Second Grade Common Core Assessment Mega Packsweethomemath.wikispaces.com/file/view/ndGradeCommonCoreMath... · Second Grade, Common Core Assessment ©Katie Conklin ; Second Grade

Second Grade, Common Core Assessment

©Katie Conklin

;

Second Grade

Common Core Assessment

Mega Pack By, Katie Conklin

This mega pack assesses the entire second grade math Common Core curriculum: 2.OA, 2.G, 2.MD & 2.NBT


©Katie Conklin

Name: ___________________________________________

Operations and Algebraic Thinking 2.oa 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.

1.) Solve the following problems. Show your work in the box below each problem.

Mary had 22 pieces of bubble gum in her pocket. During the day she ate 12 pieces. How many does she have left?

Joe read 14 books over the summer. Mary read 22 books.

Jane read 19. How many did they read in all?

Mike played soccer for 30 minutes on Saturday and 15

minutes on Sunday.

How many more minutes did Mike play on Saturday than on

Sunday?


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Add and subtract within 20 2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

2.) Solve the problems below in ONE MINUTE.

9 + 7 =

12 + 3 = 14 - 6 = 9 + 9 = 18 – 9 =

9 – 2 =

8 + 8 = 15 + 3 =

4 + 9 = 18 – 6 =


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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, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

3.) Circle the word ODD or EVEN to show which is correct.

Odd or Even?

15

Odd or Even?

10 Odd or Even?

12

Odd or Even?

19

4.) Look at the EVEN NUMBERS above.

Write a doubles fact below to go with each EVEN NUMBER.

________+________ = ________

________+________ = ________


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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.

5.) Look at the arrays below. Write a number sentence to match each array.

______________________

_________________________

______________________

_____________________


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ANSWER KEY

Operations and Algebraic Thinking 2.oa 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.

1.) Solve the following problems. Show your work in the box below each problem.

Mary had 22 pieces of bubble gum in her pocket. During the

day she ate 12 pieces. How many does she have left?

22 - 12 = 10

OR some other way to show this, problem solving strategies may vary.

Joe read 14 books over the summer. Mary read 22 books. Jane read 19. How many did they read in all?

14 + 22 = 26


Mike played soccer for 30 minutes on Saturday and 15

minutes on Sunday.

How many more minutes did Mike play on Saturday than on

Sunday?

30 – 15 = 15



©Katie Conklin

Add and subtract within 20 2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.


9 + 7 =

16

12 + 3 =

15

14 - 6 =

8

9 + 9 =

18

18 – 9 =

9

9 – 2 =

7

8 + 8 =

16

15 + 3 =

18

4 + 9 =

13

18 – 6 =

12


©Katie Conklin

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, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

3.) Circle the word ODD or EVEN to show which is correct.

4.) Look at the EVEN NUMBERS above.

Write a doubles fact below to go with each EVEN NUMBER.

________+________ = ________

________+________ = ________

Odd or Even?

15

Odd or Even?

10 Odd or Even?

12

Odd or Even?

19

5 5 10 6 6 12


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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.

5.) Look at the arrays below. Write a number sentence to match each array.

______________________

Answers will vary, students should show a number sentence to express the total number of squares within the array.

_________________________


______________________


______________________



©Katie Conklin

Name: _____________________________________________________

Geometry 2.G - 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.) Draw a shape that has 5 sides. What is the name of the shape? _______________________________ 2.) Draw a shape with 3 angles. What is the name of the shape? ___________________________________ 3.) Draw a shape with 4 equal sides. What is the name of the shape? ___________________________


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2.G.1: Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

4.) Write the name of the following shapes. Be sure to use the word box. _____________________ _____________________ _____________________ _____________________ _____________________ 2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

5.) Divide this rectangle into 2 rows and 5 columns. … …How many squares did you make? _______________________________________

Word Box: triangle, quadrilateral, pentagon, hexagon, cube


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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.

6.) Divide this circle in 7.) Divide this rectangle in 8.) Divide this square in two equal shares. three equal shares. four equal shares. Complete the following sentences. Use words from the word box.

