Download Second Grade Teacher Key Directions: □ Administer the test in a

Second Grade Teacher Key
Directions:
 Administer the test in a whole class format
 Directions and questions may be read to the student if needed.
Vocabulary may be clarified.
 Number grids and number lines are acceptable math tools for
students to use during the assessment.
 Timed fluency test may be given in a separate sitting. Students
should not have additional time to complete problems beyond the
time given.
1a. Count up by 2s to fill in the missing numbers.
782, 784, 786, 788, 790, 792
b. Count by 5s to fill in the missing numbers.
185, 190, 195, 200, 205, 210
c. Count by 10s to fill in the missing numbers.
354, 364, 374, 384, 394, 404
d. Count by 100s to fill in the missing numbers.
118, 218, 318, 418, 518, 618
Scoring: 1 point given for each problem if all numbers in series are completed and
accurate. 4 points possible.
Math Content Standard:
2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA
Standards for Mathematical Practice: 1, 6, 7, 8
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2. Jasmine is playing a card game. These are the cards she chose:
3
7
a.
b.
c.
What is the largest 3-digit number she can make with these cards?
Hundreds
Tens
Ones
8
7
3
What is the smallest 3-digit number she can make with these cards?
Hundreds
Tens
Ones
3
7
8
Subtract 10 from the number below, what would the new total be?
425
d.
8
415
Add 100 to the number below, what would the new total be?
792
892
Scoring:
1 point given for each correct response (A-D). 4 points possible.
Math Content Standard: 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).
Standards for Mathematical Practice: 1, 6, 7, 8
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3a. Write any 3-digit number using a 2, 8, and 6.
Options: 286, 268, 628, 682, 826, 862
b. Place value:
Write your number in
the place value chart.
Hundreds
Tens
Ones
2, 6, or 8
(depending on
number written
above)
2, 6, or 8
(depending on
number written
above)
2, 6, or 8
(depending on
number written
above)

c. Draw your number with base-ten blocks
Students correctly represent the number above with a drawing using a
place-value drawing.
d. Write your number in expanded form.
__________ + __________ + __________ = __________
Options:
200 + 80 + 6 = 286; 200 + 60 + 8 = 268; 600 + 20 + 8 = 628; 600 + 80 + 2 = 682;
800 + 20 + 6 = 826; 800 + 60 + 2 = 862
e. Write your number in word form.
______________________________________________________________
Scoring:
1 point given for each correct response (A-D). 5 points possible.
Math Content Standard:
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Standards for Mathematical Practice: 1, 2, 4, 6, 7
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4. Solve the problem. Use numbers, pictures or words to show your
thinking.
45 + 17 =
Student work/strategy will vary.
62
5. Solve the problem. Use numbers, pictures or words to show your
thinking.
90 – 28 =
Student work/strategy will vary.
62
Scoring:
4. 2 points possible. 1 point given for correct answer. 1 point given for viable
strategy.
5. 2 points possible. 1 point given for correct answer. 1 point given for viable
strategy.
Math Content Standard: 2.NBT.5 Fluently add and subtract within100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction.
Standards for Mathematical Practice: 1, 6, 7
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6. Write an equation to match the story problem. Solve the equation. Use
numbers, pictures, or words to show your thinking.
Jade and Luis have been saving pennies. They are going to put their
pennies together into one jar. Jade has some pennies. Luis has 36
pennies. When they put their pennies together, they will have 81 in all.
How many pennies does Jade have?
Student work will vary.
My equation: ___________________________________
Some acceptable equations include:
81 -
= 36
+ 36 = 81
81 – 36 = 45
81 – 36 =
45 + 36 = 81
81 – 45 =
Scoring:
3 points possible. 1 point for having the correct solution. 1 point for showing a
viable strategy to solve the problem. 1 point for writing an equation to match the
problem.
Math Content Standard: 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.
Standards for Mathematical Practice: 1, 4, 6, 7
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7. Write an equation to match the story problem. Solve the equation.
Use numbers, pictures, or words to show your thinking.
Bethany had 63 stickers. She gave 12 to Susana and 12 to Clara.
How many stickers does Bethany have now?
Teacher can prompt students: “Can you show how you solved this?”
Student work will vary.
My equation: ____________________________________________
Some acceptable equations include:
63 – 12 = 51
63 – 12 – 12 = 39
51 – 12 = 39
63 – 24 = 39
39 + 12 + 12 = 63
39 + 24 = 63
63 – 12 – 12 =
63 – 24 =
Scoring:
3 points possible. 1 point for having the correct solution. 1 point for showing a
viable strategy to solve the problem. 1 point for writing an equation to match the
problem.
Math Content Standard: 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.
Standards for Mathematical Practice: 1, 3, 6
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8. Solve as many of these addition problems as you can in 90 seconds.
7
+ 10
17
3
+9
12
8
+2
10
9
+9
18
8
+8
16
9
+7
16
4
+9
13
6
+6
12
7
+3
10
8
+9
17
8
+7
15
9
+6
15
10
+8
18
6
+4
10
5
+6
11
7
+6
13
7
+7
14
9
+ 10
19
5
+5
10
9
+5
14
Scoring:
3 points 16 – 20 correct
2 points 13 – 15 correct
1 point 10 – 12 correct
0 points 0 – 9 correct
Math Content Standard: 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.
Standards for Mathematical Practice: 6, 7
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9. Solve as many of these subtraction problems as you can in 90 seconds.
14
- 7
7
16
- 10
6
18
- 9
9
17
- 7
10
15
- 10
5
19
- 9
10
13
- 10
3
10
- 6
4
12
- 6
6
10
- 7
3
14
- 10
4
12
- 3
9
10
- 5
5
10
- 4
6
16
- 8
8
10
- 8
2
20
- 10
10
15
- 0
15
16
- 6
10
11
- 3
8
Scoring:
3 points 16 – 20 correct
2 points 13 – 15 correct
1 point 10 – 12 correct
0 points 0 – 9 correct
Math Content Standard: 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.
Standards for Mathematical Practice: 6, 7
8
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Student: _____________________________
Shasta County Second Grade End of Year Math Assessment
Question
#
Standard
1
2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s.
4
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).
4
2
3
2.NBT.3 Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
5
4
2.NBT.5 Fluently add and subtract within100 using strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction.
2
5
2.NBT.5 Fluently add and subtract within100 using strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction.
2
6
7
8
9
9
Score Possible
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.1 Use addition and subtraction within 100 to solve oneand 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.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.
Total Score
3
3
3
3
29
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10
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