grade 2 year-end assessment mathematics form bb€¦ · · 2011-07-21grade 2 summative assessment...
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 395
This Mathematics book is the work of _________________________________
Grade 2Year-End AssessmentMathematics 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 rereaddirectionsas manytimes asnecessarybut notcoach orteach astudenthow to doan item.
2
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.
397 316 379 319
Draw a circle around the number word.
three hundred seventy-nine three hundred sixteen
three hundred ninety-seven three hundred nineteen
A B C 1
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 397
2. This flag needs to show three ways to name the samenumber. Two ways are shown here.
In the blank space write or draw another wayto show the same number.
3
7
five hundred sixty
560
1.01 Develop number sense for whole numbers through 999.d) Rename
A C2
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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1.01 Develop number sense for whole numbers through 999.c) Compare and order
3. Write these numbers in order from greatest to least.
306 975 97 579
________, ________, ________, ________
greatest 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?
A C 3 A B C 4
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 399
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?
5
1.03 Create, model, and solve problems that involve addition, subtraction, equalgrouping, and division into halves, thirds, and fourths (record in fraction form)
Show your work with pictures, words, or numbers.
Each friend will get ____________ cards.
A B C D 5 A C 6
6. Will Zachary have any cards left over? Yes No
If your answer is yes, how many? ___________
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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?
6 A B C D 7
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 401
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.
7A B C D 8
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
8 9 A B C D
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.
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.
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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9
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.
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.
10 A B C D
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
10
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.
11. Look at these two problems.
234 6 6+ 8
84 + 91 =or
Circle the problem that has the greater sum.In the box below explain how you know.
A B C 11
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 405
11
1.06 Define and recognize odd and even numbers.
12. Karen has 17 marbles. Is this number odd or even?
Explain your answer using pictures, words, or numbers.
A B C 12
Circle your answer. Odd Even
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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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.
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 numbersentence true.
= 69 + 28
483 + 275 =
560 - 215 =
+ 44 = 88
13.
14.
15.
16.
A C13 A C14 A C16A C15
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 407
13
18 + 22 + 7 =
45 + 21 = + 21
135 - = 125
81 - 27 =
17.
18.
19.
20.
A C17 A C18 A C20A C19
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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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.
21 A B C D
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 409
22. Circle two items Martin can buy with the savings.
15
$18
$90
$75
$8$110
Show your work with pictures, words, or numbers.
A C22
$40
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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 tothe food bank?
Show your work with pictures, words, or numbers.
They gave _____________ cans to the food bank.
23 A B C D
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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17
2.01 Estimate and measure using appropriate units.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
A B C 24
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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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.
A C25
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 413
19A B C26
26. Ms. Columbia’s class wants to go outside.The class can go outside if the temperature isgreater 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.
1211
10
9
1
2
3
4567
8
1211
10
9
1
2
3
4567
8
1211
10
9
1
2
3
4567
8
20 A B C27
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 415
21A B C28
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 Assessment
3.02 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.
A
B
•
22
• C
I will have _______________________________________.
D
If you cut along that line what new shapes will you have?
A C29
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
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23
3.03 Identify and make:a) Symmetric figures.
30. Draw one line of symmetry for each shape.
A B C 30
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3.03 Identify and make:b) Congruent figures.
31. Draw a shape that is congruent to Shape A.
Shape A
A C31
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 419
25
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.
RST RSST RSTS RTSS
A C32 A B C33
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
4.01 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:
Cherry |||| |||| ||Pineapple |||Orange |||| ||||Lime ||||Grape ||
26 34 A B C D
34. Use the grid your teacher gives you to make a pictograph toshow the favorite candy flavors.
Each will represent 2 votes.. .)
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 421
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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? __________
A B C 35
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
4.02 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.
spinner X 1 2 3 4 5 6 7 8 9 10
color
spinner Y 1 2 3 4 5 6 7 8 9 10
color
28 A C36
Red
Yellow
Blue
X
Red
Yellow
Blue
Y
North Carolina Department of Public Instruction Grade 2 Mathematics Assessment
Grade 2 Summative Assessment Component Form BB Page 423
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.
29A C37 A C38
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North Carolina Department of Public Instruction Grade 2 Mathematics Assessment