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North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 155
Grade Two
Second Quarter
Item Bank
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 156 Grade Two Second Quarter
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 157
Marble Type Tally Number
Cat’s Eye
Clay
|||| |||| |||| |||| |||| |||| |||| |||| |||| |||
Steelie
Other
|||| |||| ||||
19
28
1.C. Carol sorted her marbles, but did not finish her chart.Fill in the missing parts for Carol.
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.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
1.B. Tommy sorted his marbles, but did not finish his chart.Fill in the missing parts for Tommy.
.Marble Type Tally Number
Cat’s Eye
Clay
|||| |
Steelie
|||| |||| ||||
12
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 158 Grade Two Second Quarter
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.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
1. D. Cindy sorted her marbles, but did not finish her chart.Fill in the missing parts for Cindy.
.Marble Type Tally Number
Cat’s Eye
Clay
|||| |||| |||| || |||| |||| |||| ||||
Steelie
Other
|||| |||
21
19
2. B. Color the sets that show 25 blue.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 159
2. C. Color the sets that show 212 blue.
2. D. Color the sets that show 308 blue.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 160 Grade Two Second Quarter
3. B. Write the numbers for these number words.
thirteen _______________
thirty-nine _______________
forty-five _______________
1.01 Develop number sense for whole numbers through 999.b) Read and write numbers. Note: Students will read these
numbers independently.�����
3. C. Write the numbers for these number words.
nine hundred twenty-six _______________
six hundred eight _______________
four hundred ninety _______________
seven hundred fifteen _______________
3. D. Write the numbers for these number words.
seven hundred thirty _______________
six hundred thirteen _______________
four hundred eight _______________
two hundred thirty-six _______________
Note: Students will read thesenumbers independently.�����
Note: Students will read thesenumbers independently.�����
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 161
1.01 Develop number sense for whole numbers through 999.c) Compare and order.
4. B. Put these numbers in order from greatest to least.
435 445 743 374
_________, _________, _________, _________greatest least
4. C. Put these numbers in order from greatest to least.
973 937 793 979
_________, _________, _________, _________greatest least
4. D. Put these numbers in order from greatest to least.
91 101 19 209
_________, _________, _________, _________greatest least
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 162 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.c) Compare and order.
5. B. Circle the set of coins with the greater value.
5. C. Circle the set of coins with the greater value.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 163
5. D. Circle the set of coins with the greater value.
1.01 Develop number sense for whole numbers through 999.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
6. B. Show each number in two different ways.
48 4 Tens + 8 Ones OR 3 Tens + 18 Ones
65 Tens + Ones OR Tens + Ones
32 Tens + Ones OR Tens + Ones
87 Tens + Ones OR Tens + Ones
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 164 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
6. C. Show each number in two different ways.
63 6 Tens + 3 Ones OR 5 Tens + 13 Ones
42 Tens + Ones OR Tens + Ones
36 Tens + Ones OR Tens + Ones
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 165
6. D.
Show each num
ber in two different w
ays.
387 3 H
undreds + 8 Tens + 7 Ones or 2 H
undreds + 18 Tens + 7 Ones
341 ___ Hundreds + ___Tens + ___O
nes or ___Hundreds + ___ Tens + ___ O
nes
743 ___ Hundreds + ___Tens + ___O
nes or ___Hundreds + ___ Tens + ___ O
nes
82 ___ Hundreds + ___Tens + ___O
nes or ___Hundreds + ___ Tens + ___ O
nes
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 166 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
7. B. Draw, paste, or stamp the set of base ten blocksthat uses the fewest number of ones and tens.
=
=
=
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 167
7. C. Draw, paste, or stamp the set of base ten blocksthat uses the fewest number of ones and tens.
=
=
=
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 168 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.d) Rename.f) Use a variety of models to build understanding of place value (ones, tens, hundreds).
7. D. Draw, paste, or stamp the set of base ten blocksthat uses the fewest number of ones and tens.
=
=
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 169
8. B. Mark where 10 should be on this number line.
Explain your thinking with pictures, words, or numbers.
1.01 Develop number sense for whole numbers through 999.e) Estimate.
>.0 20
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 170 Grade Two Second Quarter
8. C. Mark where 70 should be on this number line.
Explain your thinking with pictures, words, or numbers.
1.01 Develop number sense for whole numbers through 999.e) Estimate.
>.0 140
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 171
8. D. Mark where 40 should be on this number line.
Explain your thinking with pictures, words, or numbers.
