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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 C. HARRISON
Chairman :: Fayetteville
WAYNE MCDEVITT
Vice Chair :: Asheville
WALTER DALTON
Lieutenant Governor :: Rutherfordton
JANET COWELL
State Treasurer :: Raleigh
JEAN W. WOOLARD
Plymouth
REGINALD KENAN
Rose Hill
KEVIN D. HOWELL
Raleigh
SHIRLEY E. HARRIS
Troy
CHRISTINE J. GREENE
High Point
JOHN A. TATE III
Charlotte
ROBERT “TOM” SPEED
Boone
MELISSA E. BARTLETT
Roxboro
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: Kitty Rutherford, [email protected]
Administration Manual and Scoring Guide
Second Grade
Mathematics Mid-Year Benchmark Assessment
In response to North Carolina legislative and State Board requirements, the NC Department of Public
Instruction provides Local Education Agencies with state-developed assessments to be implemented
for Kindergarten, First and Second Grades. These assessments are to include documented, on-going
individualized assessments throughout the year and a summative evaluation at the end of the year.
These assessments monitor achievement of benchmarks in the North Carolina Standard Course of
Study: Common Core State Standards for Mathematics.
The intended purposes of these assessments are:
To provide information about progress of each student for instructional adaptations and early
interventions.
To provide next-year teachers with information about the status of each of their incoming
students.
To inform parents about the status of their children relative to grade-level standards at the end of
the year.
To provide the school and school district information about the achievement status and progress of
groups of students in grades K, 1, and 2.
These state-developed assessment materials are aligned with the Common Core State Standards
for Mathematics and may be adopted or modified as appropriate for individual school districts.
The North Carolina Department of Public Instruction appreciates any suggestions and
feedback, which will help improve upon this resource. Feedback may be sent to NCDPI
Mathematics Consultant, Kitty Rutherford ([email protected]).
INTRODUCTION
The Second Grade Mathematics Mid-Year Benchmark Assessment is designed to assess student
proficiency on selected standards from the Common Core State Standards for Mathematics at the mid-
year point within the school year. The benchmarks assessed in this document were established based
on research and information from numerous experts, including the Common Core State Standards
authors. Please refer to the 2012-213 Mid-year Benchmark Assessment Standards table on page 7 for a
description of the benchmark expectations evaluated in this assessment.
The tasks in the student mathematics assessment booklet are designed to mirror tasks and assessment
items that students should be experiencing throughout the year. District leaders have the option to use
the assessment as presented or to adapt the assessment to best meet student needs and district
requirements.
The number of days used to administer the assessment is a District decision or a teacher-based
decision based on each class’ situation. However, the assessment is to be administered at the mid-year
point of the school year.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 2
ASSESSMENT MATERIALS
Each student will need a student booklet and a pencil. Each student will also need access to counters
or cubes throughout the assessment. The counters or cubes can be provided to each student in
individual bags or boxes, or they can be located in a central space from which the children can access
as needed.
ASSESSMENT MATERIALS Included Additional
Student Booklet
Inch Ruler
Pencil
Counters or cubes (approx 30)
Calculators are not used during this assessment.
*NOTE: It is possible that printing may have caused graphics to shift. Please check measurement
graphics for accuracy.
ADMINISTERING THE ASSESSMENT
Preparing the students
Because the assessment tasks are similar to the tasks used for daily instruction and on-going formative
assessment, no special preparation for students is necessary. However, teachers may want to explain
to the students that these tasks provide a way to see what each student knows and what each student
still needs to learn. The teacher may also want to explain that the students will need to answer each
question on their own, without support from other classmates or the teacher.
As during daily instruction, students should have a relaxed atmosphere in which to do the tasks. This
assessment is not timed. Students should have as much time as needed, within reason.
Selecting the tasks The tasks can be administered in a sequence that best fits the learning environment. The tasks do not
need to be administered in the order presented. District leaders(s) may decide a particular order for
assessment administration or the decision may be left to the individual teacher. However, some tasks
may have multiple parts that will need to be administered together.
Administration models
The assessment can be administered in several ways. The District Leader(s) may designate a uniform
administration process for all teachers to follow within the LEA/District or the teachers may be asked
to decide on one or more assessment models to use based on their particular students and unique
situations.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 3
Whole Class: The teacher reads the directions for each task aloud to the entire class and all
students complete the same items in their student booklet at the same time.
