1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths record in fraction form.. 1.04 Develop fluency wi[r]
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This Mathematics book is the work of _
Grade 2 Year-End Assessment Mathematics Form BB
Teacher Name
School Name
Student ID Number
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
The teacherreads alldirectionsaloud.Studentswork ontheir own.The teachermay rereaddirections
as manytimes asnecessarybut notcoach orteach astudenthow to do
an item
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.
Draw a circle around the number word.
three hundred seventy-nine three hundred sixteen
three hundred ninety-seven three hundred nineteen
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2 This flag needs to show three ways to name the same
number Two ways are shown here.
In the blank space write or draw another way
to show the same number.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment1.01 Develop number sense for whole numbers through 999
c) Compare and order
3 Write these numbers in order from greatest to 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?
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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?
1.03 Create, model, and solve problems that involve addition, subtraction, equal
grouping, and division into halves, thirds, and fourths (record in fraction form)
Show your work with pictures, words, or numbers.
Each friend will get cards.
6 Will Zachary have any cards left over? Yes No
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Lisa has sticks of gum.
Write a number sentence for this story problem.
Show your work with pictures, words, or numbers.
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?
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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?
Show your work with pictures, words, or numbers.
Mike has _pencils.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment1.03 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.
Show your work with pictures, words, or numbers.
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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?
Show your work with pictures, words, or numbers.
Bob played basketball for _minutes today.
Write a number sentence for this story problem.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment1.04 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
11 Look at these two problems.
234 6 6
or
Circle the problem that has the greater sum.
In the box below explain how you know.
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12 Karen has 17 marbles Is this number odd or even?
Explain your answer using pictures, words, or numbers.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment1.04 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 number sentence true.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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?
Show your work with pictures, words, or numbers.
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
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22 Circle two items Martin can buy with the savings.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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 to the food bank?
Show your work with pictures, words, or numbers.
They gave _ cans to the food bank.
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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
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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.
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26 Ms Columbia’s class wants to go outside.
The class can go outside if the temperature is
greater 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
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
27 Write the time shown on these clocks.
2.02 Tell time at the five-minute intervals
12 11 10 9
1 2 3 4 5 6 7 8
12 11 10 9
1 2 3 4 5 6 7 8
12 11 10 9
1 2 3 4 5 6 7 8
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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
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment3.02 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.
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a) Symmetric figures
30 Draw one line of symmetry for each shape.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment3.03 Identify and make:
b) Congruent figures
31 Draw a shape that is congruent to Shape A.
Shape A
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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.
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment4.01 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:
34 Use the grid your teacher gives you to make a pictograph to
show the favorite candy flavors.
Each will represent 2 votes . )
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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?
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment4.02 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.
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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.
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