9.) I divided my circle in two parts, it has equal ___________________________________________________. 10.) I divided my rectangle in three parts, it is in ___________________________________________________. 11.) I divided my square in four parts, it is in ___________________________________________________. Word Box: fourths, thirds, halves


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12.) Divide this rectangle into three equal parts. …….Color one third of the rectangle red.

13.) Divide this square into four equal parts. ……Color two fourths of the square blue. 2.G.3: Recognize that equal shares of identical wholes need not have the same shape.

14.) At lunch Rachel and Joe both ate sandwiches. Their sandwiches were cut different ways. Whose sandwich has the bigger pieces? Are they the same? Explain your answer.

Rachel

Joe

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


©Katie Conklin

ANSWER KEY: Geometry 2.G - 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.) Draw a shape that has 5 sides. What is the name of the shape? _______________________________ 2.) Draw a shape with 3 angles. What is the name of the shape? ___________________________________ 3.) Draw a shape with 4 equal sides. What is the name of the shape? ___________________________

pentagon

triangle

square


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2.G.1: Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

4.) Write the name of the following shapes. Be sure to use the word box. _____________________ _____________________ _____________________ _____________________ _____________________

2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

5.) Divide this rectangle into 2 rows and 5 columns. …….How many squares did you make? ___________________

cube hexagon quadrilateral pentagon triangle

10

Word Box: triangle, quadrilateral, pentagon, hexagon, cube


©Katie Conklin

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.

6.) Divide this circle in 7.) Divide this rectangle in 8.) Divide this square in ……two equal shares. three equal shares. four equal shares. Complete the following sentences. Use words from the word box.

9.) I divided my circle in two parts, it has equal __________________________________________. 10.) I divided my rectangle in three parts, it is in __________________________________________. 11.) I divided my square in four parts, it is in __________________________________________.

halves

thirds

fourths

Word Box: fourths, thirds, halves


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12.) Divide this rectangle into three equal parts. …….Color one third of the rectangle red. 13. Divide this square into four equal parts. …...Color two fourths of the square blue. 2.G.3: Recognize that equal shares of identical wholes need not have the same shape.

14.) At lunch Rachel and Joe both ate sandwiches. Their sandwiches were cut different ways. Whose sandwich has the bigger pieces? Are they the same? Explain your answer.

Rachel and Joe’s sandwiches both have the same size pieces. Their sandwich is the same size, their pieces are just cut in different shapes. Rachel’s are in rectangles and Joe’s are in triangles.

Rachel

Joe


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Name: ________________________________________________ Measurement and Data 2.MD 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.

1.) Measure the objects listed below. Choose eithera ruler, a yardstick or a measuring tape to measure the objects. Tell whether you measured in inches, centimeters or yards. EXAMPLE: A pencil _______________________________________ Your thumb _______________________________________ Your head _______________________________________ The length of your foot _______________________________________ Your classroom door _______________________________________

6 inches


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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.) The rabbit hopped along this path to get to the carrot. Measure the rabbit’s path twice, once to the nearest inch then to the nearest centimeter. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.

3.) Estimate. About how long do you think each of the objects below is?

Your desk: _______________ feet Your math book: _______________ inches

The length of our classroom: _______________ meters Your pinky finger: _______________ centimeters

The rabbit’s path is ________________________ inches. The rabbit’s path is ________________________ centimeters.


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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.

4.) Measure both lines to the nearest inch. _____________________________________________________________ How many inches is Line A? ________________ _______________________________________ How many inches is Line B? ________________ How much longer is line A than line B? __________________________ 5.) Measure both lines to the nearest centimeter ________________________________________________ How many centimeters is Line A? _____________ _________________________ How many centimeters is Line B? _____________ How much longer is line A than line B? ______________________

Line A

Line A

Line B

Line B


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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.

6.) Solve the problems below. Maria’s book is 14 inches long. Joe’s book is 6 inches long. How much longer is Maria’s book

than Joe’s book?

Michael has 3 pencils. The pencils are 19cm, 15cm and 13cm long.

What is the total length of all Michael’s pencils?

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.