>.0 80
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 172 Grade Two Second Quarter
9. B. What number should go in place of the star? __________
.325 375
.✭
1.01 Develop number sense for whole numbers through 999.e) Estimate.
9. C. What number should go in place of the star? __________
.400 500
.✭
9. D. What number should go in place of the star? __________
.0 100
.✭
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 173
10. B. Using pictures, words, or numbers, explain how you will add thenumbers shown here.
1.01 Develop number sense for whole numbers through 999.d) Rename.
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.
+
The sum is ________________.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 174 Grade Two Second Quarter
10. C. Using pictures, words, or numbers, explain how you will add thenumbers shown here.
1.01 Develop number sense for whole numbers through 999.d) Rename.
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.
+
The sum is ________________.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 175
10. D. Using pictures, words, or numbers, explain how you will add thenumbers shown here.
+
The sum is ________________.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 176 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.d) Rename.
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.
11. B. Using pictures, words, or numbers,explain how you will subtract the numbers shown here.
The difference is ________________.
__
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 177
11. C Using pictures, words, or numbers,explain how you will subtract the numbers shown here.
The difference is ________________.
__
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 178 Grade Two Second Quarter
1.01 Develop number sense for whole numbers through 999.d) Rename.
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.
11.D. Using pictures, words, or numbers,explain how you will subtract the numbers shown here.
The difference is ________________.
__
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 179
12. B. Kenric has nine pieces of candy.Mary has the same number of pieces of candy.How many pieces do they have together?
1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.
Show your work. Explain with pictures words, or numbers.
They have ____________ pieces of candy.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 180 Grade Two Second Quarter
12. C. Raven has 12 markers.Emily and Lauren each have the same number of markers as Raven.How many markers do the three girls have together?
1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.
Show your work. Explain with pictures words, or numbers.
They have ____________ markers.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 181
12. D. Gabe has 30 pieces of gum.Alex has the same number of pieces of gum.How many pieces do they have together?
Show your work. Explain with pictures words, or numbers.
They have ____________ pieces of gum.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 182 Grade Two Second Quarter
13. B. Grandma has 55 buttons to put in bags.She wants to put them in bags of 10 each.How many bags of 10 buttons can she have?How many buttons are left over?
She can make ___________ bags of 10 buttons.
She will have ___________ buttons left over.
1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, usingdoubles, and making tens and hundreds.
13. C. Grandma has 568 buttons to put in bags.She wants to put them in bags of 100 each.How many bags of 100 buttons can she have?How many buttons are left over?
She can make ___________ bags of 100 buttons.
She will have ___________ buttons left over.
Grandma put the leftover buttons in bags of ten.How many bags of 10 buttons can she have?How many buttons are left over now?
She can make ___________ bags of 10 buttons.
She will have ___________ buttons left over.
13. D. Grandma has 382 buttons to put in bags.She wants to put them in bags of 100 each.How many bags of 100 buttons can she have?How many buttons are left over?
She can make ___________ bags of 100 buttons.
She will have ___________ buttons left over.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 183
Note: See pages 202-203 forappropriate Blackline masters.
3.01 Combine simple figures to create a given shape.
Stamp, glue or trace your square here.
14.B. Using the shapes your teacher gives you, make a square.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 184 Grade Two Second Quarter
3.01 Combine simple figures to create a given shape.
Stamp, glue or trace your square here.
14.C. Using the shapes your teacher gives youto make this a square.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 185
.
Stamp, glue or trace your square here.
14.D. Using the shapes your teacher gives you, make a square.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 186 Grade Two Second Quarter
15.B. Cut the shape your teacher gives you into two parts.Glue or paste the shapes to this page and tell one thing you knowabout each new shape.
3.02 Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.
Note: See pages 204-205 forappropriate Blackline masters.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 187
15. C. Draw a line between two points on the shape your teacher gives you andcut the shape along that line.Glue or paste the shapes to this page and tell one thing you knowabout each new shape.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 188 Grade Two Second Quarter
15. D. Draw a line between two points on the shape your teacher gives you andcut the shape along that line.Glue or paste the shapes to this page and tell one thing you knowabout each new shape.
3.02 Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 189
3.03 Identify and make:b) Congruent figures.
16.B Draw a shape that is congruent to shape A.
A
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 190 Grade Two Second Quarter
3.03 Identify and make:b) Congruent figures.
16.C Draw a shape that is congruent to shape A.
A
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 191
16.D Draw a shape that is congruent to shape A.
A
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 192 Grade Two Second Quarter
3.01 Combine simple figures to create a given shape.3.03 Identify and make:
a) Symmetric figures.
