SECOND GRADE

2016-2017

Summative Assessment

Student Booklet

STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen.

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina.

WILLIAM COBEY Chair :: Chapel Hill – At-Large A.L. COLLINS Vice Chair :: Kernersville – Piedmont Triad Region DAN FOREST Lieutenant Governor :: Raleigh – Ex Officio DALE FOLWELL State Treasurer :: Raleigh – Ex Officio MARK JOHNSON Secretary to the Board :: Raleigh

BECKY TAYLOR Greenville – Northeast Region REGINALD KENAN Rose Hill – Southeast Region AMY WHITE Garner – North Central Region OLIVIA OXENDINE Lumberton – Sandhills Region GREG ALCORN Salisbury – Southwest Region

TODD CHASTEEN Blowing Rock – Northwest Region WAYNE MCDEVITT Asheville – Western Region ERIC DAVIS Charlotte – At-Large PATRICIA N. WILLOUGHBY Raleigh – At-Large

NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, 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: Deputy State Superintendent ::6368 Mail Service Center, Raleigh, NC 27699-6368 :: Phone: (919) 807-3200 :: Fax: (919) 807-3388

Visit us on the Web :: www.ncpublicschools.org M0117 For feedback about assessment, please send to denise.schulz@dpi.nc.gov or kitty.rutherford@dpi.nc.gov

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 1

Task 1 Gabby is playing a card game. These are the cards she chose:

4 2 7 Part A: What is the largest 3-digit number she can make with these cards? How do you know that is the largest number? What is the value of the 7 in Gabby’s number? What number is 100 more than Gabby’s number?

Part B: Tyler wants to make the smallest 3-digit number possible using the same cards. What is the smallest 3-digit number he can make with these cards? How do you know that is the smallest number? What is the value of the 7 in Tyler’s number? What number is 10 less than Tyler’s number? 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 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. 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 2

4

2

7

These cards are optional, but may be used with students who need to manipulate the numbers.

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 3

Task 2

Use one of the symbols to make each equation true.

< = >

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 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.

3 hundreds + 4 ones +

2 tens

3 hundreds + 4 ones

40 + 3 + 700

700 + 4 + 30

five hundred thirty-four

4 + 30 + 500

90 + 200 + 8

four hundred twenty-eight

900 + 7

970

20 tens and 6 ones

206

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 4

Task 3 Melanie thinks 19 + 21 + 37 + 23 is more than 25 + 24 + 16 + 45. Is Melanie correct? Explain how you know.

Is Melanie correct? YES or NO

Solve the problem. Use words, numbers and/or pictures to explain your reasoning.

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. Understand place value. 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.

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 5

Task 4 Part A: A second grade class is collecting money for a new computer. The computer costs $350. The class has collected $134. How much money does the second grade class still need to collect to buy the computer? Show two strategies to solve this problem First Strategy: Second Strategy:

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 6

Task 4 Part B: Principal Smith bought popsicles for field day. He bought 326 red popsicles and 288 purple popsicles. How many popsicles did Principal Smith buy? Show two strategies to solve this problem. First Strategy: Second Strategy:

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 7

Task 5 Part A: Jada needs help measuring the bugs in her bug collection. Measure the length of each bug to the nearest inch, and record in the table. Then, measure each bug to the nearest centimeter and record in the table.

A.

B.

C.

D.

E.

F.

G.

H.

Bug Length in inches

Length in centimeters

A B C D E F G H

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 8

Explain how each bug can have two different numbers for its measurement. Part B: Plot the length of each bug (in inches) on the line plot below.

Measuring Bugs

1 inch 2 inches 3 inches 4 inches

Lengths in inches

MEASUREMENT AND DATA Measure and estimate lengths in standard units. 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. Represent and interpret data. 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 9

Task 6 Francisco and Josh each threw a paper airplane. Francisco flew the airplane a length of 74 inches. Josh threw the airplane a length of 57 inches. How many inches farther did Francisco throw the airplane than Josh?

