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SECOND GRADE Mathematics
Summative Assessment
2012-2013
Student Booklet
STATE BOARD OF EDUCATION
The guiding mission of the North Carolina State Board of Education is that every public school student
will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
the 21st Century.
WILLIAM COBEY
Chair :: Chapel Hill
A.L. COLLINS
Vice Chair :: Kernersville
DAN FOREST
Lieutenant Governor :: Raleigh
JANET COWELL
State Treasurer :: Raleigh
JUNE ST. CLAIR ATKINSON
Secretary to the Board :: Raleigh
BECKY TAYLOR
Greenville
REGINALD KENAN
Rose Hill
KEVIN D. HOWELL
Raleigh
GREG ALCORN
Salisbury
OLIVIA OXENDINE
Lumberton
JOHN A. TATE III
Charlotte
WAYNE MCDEVITT
Asheville
MARCE SAVAGE
Waxhaw
PATRICIA N. WILLOUGHBY
Raleigh
NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment
activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or
gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web :: www.ncpublicschools.org M0713
If you have questions or feedback please contact: Kitty Rutherford, [email protected]
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 3
Task 1
Madison is 54 inches tall. Her brother wants to be as tall as she is. He
is 38 inches tall. How many inches does he have to grow to be the
same height as Madison?
Solve the problem.
Use words, numbers or pictures to explain your reasoning.
__________________ inches
Write an equation that represents this problem.
Use a symbol for the unknown number.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking
from putting together, taking apart, and comparing, with unknowns in all positions.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
MEASUREMENT AND DATA
Relate addition and subtraction to length.
2.MD.5 Use addition and subtraction strategies within 100 to solve word problems involving lengths that are given in the same
units.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 4
Task 2
During a unit on weather, the temperature was 36 degrees on Monday
and 45 degrees on Tuesday. How much did the temperature increase
from Monday to Tuesday?
Solve the problem.
Use words, numbers or pictures to explain your reasoning.
__________________ degrees
Write an equation that represents this problem.
Use a symbol for the unknown number.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking
from putting together, taking apart, and comparing, with unknowns in all positions.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 5
Task 3
During PE, Jeff jumped 91 centimeters. Laura jumped 76
centimeters. How many more centimeters did Jeff jump? Use the
open number line to determine your answer.
Solve the problem.
Use the open number line to explain your reasoning.
__________________ centimeters
Write an equation that represents this problem.
Use a symbol for the unknown number.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking
from putting together, taking apart, and comparing, with unknowns in all positions.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 6
Task 4
The teacher asked each student to bring in a collection of 100 items.
Kate brought 34 pennies one day and 48 pennies the next day.
Does Kate have too many or not enough pennies?
Solve the problem.
Use words, numbers or pictures to explain your reasoning.
1. How many pennies does Kate have? _______________
2. Does Kate have too many or not enough pennies?_ ____________
3. How many pennies away from 100 is she? _______________
Write an equation that represents this problem.
Use a symbol for the unknown number.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking
from putting together, taking apart, and comparing, with unknowns in all positions.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 7
Task 5
The second grade classes brought in the following number of cans for
the school food drive. How many cans did the 2nd
grade bring?
Class A: 28 cans Class B: 36 cans
Class C: 12 cans Class D: 17 cans
Solve the problem.
Use words, numbers or pictures to explain your reasoning.
______ cans
Write an equation that represents this problem.
Use a symbol for the unknown number.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 8
Task 6
Teacher: Refer to the Administrative Manual for problem.
Listen carefully as your teacher asks the next 8 problems. The
problems will be said two times each starting with problem A. Do not
write the problem down. Record only your answers in the boxes
below.
Problem A
Problem B
Problem C
Problem D
Problem E
Problem F
Problem G
Problem H
OPERATIONS AND ALGEBRAIC THINKING
Add and subtract within 20.
2.OA.2 Fluently add and subtract within 20 using mental strategies.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 9
Task 7
The picture below shows Mrs. Thomas’ class. Decide whether or not
there is an ODD or an EVEN number of students in her class.
