR FAVORITE FRUITS

A C 23



26. A car salesperson wanted to show how many carsof each color she had to sell.Here are the totals:


blue cars 35silver cars 40

white cars 30black cars 25green cars 20

Use the grid your teacher gives you to make apictograph to show the cars she has to sell.

Use to show ten cars.

25. What number comes next in this pattern?

2, 6, 11, 17, 24, __________

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

24. Look at this pattern. What shape should come next?

■ ❍ ▲ ❍ ■ ❍ ▲❍ ■ ❍ ▲ ❍ ■ ❍

A C24 A C 25 A B C D26

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