The teacher needs to consider the varying abilities of the students and select items to be
presented in this format that are most likely answered in approximately the same
amount of time. This prevents situations in which students who need additional time to
complete the task are rushed, or students who are ready to move on to the next question
are waiting for other classmates to finish.
The teacher also needs to ensure that there is an adequate supply of counters or cubes
for each student in the class to use during the assessment.
Small Group: The teacher reads the directions for each task aloud to a small group of students.
A small group of students complete the same items in their student booklet at the
same time.
This model allows students in the same room to be working on different work at the
same time. Teachers need to read the directions aloud to the students, so it is possible
that some of the students are completing assessment tasks while other students are
working on other classroom tasks and activities. Teachers may decide to set up various
centers/stations of which the students move through, thus completing many of the
assessment tasks after an entire rotation is completed.
Individual: Depending on the students’ needs, the teacher may opt to read the directions for
each task aloud to one student.
This model allows for students who may have been absent from assessment
administration or students who require more one-on-one support for the completion of
the assessment.
The teacher reads aloud all directions and all questions to the students. If a student(s) asks for
clarification, the teacher may reread the directions and questions aloud as often as needed or may
substitute a familiar word for an unfamiliar word (e.g., “number sentence” for “equation”).
However, since the teacher is seeking information about what the student can do independently, the
teacher may not coach or instruct a student on how to answer a question.
Monitoring Students at Work
While students are working in their mathematics assessment booklet, teachers may make notes as needed
about the manner in which students accomplish tasks. For example, a teacher may note if a student uses
counters for simple computation or if the student has an alternative strategy. They may note if the student
works with confidence on all of the tasks or if there some aspects that seem more difficult.
The teacher is encouraged to find out as much as possible about what students are thinking and how
they go about working on tasks. As the teacher circulates, s/he asks the students questions to gain
insight into their understanding and makes notes about students’ responses. For example, the teacher
might say, “Tell me about the picture you have drawn.” or “What are you doing with the counters?”
or “What else can you tell me?” Discussions with students offer rich information about students’
understandings.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 4
If students do not understand a question and ask, “What does this mean?” or say, “I don’t get it.” the
teacher may simply repeat the directions, substitute a familiar word for an unfamiliar word if
necessary, and say, “Do the best you can.”
SCORING THE ASSESSMENT
What does Proficient mean?
When students are proficient with a particular standard/cluster, then they:
can model and explain the concepts,
use the mathematics appropriately & accurately, and
are fluent and comfortable in applying mathematics.
A benchmark assessment is like a snapshot- it provides a picture of a student’s performance at one
point in time. This snapshot is combined with other “pictures” to create a comprehensive photo album
of a student’s mathematics performance (Joyner, 2012).
Therefore, this Mid-Year Benchmark Assessment is designed to provide additional evidence of
students’ independent work and will be included with other information gathered about the student.
This assessment is not intended to provide a complete picture of a student’s mathematics
understandings. When determining overall student proficiency levels, this assessment should be
combined with additional documentation such as student products, formative assessment tasks,
checklists, notes, and other anecdotal information.
Determining Proficiency in Performance and Understanding
The Mid-Year Benchmark Assessment is scored using the Proficiency Rubric. As the teacher scores
each student’s booklet, the teacher may record notes and observations for that student on the Student
Summary form. A Class Summary form is provided to gain a global understanding of the class’
proficiency and for assisting with instructional groupings and planning.
Scoring Tool Purpose Page #
Proficiency Rubric Used to determine proficiency in performance and
understanding for each task or collection of tasks. Page 8-14
Student Summary Used to take notes, plan instruction, and share at
conferences for individual students.
Last page of
student booklet
Class Summary
Used to compile all students’ proficiency levels with
each task or collection of tasks for instructional
groupings and planning.
Page 15
When scoring each student’s response, the teacher needs to pay particular attention to what the student
does and does not understand. Both are equally important in determining the next instructional steps.
In addition, the teacher needs to look beyond whether an item’s answer was correct or incorrect by
looking carefully at the types of mistakes that were made. Some mistakes that children make come
from a lack of information. At other times mistakes reflect a lack of understanding. There is logic
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 5
behind students’ answers. The teacher must look for the reasons for the responses and identify any
misconceptions that may exist.