Circle your answer: ODD EVEN
Prove how you know using words, pictures, or numbers:
OPERATIONS AND ALGEBRAIC THINKING
Work with equal groups of objects to gain foundations for multiplication.
2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members; Write an equation to express an
even number as a sum of two equal addends.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 10
Task 8
Part A:
Dante created a dinosaur digging activity. He marked off square
sections in the sandbox and hid 1 plastic dinosaur in each section.
How many dinosaurs did he hide?
Dante hid ______________ dinosaurs.
Write an equation to represent how you solved the problem:
___________________________________________________________
Part B:
Louisa decided to create her own dinosaur dig activity. She divided
her sandbox into 4 columns and 2 rows.
Show how Louisa divided her sandbox:
How many plastic dinosaurs did Louisa need to buy? __________
OPERATIONS AND ALGEBRAIC THINKING
Work with equal groups of objects to gain foundations for multiplication.
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write
an equation to express the total as a sum of equal addends.
GEOMETRY
Reason with shapes and their attributes.
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 11
Task 9
The school is trying to recycle 900 empty water bottles. To keep
track, the students have been putting 10 bottles in each bag. They
then put 10 bags in each box.
How many water bottles are in each box? _________________
Today, the students have filled 7 boxes, 6 bags, and 8 bottles, how
many water bottles have they collected? ________________
If the school reaches its goal of collecting 900 water bottles, how many
boxes will the truck deliver to the recycling center? _______
NUMBER AND OPERATIONS IN BASE TEN
Understand place value.
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 12
Task 10
Part A:
Determine how much money is in each section. Record your answer.
I have 5 dimes and 3 pennies in my pocket. How much money do I
have?
I have 38 cents in my pocket. What combination of coins can I
have?
Part B:
Continue each counting sequence:
a) 495, 496, 497, ________, ________, ________, ________
b) 362, 372, 382, ________, ________, ________, ________
NUMBER AND OPERATIONS IN BASE TEN
Understand place value.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s
MEASUREMENT AND DATA
Work with time and money.
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 13
Task 11
Use one of the symbols to make each equation true.
< = >
NUMBER AND OPERATIONS IN BASE TEN
Understand place value.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using <, =, and > symbols to
record the results of comparisons.
Four hundred
ninety-seven
525
600 + 30 + 8
638
998
Nine hundred
eighty-nine
9 tens and 3 ones
90 + 7
100 + 10 + 3
85
8 tens and 5 ones
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 14
Task 12
900 - 695 = Solve the problem in two different ways.
Show your thinking with pictures, numbers, or words.
254 + 356 = Solve the problem in two different ways.
Show your thinking with pictures, numbers, or words.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2.NBT.7 Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of
operations, and /or the relationship between addition and subtraction; relate strategy to a written method. Understand that in adding
or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 15
Task 13
Part A:
Estimate the lengths of the bracelets below in inches.
Bracelet 1: ________ inches Bracelet 2: ________ inches
Part B:
Use a ruler to measure the length of each bracelet from the beginning
of the string until the end of the string.
Bracelet 1:
_______ inches
Bracelet 2:
_______ inches
How much longer is bracelet 2 than bracelet 1 in inches?
_______ inches
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 16
Part C:
Lynn
Julia
Lynn measured the bracelet using squares and got an answer of 6
squares. Julia measured the same bracelet with squares and found
that it was 12 squares long. Explain how the students got two
different numbers.
MEASUREMENT AND DATA
Measure and estimate lengths in standard units.
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the
two measurements relate to the size of the unit chosen.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard
length unit.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 17
Task 14
Use the following words to label each shape.
Triangle Rectangle Square Trapezoid Pentagon
Name this shape:
Name this shape:
Name this shape:
Name this shape:
GEOMETRY
Reason with shapes and their attributes.
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 18
Task 15
Partition each rectangle based on the directions below.
Group A
Group A partitioned their flag into thirds.
Group B
Group B partitioned their flag into fourths.
