second grade - nc mathematics - homemaccss.ncdpi.wikispaces.net/file/view/2013-2014 2nd grade...

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 1

SECOND GRADE 2013-2014

Mathematics Summative Assessment

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, NC Public Schools 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 M0910

If you have questions or feedback please contact: Denise Schulz, [email protected] or Kitty Rutherford,

[email protected]

http://www.ncpublicschools.org/

mailto:[email protected]

mailto:[email protected]


Task 1

Jasmine is playing a card game. These are the cards she chose:

7 3 8

A. What is the largest 3-digit number she can make with these cards?

______ ______ ______

B. What is the smallest 3 digit number she can make with these cards?

_____ _____ _____

If you mentally subtract 10 from the number below, what would the

new total be?

C. 405 __________________

If you mentally added 100 to the number below, what would the new

total be?

D. 792 __________________

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

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.


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.

Three hundred sixty-seven

50 + 500 + 2

40 + 900 + 5

945

500 + 2 + 60

20 + 6 + 500

2 hundreds + 4 ones

2 hundreds + 4 ones + 3 tens

3 + 40 + 800

Eight hundred thirty-four

617

61 tens and 7 ones


Task 3

Amy thinks 20 + 17 + 38 + 13 is more than 22 + 15 + 15 + 18. Is Amy

correct? Explain how you know using properties of operations and

place value understanding.

Is Amy correct? YES or NO

Solve the problem.

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


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.

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.


Task 4

Part A:

Jane’s teacher gave her this problem and asked her to solve it

in two different ways.

Show two ways Jane may have solved this problem.

700 - 345 =



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.


Task 4

Part B:

Antonio’s teacher gave him this problem and asked him to

solve it in two different ways.

Show two ways Antonio may have solved this problem.

482 + 263 =



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.


Task 5

Part A:

Measure each caterpillar twice. Use an inch ruler to measure the first

time. Choose different measurement units to measure the second time.

Complete the chart below.

Caterpillar Length in inches Length in _________

A

B

C

D

E

F

G

H

Explain how each caterpillar can have two different numbers for its

measurement.

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.

C. D. E.

F. G. H.

B. A.


Part B:

Plot the length of each caterpillar (in inches) on the line plot below.

Measuring Caterpillars

1 inch 2 inches 3 inches 4 inches Lengths in inches


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.


Task 6

Jerry’s tower is 51 inches tall. Alyssa’s tower is 27 inches tall. She

wants to build her tower as tall as Jerry’s tower. How many more

inches does she need to be the same height as Jerry’s tower?

Solve the problem.

Use an open number line to explain your reasoning.

__________________ inches


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.


Task 7

Dan wants to buy an airplane that cost 97 cents. He has 1 quarter, 2

dimes, 1 nickel, and 3 pennies.

How much money does he have?

Does he have enough money to buy the airplane?

Use words, numbers and/or pictures to show how you know.

What coins could be used to make 97 cents?

Use pictures, numbers and/or words to show your answer.


Work with time and money.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately


Task 8

Joey read 36 fewer books than Kevin. Joey read 54 books. How

many books did Kevin read?

Solve the problem.

Use words, numbers and/or pictures to show how you

know your answer is correct.

__________________ 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.


Task 9

Tell how many are in each figure below. Circle to tell if the

number of squares is even or odd.

How many ‘s? _____

Even or odd


Even or odd


Even or odd

Write an equation that

represents this array using 2

equal addends.


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.

A.

C.

B.

D.


Task 10

Part A:

David planted a small garden in his backyard. He marked off square

sections in the garden and planted one flower in each square section.

How many flowers did he plant?

David planted ______________ flowers.

Write a repeated addition equation to represent how the problem is

solved.

___________________________________________________________

Part B:

Megan decided to create her own garden. She divided her garden into

3 equal columns and 2 equal rows. She planted one flower in each

section.

Show how Megan marked off her garden:

How many flowers did Megan plant? __________


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.


Task 11

Part A:

Pete ate two halves of a cookie for snack. His brother Timothy ate

three thirds of a same sized cookie. Timothy said he ate more cookie.

Is he correct?

Yes or No

Show with pictures and words how you solved this problem.


Part B:

In each square record a different way you can divide the square into

four equal pieces (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 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.


Student’s Name: __________________________________________________________________

Second Grade Summative Assessment Summary for Conference & Instructional Planning


Task Standard Proficiency in Performance &

Understanding

Comments Level

8 2.OA.1 Solve addition and subtraction

problems within 100.

1 2 3

9 2.OA.3 Even and odd numbers.

1 2 3

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

arrays.

1 2 3

Operations and Algebraic Thinking Summary for Conferences & Instructional Planning:

Numbers and Base Ten


Understanding

Comments Level

1 2.NBT.1

2.NBT.8 Mentally add 10 or 100 to a

given number.

1 2 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.

1 2 3

3 2.NBT.4

2.NBT.6 Add up to four two-digit

numbers.

1 2 3

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

1 2 3

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


Measurement and Data


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

1 2 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

1 2 3

7 2.MD.8 Solve word problems involving

money.

1 2 3

Measurement and Data Summary for Conferences & Instructional Planning:

Geometry


Understanding

Comments Level

10 2.G.2 Partition a rectangle into rows

and columns.

1 2 3

11 2.G.3 Partition shapes into two, three,

and four equal parts.

1 2 3

Geometry Summary for Conferences & Instructional Planning:

second grade - nc mathematics - homemaccss.ncdpi.wikispaces.net/file/view/2013-2014 2nd grade...

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