screening and progress monitoring - mclass:home
TRANSCRIPT
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IScreening and Progress Monitoring Guide Grade 2
TABLE OF CONTENTS
mCLASS:MATH RESEARCH BASECategories of Mathematical Thinking .................................................................................. 2Research Findings ................................................................................................................ 3
RISK LEVELS AND OVERALL STATUSRisk Levels and Benchmark Goals ........................................................................................ 5Computation ....................................................................................................................... 6Concepts ............................................................................................................................. 7Missing Number .................................................................................................................. 8Number Facts ...................................................................................................................... 9Quantity Discrimination ....................................................................................................... 10Overall Status ...................................................................................................................... 11
COMPUTATIONScreening: Beginning of Year ............................................................................................... 19Screening: Middle of Year .................................................................................................... 23Screening: End of Year ........................................................................................................ 27Form 1 ................................................................................................................................ 31Form 2 ................................................................................................................................ 35Form 3 ................................................................................................................................ 39Form 4 ................................................................................................................................ 43Form 5 ................................................................................................................................ 47Form 6 ................................................................................................................................ 51Form 7 ................................................................................................................................ 55Form 8 ................................................................................................................................ 59Form 9 ................................................................................................................................ 63Form 10 .............................................................................................................................. 67Form 11 .............................................................................................................................. 71Form 12 .............................................................................................................................. 75Form 13 .............................................................................................................................. 79Form 14 .............................................................................................................................. 83Form 15 .............................................................................................................................. 87Form 16 .............................................................................................................................. 91Form 17 .............................................................................................................................. 95Form 18 .............................................................................................................................. 99Form 19 .............................................................................................................................. 103Form 20 .............................................................................................................................. 107
CONCEPTSScreening: Beginning of Year ............................................................................................... 117Screening: Middle of Year .................................................................................................... 121Screening: End of Year ........................................................................................................ 125Form 1 ................................................................................................................................ 129Form 2 ................................................................................................................................ 133
II Screening and Progress Monitoring Guide Grade 2
TABLE OF CONTENTS
CONCEPTS (continued)Form 3 ................................................................................................................................ 137Form 4 ................................................................................................................................ 141Form 5 ................................................................................................................................ 145Form 6 ................................................................................................................................ 149Form 7 ................................................................................................................................ 153Form 8 ................................................................................................................................ 157Form 9 ................................................................................................................................ 161Form 10 .............................................................................................................................. 165Form 11 .............................................................................................................................. 169Form 12 .............................................................................................................................. 173Form 13 .............................................................................................................................. 177Form 14 .............................................................................................................................. 181Form 15 .............................................................................................................................. 185Form 16 .............................................................................................................................. 189Form 17 .............................................................................................................................. 193Form 18 .............................................................................................................................. 197Form 19 .............................................................................................................................. 201Form 20 .............................................................................................................................. 205
MISSING NUMBERScreening: Beginning of Year ............................................................................................... 215Screening: Middle of Year .................................................................................................... 217Screening: End of Year ........................................................................................................ 219Form 1 ................................................................................................................................ 221Form 2 ................................................................................................................................ 223Form 3 ................................................................................................................................ 225Form 4 ................................................................................................................................ 227Form 5 ................................................................................................................................ 229Form 6 ................................................................................................................................ 231Form 7 ................................................................................................................................ 233Form 8 ................................................................................................................................ 235Form 9 ................................................................................................................................ 237Form 10 .............................................................................................................................. 239Form 11 .............................................................................................................................. 241Form 12 .............................................................................................................................. 243Form 13 .............................................................................................................................. 245Form 14 .............................................................................................................................. 247Form 15 .............................................................................................................................. 249Form 16 .............................................................................................................................. 251Form 17 .............................................................................................................................. 253Form 18 .............................................................................................................................. 255Form 19 .............................................................................................................................. 257Form 20 .............................................................................................................................. 259
IIIScreening and Progress Monitoring Guide Grade 2
TABLE OF CONTENTS
NUMBER FACTSScreening: Beginning of Year ............................................................................................... 267Screening: Middle of Year .................................................................................................... 269Screening: End of Year ........................................................................................................ 271Form 1 ................................................................................................................................ 273Form 2 ................................................................................................................................ 275Form 3 ................................................................................................................................ 277Form 4 ................................................................................................................................ 279Form 5 ................................................................................................................................ 281Form 6 ................................................................................................................................ 283Form 7 ................................................................................................................................ 285Form 8 ................................................................................................................................ 287Form 9 ................................................................................................................................ 289Form 10 .............................................................................................................................. 291Form 11 .............................................................................................................................. 293Form 12 .............................................................................................................................. 295Form 13 .............................................................................................................................. 297Form 14 .............................................................................................................................. 299Form 15 .............................................................................................................................. 301Form 16 .............................................................................................................................. 303Form 17 .............................................................................................................................. 305Form 18 .............................................................................................................................. 307Form 19 .............................................................................................................................. 309Form 20 .............................................................................................................................. 311
QUANTITY DISCRIMINATIONScreening: Beginning of Year ............................................................................................... 319Screening: Middle of Year .................................................................................................... 321Screening: End of Year ........................................................................................................ 323Form 1 ................................................................................................................................ 325Form 2 ................................................................................................................................ 327Form 3 ................................................................................................................................ 329Form 4 ................................................................................................................................ 331Form 5 ................................................................................................................................ 333Form 6 ................................................................................................................................ 335Form 7 ................................................................................................................................ 337Form 8 ................................................................................................................................ 339Form 9 ................................................................................................................................ 341Form 10 .............................................................................................................................. 343Form 11 .............................................................................................................................. 345Form 12 .............................................................................................................................. 347Form 13 .............................................................................................................................. 349Form 14 .............................................................................................................................. 351Form 15 .............................................................................................................................. 353
IV Screening and Progress Monitoring Guide Grade 2
TABLE OF CONTENTS
QUANTITY DISCRIMINATION (continued)Form 16 .............................................................................................................................. 355Form 17 .............................................................................................................................. 357Form 18 .............................................................................................................................. 359Form 19 .............................................................................................................................. 361Form 20 .............................................................................................................................. 363
1
mCLASS:MATH RESEARCH BASE
Screening and Progress Monitoring Guide Grade 2
Amplify Insight and research partners at Teachers College of Columbia University, developers of the
mCLASS:Math assessment, are building on a commitment to create educational products that not
only assess mathematical abilities but also provide a basis for differentiated instruction. The updates to
mCLASS:Math this year, based on rigorous research and analysis, introduce revisions to the assessment
forms and the calculations that determine Risk Levels, which are in turn used to determine Overall Status.
mCLASS:Math is based on modern developmental, educational, and cognitive research that shows how
students acquire mathematical knowledge. The research underlying the assessment highlights several
essential facets of a student’s mathematical learning:
• Students develop everyday mathematical knowledge outside school and use it to assimilate what
is taught in school.
• Basic skills and conceptual understanding are both essential for mathematics proficiency.
• Students use a variety of strategies to solve mathematical problems.
• Limitations in memory contribute to a student’s mathematics difficulties.
• Students with mathematical learning difficulties often possess important intellectual strengths, such
as informal strategies useful for counting.
mCLASS:Math provides assessors a way to use these research findings and ideas in their pedagogy with
tools that interpret a student’s answers and behavior and then suggest an effective approach to instruction.
Assessors must be able to track not only what their students understand, but also how they understand.
Administrators should be guided by a research- and theory-based view of mathematical proficiency.
Evaluations ought to measure how effectively programs promote both basic skills and deeper
understanding. The development of mCLASS:Math brings the research findings and theories to bear on
the thinking and practice of both assessors and administrators.
mCLASS:Math draws on three major schools of thought.