Solve the problem. Use an open number line to explain your reasoning.

Francisco threw the airplane _________inches farther than Josh.

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. 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 10

Task 7

Leigh wants to buy a bag of fruit snacks for 80 cents. She has 2 quarters, 1 dime, 2 nickels, and 5 pennies.

1. How much money does Leigh have? Use words, numbers and/or pictures to show how you know.

2. Does she have enough money to buy a bag of fruit snacks?

How do you know? 3. What is the difference between the amount of money Leigh has and the amount she needs?

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 11

Task 8 Rebecca and Dan collect books. Dan has 46 fewer books than Rebecca. Rebecca has 83 books. How many books does Dan have?

Solve the problem. Use words, numbers and/or pictures to show how you

know your answer is correct.

Dan has __________ books.

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.

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 12

Task 9 1. Cheng asks his mom for an even number of crackers. Draw an even number of crackers for Cheng. 2. Write an equation with two equal addends to show that

Cheng’s amount of crackers is even.

______________________________________________

3. Yin asks her mom for an odd number of crackers. Draw an odd number of crackers for Yin. 4. Explain how you know that Yin has an odd amount of crackers.

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 13

Task 10

Part A: Nora arranged some stickers into equal rows and columns. How many stickers did Nora use?

J J J J J J J J J J J J J J J

Nora used __________ stickers. Write an equation to show how the stickers are arranged in

rows or columns. ______________________________________

Part B: James baked brownies for his friends. He cut the brownies into 4 equal columns and 3 equal rows. Show how James cut his brownies. How many brownies did James cut? _________ 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 14

Task 11

The art teacher asked his students to partition a rectangle into four equal parts (fourths). In each rectangle, show a different way to make four equal parts.

Explain how you know the rectangles are partitioned into fourths. 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 halves, 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.

Second Grade Summative Assessment Student Summary for Conference & Instructional Planning

Student’s Name: _____________________________________________________________

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 15

Numbers and Operation in Base Ten

Task Standard Proficiency in Performance & Understanding Comments Level

1 2.NBT.1 2.NBT.4 2.NBT.8

• Mentally add 10 or 100 to a given number.

_____/3

2 2.NBT.1 2.NBT.3 2.NBT.4

• Place value understanding. • Read and write numbers to

1000. • Compare two three-digit

numbers.

_____/3

3 2.NBT.4 2.NBT.6

• Add up to four two-digit numbers.

_____/3

4 2.NBT.7 • Add and subtract within 1,000.

_____/3

Numbers and Operations in Base Ten Summary for Conferences & Instructional Planning:

Measurement and Data

Task Standard Proficiency in Performance & Understanding Comments Level

5 2.MD.2 2.MD.9

• Measure the length of an object twice using different units

• Show measurements by making a line plot

_____/3

6 2.MD.5 2.MD.6

• Solve addition and subtraction problems involving length.

• Represent whole number sums and differences within 100 on a number line diagram

_____/3

7 2.MD.8 • Solve word problems involving money.

_____/3 Measurement and Data Summary for Conferences & Instructional Planning:

Second Grade Summative Assessment Student Summary for Conference & Instructional Planning

Student’s Name: _____________________________________________________________

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 16

OPERATIONS AND ALGEBRAIC THINKING

Task Standard Proficiency in Performance & Understanding Comments Level

8 2.OA.1 • Solve addition and subtraction problems within 100.

_____/3

9 2.OA.3 • Even and odd numbers. _____/3

10 2.OA.4 • Use addition to find objects in arrays.

_____/3 Operations and Algebraic Thinking Summary for Conferences & Instructional Planning:

Geometry

Task Standard Proficiency in Performance & Understanding Comments Level

10 2.G.2 • Partition a rectangle into rows and columns.

_____/3

11 2.G.3 • Partition shapes into two, three, and four equal parts.

_____/3

Geometry Summary for Conferences & Instructional Planning: