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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]

http://www.ncpublicschools.org/

mailto:[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.


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.


__________________ degrees











2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.


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












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.


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? _______________












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.


______ cans





2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.


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


Add and subtract within 20.

2.OA.2 Fluently add and subtract within 20 using mental strategies.



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 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:


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.


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? __________


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 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? _______


Understand place value.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.


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, ________, ________, ________, ________



2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s


Work with time and money.

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


Task 11

Use one of the symbols to make each equation true.

< = >



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


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.



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 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


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.


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.


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


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.


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


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.


Second Grade Class Summary Mathematics Summative Assessment Include (standard number)

Student

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Student’s Name: __________________________________________________________________

Second Grade Summative Assessment Summary for Conference & Instructional Planning


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



1 2 3

3 2.OA.1 Solve addition and subtraction


1 2 3

4 2.OA.1 Solve addition and subtraction


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:


Numbers and Base Ten


Understanding

Comments Level

1 2.NBT.5

2.NBT. 9


100.

Explain why addition and

subtraction strategies work.

1 2 3

2 2.NBT.5

2.NBT. 9


100.

Explain why addition and

subtraction strategies work.

1 2 3

3 2.NBT.5


100.

1 2 3

4 2.NBT.5


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:


Measurement and Data


Understanding

Comments Level

1 2.MD.5


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


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:

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