7.) Fill in the rest of the number line

8.) Use the number line to answer the following questions:

35 + 40 = __________________ 50 + 50 = __________________ 25 + 15 = __________________

0 5 100 50 70 35


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Work with time and money. 2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

9.) Draw the hands on the clock to show the following times:

3:35 4:40 6:05

10.) Circle AM or PM below:

You eat breakfast around 7:00 a.m. or p.m. You go to bed around 8:00 a.m. or p.m. You eat dinner around 6:00 a.m. or p.m.


©Katie Conklin

11.) Draw a line to match the following clocks to the correct time below.

9:24 3:30 1:10 2:05 5:55


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

12.) Add the following amounts of money:

13.) Answer the following questions. Use the space below to draw a picture or write a number sentence to solve each problem. Madison has 2 quarters

and 2 pennies. How much money does

she have in all?

Charlie bought some baseball cards at the store. He paid with 2 dollars and 3 dimes. How much money did he pay

with?

Aiden earned an allowance. He earned one dollar, 3 dimes, 2 nickels and a

penny. How much did he earn in all?

Jane got $33 for her birthday. Her brother Joe got $49 for his birthday. How much

more money did Joe get than Jane?

= =


©Katie Conklin

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.

14.) Look inside your desk and choose 5 things that are shorter than your ruler. Measure each of these objects to the nearest inch. Record the item and its measurement below:

1.) __________________________________________________________________________ _________________________________

2.) _________________________________________________________________________ _________________________________

3.) _________________________________________________________________________ _________________________________

4.) _________________________________________________________________________ _________________________________

5.) _________________________________________________________________________ _________________________________


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15.) Now make a line plot with those 5 items. Give your line plot a title and finish labeling the bottom of the graph.

_____________________________________________________________________________________________________________

______________________________________________________________________________________________________________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

1-2 inches 11-12 inches


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2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.

16.) Look at the data above. Create a picture graph using the data shown. Make sure to give your graph a title.

_____________________________________________________________________________________

Chocolate

Vanilla

Bubble Gum

Chocolate Chip

Key = 2 votes

Favorite Flavors of Ice Cream


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17.) Use the same information you used in the picture graph to create a bar graph below. Be sure to include a title, and to label both the bottom and side of the graph.

_____________________________________________________________________________________


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Answer the following questions about the information you just graphed. 18.) How many students voted on their favorite flavor of ice cream? ________________________ 19.) How many students liked chocolate and vanilla? ________________________ 20.) How many students liked chocolate chip and bubble gum? ________________________

21.) How many more students liked chocolate chip and bubble gum than chocolate and vanilla? ____________________________________ 22.) Write a sentence below telling something you know about the information on the graph.

________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________


©Katie Conklin

ANSWER KEY Measurement and Data 2.MD 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.

1.) Measure the objects listed below. Choose either a ruler, a yardstick or a measuring tape to measure the objects. Tell whether you measured in inches, centimeters or yards. EXAMPLE: A pencil _______________________________________ Your thumb _______________________________________ Your head _______________________________________ The length of your foot _______________________________________ Your classroom door _______________________________________

6 inches

Answers will vary

Answers will vary

Answers will vary

Answers will vary


©Katie Conklin

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.) The rabbit hopped along this path to get to the carrot. Measure the rabbit’s path twice, once to the nearest inch then to the nearest centimeter. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.

3.) Estimate. About how long do you think each of the objects below is?

Your desk: _______________________________ feet Your math book: _______________________________ inches

The length of our classroom: ____________________ meters Your pinky finger: ________________ centimeters

The rabbit’s path is ________________________ inches. The rabbit’s path is ________________________ centimeters.

App. 3 in.

App. 8 cm.

App. 2 in.

App. 5 cm. App. 3 in.

App. 7 cm.

App. 2 in.

App. 5 cm.

10 inches (you may want to accept 9-11 in range)

25 cm (you may want to accept 23-27 cm range)

Answers will vary Answers will vary

Answers will vary Answers will vary


©Katie Conklin

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.

4.) Measure both lines to the nearest inch. _____________________________________________________________ How many inches is Line A? _______________

_______________________________________ How many inches is Line B? _______________ How much longer is line A than line B? __________________________ 5.) Measure both lines to the nearest centimeter. ________________________________________________ How many centimeters is Line A? ____________ _________________________ How many centimeters is Line B? ____________ How much longer is line A than line B? ______________________

Line A

Line A

Line B

Line B

10 centimeters

3 inches

2 inches

5 inches

5 centimeters

5 centimeters


©Katie Conklin

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.

6.) Solve the problems below. Maria’s book is 14 inches long. Joe’s book is 6 inches long. How much longer is Maria’s book

than Joe’s book?

Michael has 3 pencils. The pencils are 19cm, 15cm and 13cm long.

What is the total length of all Michael’s pencils?

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.

7.) Fill in the rest of the number line 8.) Use the number line to answer the following questions: 35 + 40 = __________________ 50 + 50 = __________________ 25 + 15 = __________________

0 5 100 50 70 35

14 – 6 = 8 19 + 15 + 13 = 47

10 15 20 25 30 40 45 55 60 65 75 80 85 95

90

75 100 40


©Katie Conklin

Work with time and money. 2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

9.) Draw the hands on the clock to show the following times:

3:35 4:40 6:05

10.) Circle AM or PM below:

You eat breakfast around 7:00 a.m. or p.m. You go to bed around 8:00 a.m. or p.m. You eat dinner around 6:00 a.m. or p.m.


©Katie Conklin

11.) Draw a line to match the following clocks to the correct time below.

9:24 3:30 1:10 2:05 5:55


©Katie Conklin

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

12.) Add the following amounts of money:

13.) Answer the following questions. Use the space below to draw a picture or write number sentence to solve each problem. Madison has 2 quarters

and 2 pennies. How much money does

she have in all?

Charlie bought some baseball cards at the store. He paid with 2 dollars and 3 dimes. How much money did he pay

with?

Aiden earned an allowance. He earned one dollar, 3 dimes, 2 nickels and a

penny. How much did he earn in all?

Jane got $33 for her birthday. Her brother Joe got $49 for his birthday. How much

more money did Joe get than Jane?

= .56 c = .32 c

.52 c

$2.30 .40 c $16.00


©Katie Conklin

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.

14.) Look inside your desk and choose 5 things that are shorter than your ruler. Measure each of these objects to the nearest inch. Record the item and its measurement below:

1.) __________________________________________________________________________ _________________________________

2.) _________________________________________________________________________ _________________________________

3.) _________________________________________________________________________ _________________________________

4.) _________________________________________________________________________ _________________________________

5.) _________________________________________________________________________ _________________________________

Answers vary


©Katie Conklin

15.) Now make a line plot with those 5 items. Give your line plot a title and finish labeling the bottom of the graph.

_____________________________________________________________________________________________________________

______________________________________________________________________________________________________________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

1-2 inches 11-12 inches

Answers vary

3-4 inches 5-6 inches 7-8 inches 9-10 inches


©Katie Conklin

2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.

Favorite Flavors of Ice Cream 16.) Look at the data above. Create a picture graph using the data shown. Make sure to give your graph a title..

_____________________________________________________________________________________

Chocolate

Vanilla

Bubble Gum

Chocolate Chip

Key = 2 votes

Favorite Flavors of Ice Cream (or something similar)

Chocolate

Vanilla

Bubble Gum

Chocolate Chip


©Katie Conklin

17.) Use the same information you used in the picture graph to create a bar graph below. Be sure to include a title, and to label both the bottom and side of the graph.

_____________________________________________________________________________________

Favorite Flavors of Ice Cream (or something similar)

Chocolate Vanilla Bubble Gum

Chocolate Chip

2

4

6

8

10

12

14

16

18


©Katie Conklin

Answer the following questions about the information you just graphed. 18.) How many students voted on their favorite flavor of ice cream? ______________________ 19.) How many students liked chocolate and vanilla? ________________________ 20.) How many students liked chocolate chip and bubble gum? ________________________

21.) How many more students liked chocolate chip and bubble gum than chocolate and vanilla? ____________________________________ 22.) Write a sentence below telling something you know about the information on the graph:

________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________

22

10

12

2

Answers vary


©Katie Conklin

Name: ______________________________________ Number and Operations in Base Ten 2.NBT Understand place value. 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

1.) Write the number:

= _____________________

= _____________________

= _____________________


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a. 100 can be thought of as a bundle of ten tens — called a “hundred.”

2.) Write the total number:

= __________________________ 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 0tens and 0 ones).

3.) What is the value of the circled digit? 423 = ___________ 1,697 = ___________

609 = ___________ 545 = ___________ 4.) three hundred thirty-two = ________ hundreds, ________ tens, and ________ ones 5.) two hundred seventy-seven = ________ hundreds, ________ tens, and ________ ones


©Katie Conklin

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

6.) Fill in the 100’s board below:

401 410 412 440 445 452 463 476

481 497


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7.) In the box below, count by 5’s. Start with 0 and end with 50.

8.) In the box below count by 10’s. Start with 0 and end with 100.

9.) In the box below count by 100’s. Start with 0 and end with 1,000.


©Katie Conklin

2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

10.) Fill in the chart below:

Number Word

Standard Form

Expanded Form

Model

two hundred twenty-six

one hundred twelve

112

100 + 10 + 2

238

three hundred five

300 + 0 + 5


©Katie Conklin

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.

11.) Tell what each symbol means:

> means _______________________ = means _________________________ < means _________________________

12.) Write the total number below each box. Then compare the numbers using a <, > or = symbol.

_______________________________________ _______________________________________

_______________________________________ _______________________________________


©Katie Conklin

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.

13.) Solve the following problems: 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.

14.) Solve the following problems:

20 50 89 24

72 32

34 28 30

35 26 20

39 27

+

+

+ +

+

21 – 7 =

56 29

-

-

5 + 9 = 10 +

70 28


©Katie Conklin

2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the 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.

15.) Solve the following problems. Show your work using pictures, words or numbers.

Jane went apple picking with her brother Roger. Jane picked 93 apples. Roger picked 57. How many more apples did Jane pick than Roger.

256 + = 400

35 + = 19 + 35

Mike saw many people at the zoo. He counted 21 people wearing yellow shirts, 14 people wearing green shirts and 68 wearing white shirts. How many people did Mike count in all?


©Katie Conklin

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.


300 + 10 =

100 + 100 =

400 + 10 = 500 + 100 = 600 + 100 =

400 – 100 = 800 – 10 = 500 – 100 =

700 – 10 = 200 – 100 =


©Katie Conklin

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

17.) Write the missing facts in these fact families.

8 + 4 = ______ 4 + 8 = 12

______ - 4 = 8 12 – 8 = ______

9 + 5 = 14 5 + ______ = 14

______ - 5 = 9 14 – 9 = ______

8 + ______ = 15 7 + 8 = ______ 15 – 8 = 7

15 - ______ = 8

6 + 5 = ______

5 + 6 = 11 ______ - 6 = 5 11 – 5 = ______


©Katie Conklin

ANSWER KEY Number and Operations in Base Ten 2.NBT Understand place value. 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

1.) Write the number:

= _____________________

= _____________________

= _____________________

313

76

132


©Katie Conklin

a. 100 can be thought of as a bundle of ten tens — called a “hundred.”

2.) Write the total number:

= __________________________ 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).

3.) What is the value of the circled digit? 423 = ___________ 1,697 = ___________

609 = ___________ 545 = ___________ 4.) three hundred thirty-two = ________ hundreds, ________ tens, and ________ ones 5.) two hundred seventy-seven = ________ hundreds, ________ tens, and ________ ones

100

3

600

90

500

3 3 2

2 7 7


©Katie Conklin


6.) Fill in the 100’s board below:

401 410 412 440 445 452 463 476

481 497

402 403 404 405 406 407 408 409

411 413 414 415 416 417 418 419 420

421 422 423 424 425 426 427 428 429 430

431 432 433 434 435 436 437 438 439

441 442 443 444 446 447 448 449 450

451 453 454 455 456 457 458 459 460

461 462 464 465 466 467 468 469 470

471 472 473 474 475 477 478 479 480

482 483 484 485 486 487 488 489 490

491 492 493 494 495 496 498 499 500


©Katie Conklin

7.) In the box below, count by 5’s. Start with 0 and end with 50.

8.) In the box below count by 10’s. Start with 0 and end with 100.

9.) In the box below count by 100’s. Start with 0 and end with 1,000.