Student Summary
Once the student’s work has been carefully reviewed and the proficiency scores have been determined
using the Proficiency Rubric, the teacher summarizes the student’s strengths and areas of focus for
each of the domains on the Student Summary form. The information on this form can then be used to
guide instruction, to share with families during conferences, to inform support staff, and to discuss in
Professional Learning Communities.
Proficiency Beyond the Mid-Year Benchmark Assessment
As stated earlier, the Mid-Year Benchmark Assessment is one piece of data collected to determine a
student’s mathematics understanding. When determining overall proficiency for a particular standard
or cluster, a variety of evidence is collected. In addition to the collection of evidence, the following
Mathematics Proficiency Levels rubric (page 15) can help solidify to what degree a student has
reached overall proficiency in mathematics.
SUMMARY
This Mid-Year Benchmark Assessment has been provided to help efforts to conduct on-going
assessment of students. These items and tasks within this assessment are not intended to provide a
complete picture of a student’s mathematics understandings. Combined with additional
documentation, teachers will be able to make inferences about student achievement and support each
student’s development as a competent mathematician.
2012-2013 Mid-Year Benchmark Assessment Standards
Second Grade
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 6
Op
era
tio
ns
an
d A
lgeb
raic
Th
ink
ing
Common Core State Standard Mid-Year Benchmark
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, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem
Solve one-step problem-types to 20.
Take From-Start Unknown
Add To-Start Unknown
Solve one-step problems to 100.
Add To-Result Unknown
Take From-Change Unknown
Compare-Bigger Unknown: More
Nu
mb
er a
nd
Op
era
tio
ns
in B
ase
Ten
Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900
refer to one, two, three, four, five, six, seven, eight, or nine
hundreds (and 0 tens and 0 ones).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s
2.NBT.3 Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.
Count a collection of objects using
100, 10s and 1s.
Write 3-digit numbers in number
form and expanded form.
Make and compare true equations
from numbers written in number
form and expanded form.
Skip count by 5s and 10s to 300.
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.
Solve one-step problem-types to 100.
Add To-Result Unknown
Take From-Change Unknown
Compare-Bigger Unknown: More
Mea
sure
men
t a
nd
Da
ta
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.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard
length unit.
Use inch ruler to measure length.
Determine difference between 2
objects (within 10).
Identify how a measurement relates
to the unit used.
Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction within 100 to solve word
problems involving lengths that are given in the same units, e.g.,
by using drawings (such as drawings of rulers) and equations with
a symbol for the unknown number to represent the problem.
Solve one-step problem-types to 20.
Compare- Smaller Unknown:
More
Compare- Bigger Unknown:
Fewer
Geo
met
ry
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.1
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Draw shape with given attributes.
Use attribute clues to determine
shape.
Identify quadrilaterals and attributes
of quadrilaterals.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 7
The Second Grade Mathematics Mid-year Assessment Tasks are scored using the following Proficiency Rubric.
Tasks 1, 2 and 3 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.4 Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
ANSWER
KEY
1) While the intent is for the pencils to be the following lengths, printing may have
slightly altered the pictures. Please check the graphics before disseminating
and scoring.
a: 6 inches
b: 4 inches
c: 5 inches
d: 3 inches
2) 3 inches
3) Multiple explanations possible. Justification needs to indicate awareness that a
centimeter is a much smaller unit than an inch. Therefore, there are more
centimeters than inches.
Example of justification: Mr. Vance measured the pencil using centimeters and
centimeters are much smaller than inches. That’s why his number is bigger
than Mrs. Smith’s measurement.
Level I The student correctly answers 0-2 items within the 3 tasks.
Level II The student correctly answers 3-5 items within the 3 tasks.
Level III The student correctly answers all 6 items within the 3 tasks.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 8
Tasks 4 and 5
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, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
Compare-Smaller Unknown: More, One-step
Compare- Bigger Unknown: Fewer, One-step
MEASUREMENT AND DATA
Relate addition and subtraction to length.
2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are
given in the same units, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
ANSWER
KEY
4) 13 + 6 = □; 6 + 13 = □ 19 feet
5) 9 – 5 = □; 5 + □ = 9 4 inches
Note: Symbols may vary.
Note: Number sentences can be written in a different format, such as □ = 7 + 1.
Level I The student responds in 0-2 of the following ways:
Correctly solves task 4.
Correctly solves task 5
Uses accurate pictures, numbers, or words for task 4.
Uses accurate pictures, numbers or words for task 5.
Writes a correct number sentence for task 4.
Writes a correct number sentence for task 5.
Level II The student responds in 3-5 of the following ways:
Correctly solves task 4.
Correctly solves task 5
Uses accurate pictures, numbers, or words for task 4.
Uses accurate pictures, numbers or words for task 5.
Writes a correct number sentence for task 4.
Writes a correct number sentence for task 5.
Level III The student correctly solves both problem-types, AND
The student accurately uses pictures, number or words and correct number sentences to
represent and/or solve both problems.
NOTE: Students may write equations before, during or after solving a problem.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 9
NOTE: Students may write equations before, during or after solving a problem.
Tasks 6 and 7
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, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
Take From- Start Unknown, One-step
Add To-Start Unknown, One-step
ANSWER
KEY
6) □ – 6 = 11 ; 11 + 6 = □ 17 nuts
7) □ + 8 = 19; 19 – 8 = □ 11 students
Note: Symbols may vary.
Note: Number sentences can be written in a different format, such as 8 = 7 + 1.
Level I The student responds in 0-2 of the following ways:
Correctly solves task 6.
Correctly solves task 7.
Uses accurate pictures, numbers, or words for task 6.
Uses accurate pictures, numbers or words for task 7.
Writes a correct number sentence for task 6.
Writes a correct number sentence for task 7.
Level II The student responds in 3-5 of the following ways:
Correctly solves task 6.
Correctly solves task 7.
Uses accurate pictures, numbers, or words for task 6.
Uses accurate pictures, numbers or words for task 7.
Writes a correct number sentence for task 6.
Writes a correct number sentence for task 7.
Level III The student correctly solves both problem-types, AND
The student accurately uses pictures, number or words and correct number sentences to
represent and/or solve both problems.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 10
Task 8 and 9
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.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded
form.
ANSWER
KEY
8)
a) 378 books
b) 300 + 70 + 8
9)
a) 125, 130, 135, 140, 145, 150, 155
b) 234, 244, 254, 264, 274, 284, 294
Level I The student correctly answers 0-1 of the 4 items within the 2 tasks.
Level II The student correctly answers 2-3 of the 4 items within the 2 tasks.
Level III The student correctly answers all 4 items within the 2 tasks.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 11
Tasks 10 and 11
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 >, =, < symbols to record the results of comparisons.
ANSWER
KEY
10)
a. 38
b. 700
c. 320
d. 2 hundreds + 1 ten + 9 ones
e. 21 tens + 9 ones
f. 219 ones
g. 465
h. 723
11)
a. <
b. <
c. <
d. >
Level I The student correctly answers 0-4 of the 12 items within the 2 tasks.
Level II The student correctly answers 5-8 of the 12 items within the 2 tasks.
Level III The student correctly answers 9-11 of the 12 items within the 2 tasks.
Level IV The student correctly answers all 12 items within the 2 tasks.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 12
Task 12-14 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, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
Add To-Result Unknown, One-step
NUMBER AND OPERATIONS IN BASE TEN
Understand 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.
ANSWER
KEY
12) 70 + 15 = □ ; 15 + 70 = □ 85 yards
13) 99 - □ = 50 ; 50 + □ = 99 49 stickers
14) 24 + 31 = □ ; 31 + 24 = □ 55 pennies
Note: Symbols may vary.
Note: Number sentences can be written in a different format, such as □ = 7 + 1.
Level I The student responds in 0-3 of the following ways:
Writes a correct number sentence for task 12.
Writes a correct number sentence for task 13.
Writes a correct number sentence for task 14.
Correctly solves task 12.
Correctly solves task 13.
Correctly solves task 14.
Uses accurate pictures, numbers, or words for task 12.
Uses accurate pictures, numbers or words for task 13.
Uses accurate pictures, numbers or words for task 14.
Level II The student responds in 4-6 of the following ways:
Writes a correct number sentence for task 12.
Writes a correct number sentence for task 13.
Writes a correct number sentence for task 14.
Correctly solves task 12.
Correctly solves task 13.
Correctly solves task 14.
Uses accurate pictures, numbers, or words for task 12.
Uses accurate pictures, numbers or words for task 13.
Uses accurate pictures, numbers or words for task 14.
Level III The student responds in 7-8 of the following ways:
Writes a correct number sentence for task 12.
Writes a correct number sentence for task 13.
Writes a correct number sentence for task 14.
Correctly solves task 12.
Correctly solves task 13.
Correctly solves task 14.
Uses accurate pictures, numbers, or words for task 12.
Uses accurate pictures, numbers or words for task 13.
Uses accurate pictures, numbers or words for task 14.
Level IV The student correctly solves all 3 problem-types, AND the student accurately uses pictures, number or
words and correct number sentences to represent and/or solve all 3 problems. NOTE: Students may write equations before, during or after solving a problem.
Second Grade Proficiency Rubric
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 13
Task 15, 16, 17, and 18
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.
ANSWER
KEY
15) A triangle is drawn (can be equilateral, isosceles, scalene, or right)
Triangle
16) Hexagon
17) X
18) A quadrilateral has 4 sides
A quadrilateral has 4 angles.
Level I The student correctly answers 0-4 of the 12 items within the 4 tasks.
Level II The student correctly answers 5-8 of the 12 items within the 4 tasks.
Level III The student correctly answers 9-11 of the 12 items within the 4 tasks.
Level IV The student correctly answers all 12 items within the 4 tasks.
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 14
Second Grade Class Summary Mathematics Mid-Year Benchmark Assessment
Measurement
and Data
Operations and
Algebraic Thinking Number & Operations in Base Ten
Geometry Measurement
& Data
Operations &
Algebraic
Thinking
Measure and
estimate lengths
in standard
units.
2.MD.1
2.MD.2
2.MD.4
Represent
and solve
problems
involving
addition and
subtraction.
2.OA.1
Relate
addition and
subtraction to
length.
2.MD.5
Represent and
solve problems
involving
addition and
subtraction
2.OA.1
Understand
place value.
2.NBT.1
2.NBT.2
2.NBT.3
Understand
place value.
2.NBT.1
2.NBT.3
2.NBT.4
Understand place
value.
2.NBT.5
2.NBT.9
Represent and solve
problems involving
addition and
subtraction
2.OA.1
Reason with shapes
and their attributes.
2.G.1
Student Names Tasks 1, 2 & 3 Task 4 & 5 Tasks 6 & 7 Tasks 8 & 9 Tasks 10 & 11 Tasks 12, 13 & 14 Tasks 15, 16, 17 & 18
NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 15
Mathematics Proficiency Levels
SE
LD
OM
Level 1
Limited Performance and Understanding
Exhibits minimal understanding of key mathematical ideas at grade level
Rarely demonstrates conceptual understanding
Seldom provides precise responses
Seldom uses appropriate strategies
Consistently requires assistance and alternative instruction
Uses tools inappropriately to model mathematics
INC
ON
SIS
TE
NT
Level II
Not Yet Proficient in Performance and Understanding
Inconsistently uses tools appropriately and strategically
Demonstrates inconsistent understanding of key mathematical ideas at grade level
Demonstrates inconsistent conceptual understanding of key mathematical ideas at grade
level
Inconsistent in understanding and application of grade level appropriate strategies
Depends upon the assistance of teacher and/or peers to understand and complete tasks
Needs additional time to complete tasks
Applies models of mathematical ideas inconsistently
CO
NS
IST
EN
T
Level III
Proficient in Performance and Understanding
Consistently demonstrate understanding of mathematical standards and cluster at the grade
level
Consistently demonstrates conceptual understanding
Consistently applies multiple strategies flexibly in various situations
Understands and fluently applies procedures with understanding
Consistently demonstrates perseverance and precision
Constructs logical mathematical arguments for thinking and reasoning
Uses mathematical language correctly and appropriately
BE
YO
ND
Level IV
Advanced in Performance and Understanding
Consistently demonstrates advanced conceptual mathematical understandings
Consistently generates tasks that make connections between and among mathematical ideas
Consistently applies strategies to unique situations
Consistently demonstrates confidence to approach tasks beyond the proficiency level for grade
Consistently initiates mathematical investigations