Group C
Group C partitioned their flag into two equal
parts.
Group D
Group D tried to divide their flag into
fourths. Are they correct?
Circle YES or NO.
Explain your answer.
GEOMETRY
Reason with shapes and their attributes.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words havles, thirds, half of,
a third of, etc., and describe the whole as two halves, three thirds, four fourths,. Recognize that equal shares of identical wholes
need not have the same shape.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 19
Second Grade Class Summary Mathematics Summative Assessment Include (standard number)
Student
Names
Task
Ad
d/S
ub
tra
ct
Ad
d/S
ub
tra
ct
Nu
mb
er L
ine /
Len
gth
2-s
tep
word
pro
ble
m
Ad
din
g 4
dig
its
Flu
en
cy2
Od
d /
Even
Recta
ng
ula
r
Array
s
Pla
ce
Valu
e
Co
un
tin
g
Rea
d , W
rit
e, &
Co
mp
are
+/-
wit
hin
10
00
Mea
surin
g /
Un
its
Geo
metr
ic
Sh
ap
es
Fracti
on
al
Pa
rts
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 20
Student’s Name: __________________________________________________________________
Second Grade Summative Assessment Summary for Conference & Instructional Planning
OPERATIONS AND ALGEBRAIC THINKING
Task Standard Proficiency in Performance &
Understanding
Comments Level
1 2.OA.1
Solve addition and subtraction
problems within 100.
1 2 3
2 2.OA.1
Solve addition and subtraction
problems within 100.
1 2 3
3 2.OA.1 Solve addition and subtraction
problems within 100.
1 2 3
4 2.OA.1 Solve addition and subtraction
problems within 100.
1 2 3
6 2.OA.2
Fluently add and subtract within
20.
1 2 3
7 2.OA.2 Even and odd numbers. 1 2 3
8 2.OA.4 Use addition to find objects in
arrays.
1 2 3
Operations and Algebraic Thinking Summary for Conferences & Instructional Planning:
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 21
Numbers and Base Ten
Task Standard Proficiency in Performance &
Understanding
Comments Level
1 2.NBT.5
2.NBT. 9
Fluently add and subtract within
100.
Explain why addition and
subtraction strategies work.
1 2 3
2 2.NBT.5
2.NBT. 9
Fluently add and subtract within
100.
Explain why addition and
subtraction strategies work.
1 2 3
3 2.NBT.5
Fluently add and subtract within
100.
1 2 3
4 2.NBT.5
Fluently add and subtract within
100.
1 2 3
5 2.NBT.6
Add up to four two-digit
numbers.
1 2 3
6 2.NBT.8 Mentally add 10 or 100 to a
given number.
1 2 3
9 2.NBT.1 Place value understanding. 1 2 3
10 2.NBT.2 Skip count by 5s, 10s, and 100s. 1 2 3
11 2.NBT.3
2.NBT.4 Read and write numbers to
1000.
Compare two three-digit
numbers.
1 2 3
12 2.NBT.7 Add and subtract within 1,000. 1 2 3
Numbers and Operations in Base Ten Summary for Conferences & Instructional Planning:
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 22
Measurement and Data
Task Standard Proficiency in Performance &
Understanding
Comments Level
1 2.MD.5
Solve addition and subtraction
problems involving length.
1 2 3
10 2.MD.8
Solve word problems involving
money.
1 2 3
13 2.MD.1
2.MD.2
2.MD.3
2.MD.4
Measure the length of an object.
Measure the length of an object
twice using different units.
Estimate length using various
units.
Measure to compare the length
of objects.
1 2 3
Measurement and Data Summary for Conferences & Instructional Planning:
Geometry
Task Standard Proficiency in Performance &
Understanding
Comments Level
8 2.G.2
Partition a rectangle into rows
and columns.
1 2 3
14 2.G.1
Recognize and draw shapes. 1 2 3
15 2.G.3 Partition shapes into two, three,
and four equal parts.
1 2 3
Geometry Summary for Conferences & Instructional Planning: