152 Unit 2 Progress Check 2

Input children’s data from Progress Check 2 into the Assessment Management Spreadsheets.

Materials � Home Link 2�9

� Assessment Handbook, pp. 60–67, 152–156, 203, and 232–235

� slate

Identify the digits in numbers and express their values. [Number and Numeration Goal 1]

2�1, 2�3, 2�5, 2�7–2�9

10

Find equivalent names for whole numbers. [Number and Numeration Goal 4]

2�5, 2�7–2�9 5

Use basic facts to compute extended facts. [Operations and Computation Goal 1]

2�1–2�9 1 1–4 1–4 11, 12

Use paper-and-pencil algorithms to solve problems involving the addition and subtraction of whole numbers. [Operations and Computation Goal 2]

2�1–2�9 4, 5, 6 6, 7 13, 14�

Use strategies to make estimates. [Operations and Computation Goal 5]

2�7, 2�8 13, 14

Apply parts-and-total and comparison situations. [Operations and Computation Goal 6]

2�4–2�9 3 6, 7

Tell and show time on an analog clock. [Measurement and Reference Frames Goal 4]

2�1, 2�3, 2�6, 2�8

8, 9�

Find and use rules to solve problems. [Patterns, Functions, and Algebra Goal 1]

2�1–2�9 2 3, 4 11, 12

ASSESSMENT ITEMSSELF ORAL/SLA OPEN

RESPONSETE WRITTEN

CONTENT ASSESSED LESSON(S)

PART BPART A

Math Boxes 2�10

Home Link 2�10: Unit 3 Family Letter

Materials � Math Journal 1, p. 54

� Math Masters, pp. 60–63

Looking Back: Cumulative AssessmentL

Looking Ahead: Preparing for Unit 3L

Objective To assess children’s progress on mathematical

content through the end of Unit 2.

Oc

Progress Check 2��������

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1 Looking Back: Cumulative Assessment

� Math Message Follow-Up INDEPENDENTACTIVITY

(Self Assessment, Assessment Handbook, p. 152)

The Self Assessment offers children the opportunity to reflect upon their progress.

� Oral and Slate Assessments WHOLE-CLASS ACTIVITY

Problems 1–3 provide summative information and can be used for grading purposes. Problem 4 provides formative information that can be useful in planning future instruction.

Oral Assessment 1. Have children practice basic addition facts. Suggestions:

3 + 8 = 11 7 + 6 = 13 6 + 5 = 11 17 = 8 + 9 13 = 5 + 8 15 = 7 + 8

2. Have children practice basic subtraction facts. Suggestions:

11 – 3 = 8 12 – 7 = 5 4 = 13 – 9 14 – 6 = 8 15 – 8 = 7 8 = 13 – 5

Slate Assessment 3. Have children practice addition involving multiples of 10.

Suggestions:

4 + 5 = 9 8 + 9 = 17 13 = 7 + 640 + 50 = 90 80 + 90 = 170 130 = 70 + 60

4. Have children practice addition involving complements of 10 and 100. Suggestions:

43 + 7 = 50 140 – 8 = 132 100 = 20 + 80 630 + 70 = 700 90 + 10 = 100 700 = 1,200 – 500

Assessment Handbook, p. 152

Assessment Master

Lesson 2�10 153

Getting Started

Home Link 2�9 Follow-Up Have children share their solution strategies.

Math Message • Self AssessmentComplete the Self Assessment (Assessment Handbook, page 152).

LESSON

2 10 Written Assessment ProgressCheck 2

emiTetaDemaN

5. Use 3 of the cards below to write a name for the target number.

Remember to write each step separately.

3 7 4 2 5 9

Using 2, 4, and 7, 7 + 4 = 11 and 11 – 2 = 9.

Or, using 2, 3, and 4, 2 + 3 = 5 and 5 + 4 = 9.

Sample answers:

target

number

Part A

Fill in the unit box and the blanks.

Unit

91. 3 12 2. 17 8

30 120 170 80

300 1,200 1,700 800 90090

9

90090

Complete the tables. Write your own number pair in the last row of each table.

.4.3 in out

7 15

47 55

77 85

137 145

in out

60 100

80 120

30 70

90 130

Rule

out

in

8

Rule

out

in

40

Answers vary. Answers vary.

Assessment Handbook, p. 153

Assessment Master

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154 Unit 2 Progress Check 2

12 12

3

4567

8

9

1011

Name Date Time

Written Assessment continued LESSON

2�10

6. One python clutch has 31 eggs. Another

python clutch has 19 eggs. How many

more eggs are in the first clutch?

Number model:

Answer the question:

(unit)

7. Maria swam for 20 minutes on Saturday

and 36 minutes on Sunday. How many

minutes in all did Maria swim?

Number model:

Answer the question:

(unit)

Quantity

Quantity

Difference

Total

Part Part

Solve the following number stories. Use diagrams or pictures to help you.

7:10 3:35

Draw the hands to show the time.

8. 9.12 1

2

3

4567

8

9

1011

12 eggs

20 + 36 = ?

19 + ? = 31or 31 - 19 = ?

31

19 ?

56 minutes

?

20 36

EM3cuG3AH_152-156_U02.indd 154 12/29/10 11:01 AM

Assessment Handbook, p. 154

Assessment Master

� Written Assessment INDEPENDENTACTIVITY

(Assessment Handbook, pp. 153–155)

Part A Recognizing Student AchievementProblems 1–10 provide summative information and may be used for grading purposes.

Problem(s) Description

1, 2 Use basic facts to compute extended facts.

3, 4 Complete What’s My Rule? problems.

5 Write equivalent names for whole numbers.

6, 7 Solve number stories and write number models.

8, 9 Show time on analog clocks.

10 Identify place values for multidigit whole numbers.

Part B Informing InstructionProblems 11–14 provide formative information that can be useful in planning future instruction.

Problem(s) Description

11, 12 Complete What’s My Rule? problems.

13, 14 Make ballpark estimates for and solve multidigit addition and subtraction problems.

Use the checklists on pages 233 and 235 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of children’s progress toward Grade-Level Goals.

� Open Response INDEPENDENTACTIVITY

(Assessment Handbook, p. 156)

A Birthday DinnerThe open-response item requires children to apply skills and concepts from Unit 2 to solve a multistep problem. See the Assessment Handbook, pages 63–67 for rubrics and children’s work samples for this problem.

Name Date Time

Part B

Write a number model for your ballpark estimate. Use your favorite method to solve each problem. Show your work.

Unit

miles

13. Ballpark estimate: 14. Ballpark estimate:

467 911 +394 -812

Complete the tables. Write your own number pair in the last row.

11. 12. in out

13 26

86

66

in out

1,300 700

700 100

1,500 500

Rule

out

in

-7

Rule

out

in

Written Assessment continued LESSON

2�10

10. In the number 8,439,

the 4 means .

the 9 means .

the 3 means .

the 8 means .

4009308,000

6 33 93 73

-600

900 1,100 Answers vary.Answers vary.

900 - 800 = 100

99861

500 + 400 = 900

Sample estimates given.

EM3cuG3AH_152-156_U02.indd 155 1/18/11 5:11 PM

Assessment Handbook, p. 155

Assessment Master

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2 Looking Ahead: Preparing for Unit 3

� Math Boxes 2�10 INDEPENDENTACTIVITY

(Math Journal 1, p. 54)

Mixed Practice This Math Boxes page previews Unit 3 content.

� Home Link 2�10: INDEPENDENTACTIVITY

Unit 3 Family Letter(Math Masters, pp. 60–63)

Home Connection The Unit 3 Family Letter provides parents and guardians with information and activities related to Unit 3 topics.