17.B. Use all the following pattern blocks to make a figure with line symmetry.2 triangles1 trapezoid
Stamp, draw, or paste the figure and draw a line of symmetry.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 193
17. C. Use six pattern blocks to make a figure with two lines of symmetry.
Stamp, draw, or paste the figure and draw the lines of symmetry.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 194 Grade Two Second Quarter
3.01 Combine simple figures to create a given shape.3.03 Identify and make:
a) Symmetric figures.
17.D. Use the shapes your teacher gives you to make a figure with line symmetry.
Stamp, draw, or paste the figure here and draw a line of symmetry.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 195
Shapes for 17D.
Shapes for 17D.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 196 Grade Two Second Quarter
18. B. Write a story problem for this number sentence.
10 + = 20
1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves,thirds, and fourths (record in fraction form).
5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 197
18. C. Write a story problem for this number sentence.
20 - = 4
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 198 Grade Two Second Quarter
18. D. Write a story problem for this number sentence.
17 + = 40
1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves,thirds, and fourths (record in fraction form).
5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 199
19. B. Sean brought some comic books to Adam’s house.Adam gave him 20 more comic books.Now Sean has 85 comic books.How many comic books did Sean bring to Adam’s house?
Show your work. Explain with pictures words, or numbers.
Sean brought ______________ comic books to Adam’s house.
Write a number sentence for this story problem.
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.
5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 200 Grade Two Second Quarter
19. C. Gabby and her sister and brother planted daffodil bulbs on the weekend.They planted 107 bulbs. Together Gabby and her sister planted 75 bulbs.How many bulbs did Gabby’s brother plant?
Show your work. Explain with pictures words, or numbers.
Gabby’s brother planted ______________ bulbs.Write a number sentence for this story problem.
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.
5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknownquantities.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 201
19. D. Sara and her dad planted trees in their backyard.Dad planted 37 trees. Sara planted 10 trees.How many trees did they plant in all?
Show your work. Explain with pictures words, or numbers.
They planted ______________ trees
Write a number sentence for this story problem.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 202 Grade Two Second Quarter
Blackline masters for question 14.
14B.
14C.
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 203
14D.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 204 Grade Two Second Quarter
Blackline masters for question 15.
15B. 15B.
EA
15C.
B
C
D
EA
15C.
B
C
D
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 205
15D.
A
B C
D
A
B C
D
15D.
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 206 Grade Two Second Quarter
Grade 2End-Second QuarterItem Bank Solutions
Item Answer
1B 6, |||| |||| || , 15
1C 48, |||| |||| |||| |||| |||| ||| , 15, |||| |||| |||| ||||1D 37, |||| |||| |||| |||| , 8, |||| |||| |||| |||| |
2B
2C
2D
3B 13, 39, 453C 926, 608, 490, 7153D 730, 670, 408, 236
4B 743, 445, 435, 3744C 979, 973, 937, 7934D 209, 101, 91, 19
5B 55¢ 25¢5C 15¢ 30¢5D 65¢ 70¢
6B answers will vary6C answers will vary6D answers will vary
7B 3 rods, 2 ones; 5 rods, 9 ones; 4 rods, 1 one7C 1 flat, 1 rod, 8 ones; 4 flats, 3 rods, 1 one; 4 flats, 4 rods, 3 ones7D 2 rods, 1 one; 3 rods, 5 ones
blueblue
blue
blue
blue
blueblue
North Carolina Department of Public Instruction K, 1, and 2 Mathematics Assessment
Grade Two Second Quarter Page 207
Item Answer
8B number line marked at or near midpoint8C number line marked at or near midpoint8D number line marked at or near midpoint
9B 3509C 4509D 50
10B 72810C 12710D 757
11B 4311C 5311D 25
12B 18 pieces of candy12C 36 markers12D 60 pieces of gum
13B 5 bags of 10, 5 buttons left over13C 5 bags of 100, 68 buttons left over; 6 bags of 10, 8 buttons left over13D 3 bags of 100, 82 buttons left over
14B 2 congruent rectangles joined to make a square14C 4 small triangles or 2 small triangles and one large triangle added to
make a square14D shapes chosen that make a square
15B 2 triangles or 1 triangle and one trapezoid15C a triangle and a square or triangle and a quadrilateral15D two triangles
16B congruent shape drawn16C congruent shape drawn16D congruent shape drawn
17B shape drawn with one line of symmetry shown17C shape drawn with two lines of symmetry shown17D shape drawn with one line of symmetry shown
K, 1, and 2 Mathematics Assessment North Carolina Department of Public Instruction
Page 208 Grade Two Second Quarter
Item Answer
18B story problem reflects equation; answers will vary18C story problem reflects equation; answers will vary18D story problem reflects equation; answers will vary
19B 65 comic books19C 32 bulbs19D 47 trees
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