0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50

0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

0, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1,000


©Katie Conklin

2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 10.) Fill in the chart below:

Number Word

Standard Form

Expanded Form

Model

two hundred twenty-six

one hundred twelve

112

100 + 10 + 2

238

three hundred five

300 + 0 + 5

200+20+6 226

two hundred thirty-eight

200+30+8

305


©Katie Conklin

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.

11.) Tell what each symbol means:

> means ________________________ = means _________________________ < means _________________________

12.) Write the total below each box. Then compare the numbers using a <, > or = symbol.

_______________________________________ _______________________________________

_______________________________________ _______________________________________

greater than equals less than

214 223

244 108

<

>


©Katie Conklin

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.

13.) Solve the following problems: 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.

14.) Solve the following problems:

20 50 89 24

72 32

34 28 30

35 26 20

39 27

+

+

+ +

+

21 – 7 =

56 29

-

-

5 + 9 = 10 +

70 28

14

4 27 42

92 104

81 183

66


©Katie Conklin

2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the 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.

15.) Solve the following problems. Show your work using pictures, words or numbers.

Jane went apple picking with her brother Roger. Jane picked 93 apples. Roger picked 57. How many more apples did Jane pick than Roger.

256 + = 400

35 + = 19 + 35

Mike saw many people at the zoo. He counted 21 people wearing yellow shirts, 14 people wearing green shirts and 68 wearing white shirts. How many people did Mike count in all?

144

93 - 57 = 36

19

21 + 14 + 68 = 103


©Katie Conklin

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.


300 + 10 =

100 + 100 =

400 + 10 = 500 + 100 = 600 + 100 =

400 – 100 = 800 – 10 = 500 – 100 =

700 – 10 = 200 – 100 =

310 200 410 600 700

300 790 400 690 100


©Katie Conklin

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

17.) Write the missing facts in these fact families.

8 + 4 = ______ 4 + 8 = 12

______ - 4 = 8 12 – 8 = ______

9 + 5 = 14 5 + ______ = 14

______ - 5 = 9 14 – 9 = ______

8 + ______ = 15 7 + 8 = ______ 15 – 8 = 7

15 - ______ = 8

6 + 5 = ______

5 + 6 = 11 ______ - 6 = 5 11 – 5 = ______

12

12

4

9

14

5

7

15

7

11

11

6


©Katie Conklin

Student’s Name :_________________________________________

Operations and Algebraic Thinking (2.oa) Student Summary

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.

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

By end of Grade 2, know from memory all sums of two one-digit

numbers.

2.OA.3: Determine whether a group of objects (up to 20) has an

odd or even number of members, e.g., by pairing objects or counting

them by 2s; write an equation to express an even number as a

sum of two equal addends.

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.

Mastery?

Yes OR No


©Katie Conklin

Student’s Name :_________________________________________

Geometry, Reason with shapes and their attributes (2.G) Student Summary 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.

2.G.2: Partition a rectangle into rows and columns of same-size

squares and count to find the total number of them.

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.

2.G.3: Recognize that equal shares of identical wholes need not

have the same shape.

Mastery?

Yes OR No


©Katie Conklin

Student’s Name :_________________________________________

Measurement and Data (2.MD) Student Summary 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.

2.MD.5: Use addition and subtraction 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, 3, and represent whole-number sums and

differences within 100 on a number line diagram.

2.MD.7: Tell and write time to the nearest five minutes, using a.m. and p.m.

2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using ; and

$ ¢ symbols appropriately.

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.

2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data

set with up to four categories. Solve simple put together, take-apart, and compare

problems using information presented in a bar graph.

Mastery?

Yes OR No


©Katie Conklin

Student’s Name :_________________________________________

Number and Operations in Base Ten (2.NBT) Student Summary

2.NBT.1: Understand that the three digits of a three-digit number represent amounts

of hundreds, tens, and ones 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 0tens and 0 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.

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.6: Add up to four two-digit numbers using strategies based on place value and

properties of operations.

2.NBT.7: Add and subtract within 1000, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a written method.

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.

Mastery?

Yes OR No

Documents

Second Grade Common Core Assessment Mega Packsweethomemath.wikispaces.com/file/view/ndGradeCommonCoreMath... · Second Grade, Common Core Assessment ©Katie Conklin ; Second Grade