LESSON

2�10 Open Response Progress Check 2

Name Date Time

A Birthday Dinner

Mr. Brown is cooking an 18-pound turkey for Keron’s birthday dinner. The turkey must bake about 15 minutes for every pound.

For how long does the turkey need to bake? hours minutes

Show all of your work. Write an explanation of how you solved the problem.

At what time should the turkey go into the oven for dinner to be ready at 5 P.M.?

Try This

See the Assessment Handbook for sample answers and rubrics.

EM3cuG3AH_152-156_U02.indd 156 1/18/11 5:11 PM

Assessment Handbook, p. 156

Assessment Master

143 144 137 138

150

Date Time

2. Circle the best unit of measurement.

Distance to the Galápagos Islands

kilometers centimeters meters

Width of your thumbnail

kilometers centimeters meters

Length of your Student

Reference Book

kilometers centimeters meters

1. Which tool would you use to

measure the following items:

Outdoor

temperature thermometer

Length of

your calculator 6 in. ruler

Height of the door meterstick

6. How long is the fence around

the house?

100 meters

5. How many squares are shaded?

9 squares

meterstick 6 in. ruler thermometer

Math BoxesLESSON

2�10

4. Measure the line segment to the

nearest 1 _ 2 centimeter.

6 1

_ 2 cm

3. Measure the line segment to the

nearest 1 _ 2 inch.

2 1

_ 2 in.

25 meters

25 meters

25 m

eter

s 25 meters

EM3MJ1_G3_U02_30-54.indd 54 1/7/11 2:07 PM

Math Journal 1, p. 54

Student Page

Lesson 2�10 155

Unit 3: Family LetterHOME LINK

2�10

Name Date Time

Linear Measures and AreaIn Unit 3, children will develop their measurement sense by measuring lengths withstandard units—in both the U.S. customary system and the metric system.

Children will practice reading a ruler to the nearest inch, nearest inch, nearestinch, and nearest centimeter as they measure a variety of objects, including parts of

their own bodies, such as their hand spans, wrists, necks, and heights. In addition to theinch and centimeter, children will also measure with other standard units, such as thefoot, yard, and meter. Children will begin to use certain body measures or the lengths ofsome everyday objects as personal references to estimate the lengths of other objectsor distances. For example, a sheet of notebook paper that is about 1 foot long can helpchildren estimate the length of a room in feet.

Using personal references:The width of my little finger is about one centimeter.

The concept of perimeter is also investigated inthis unit. Children will use straws and twist-ties tobuild polygons, or 2-dimensional figures havingconnected sides. Then children will measure thedistance around each polygon to find the perimeter.

Children will also discover the meaning of area by tiling small rectangles with blocks andcounting how many blocks cover the rectangles. Children see how to calculate area bytiling larger surfaces, such as tabletops and floors, with square feet and square yards.

In the last part of this unit, children will explore the circumference and diameter ofcircles. They will learn the about 3 times rule—that the circumference of a circle is a littlemore than 3 times the length of its diameter.

Please keep this Family Letter for reference as your child works through Unit 3.

14

12

Math Masters, pp. 60–63

Home Link Masters

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154 Assessment Handbook

12 12

3

4567

8

9

1011

Name Date Time

Written Assessment continued LESSON

2�10

6. One python clutch has 31 eggs. Another

python clutch has 19 eggs. How many

more eggs are in the first clutch?

Number model:

Answer the question:

(unit)

7. Maria swam for 20 minutes on Saturday

and 36 minutes on Sunday. How many

minutes in all did Maria swim?

Number model:

Answer the question:

(unit)

Quantity

Quantity

Difference

Total

Part Part

Solve the following number stories. Use diagrams or pictures to help you.

7:10 3:35

Draw the hands to show the time.

8. 9.12 1

2

3

4567

8

9

1011

EM3cuG3AH_152-156_U02.indd 154EM3cuG3AH_152-156_U02.indd 154 12/29/10 11:01 AM12/29/10 11:01 AM