1. The extensive cognitive science literature of “Mathematical Thinking and Learning” (Ginsburg,
Cannon, Eisenband, & Pappas, 2006), “The Development of Children’s Mathematical Thinking”
(Ginsburg, Klein, & Starkey, 1998), and other supporting publications shaped the development of
mCLASS:Math so it would:
• Embed key cognitive concepts
• Include a focus on Number Sense, shown to be important in predicting academic achievement
• Consider the memory limitations that appear to contribute to mathematics
learning problems
• Account for strategies and backup strategies that underlie a student’s arithmetic, as well as
the concepts that demonstrate understanding of the basic operations
2
mCLASS:MATH RESEARCH BASE
Screening and Progress Monitoring Guide Grade 2
2. Curriculum-Based Measurement (CBM), the two-part screening and progress monitoring
methodology, promotes repeated assessment to advance long-range instructional goals. Teachers
with mCLASS:Math use CBM methodology when they:
• Administer short assessments on a frequent basis
• Graph scores to evaluate a student’s progress toward specific goals
• Use data to determine the effectiveness of instruction and identify students who might be
struggling or who are at risk
• Monitor progress by administering alternate measure forms to evaluate whether students
are on track or require intervention to meet identified goals
3. The tradition of clinical interviewing, originally developed by Jean Piaget and used extensively since
that time in cognitive developmental research and education, defines the kind of flexible questioning
that is especially valuable for formative assessment in the classroom. mCLASS:Math Diagnostic
Interviews use this approach to:
• Help educators uncover underlying thinking in a way that standard tests or CBM
measures cannot
• Guide the teacher through complex questioning and prompt them to examine and record
the different strategies students use to solve problems
Categories of Mathematical ThinkingThe mCLASS:Math Screening and Progress Monitoring assessments combine three categories of
mathematical thinking (quick retrieval, number sense, and written computation) to cover the essential
skills of early mathematics.
Quick RetrievalQuick retrieval of the basic number facts, or combinations, is both important for learning mathematics and
useful for a CBM task. Research shows that knowledge of number combinations predicts achievement
and that students who experience difficulty with math often do poorly on number combinations. In its
essence, quick retrieval means that students get the answer quickly and do not have to expend much
mental energy on calculation. Quick retrieval may result from rote memory or from fluency using rapid
counting or basic principles such as the commutativity of addition. mCLASS:Math assesses quick retrieval
through the Number Facts measure.
3
mCLASS:MATH RESEARCH BASE
Screening and Progress Monitoring Guide Grade 2
Number SenseA series of items gauge a student’s general ability to draw conclusions from working with numbers.
Number sense involves basic intuitions and ideas about numbers, including concepts that make
computation easier or eliminate the need for it altogether. Number sense includes the ability to compare
the magnitude of numbers, to understand the relative effect of arithmetical operations on numbers,
and to have meaningful referents for number and quantity. It also includes the ability to know whether
certain numbers are plausible answers to certain problems, to break numbers into convenient parts that
make calculation easier, and to apply basic operational rules to arithmetic equations. mCLASS:Math uses
multiple indicators to evaluate number sense.
In second and third grade, mCLASS:Math measures a student’s ability to discern the difference in a pair
of numbers or simple equations (Quantity Discrimination), and to provide a fourth number when three
numbers are given in an identifiable sequence (Missing Number).
Written ComputationThis straightforward category involves basic reading and understanding of written mathematics. Previous
research has found high alternate form reliability, test-retest reliability, and criterion validity for this kind
of measure.
In second and third grade, the Computation measure examines basic reading and calculation ability,
and knowledge of arithmetical rules and concepts. It also tests conceptual understanding using complex
written addition, subtraction, and multiplication problems, which are designed to elicit and identify
common and systematic errors that students make as they master the algorithms for written calculation.
Research FindingsAmplify Insight and Teachers College of Columbia University, together with the University of Missouri,
received a Goal 5 grant from the Institute of Education Sciences (IES) at the U.S. Department
of Education for the purpose of developing, revising, and evaluating mCLASS:Math. Since 2007, the
Amplify research team and teachers across the country have been administering mCLASS:Math’s grade-
appropriate measures to thousands of students from kindergarten through Grade 3. The team found
strong correlations between the mCLASS:Math measures and criterion variables, which were each
student’s proficiency level on a state standardized achievement test and/or performance distributions
from the national sample, demonstrating that the measures are valid indicators of early mathematics
performance.
4
mCLASS:MATH RESEARCH BASE
Screening and Progress Monitoring Guide Grade 2
Overall recommendations were established by examining benchmark classifications in relation to a
criterion variable, the Woodcock-Johnson III Broad Math achievement measure, as well as performance
distributions from the national sample. By comparing results from the standardized assessment to
mCLASS:Math data collected at the beginning, middle, and end of the 2008-2011 school years, the
researchers were able to determine benchmarks for each measure.
Using this research data, students were considered at risk for difficulty achieving a goal if they performed
in the lowest 33rd percentile of sample norms on the standardized assessment at the end of the academic
year. Alternately, students who performed at or above the 67th percentile on the standardized assessment
were considered to be at low risk. Benchmark classifications for the mCLASS:Math measures at the
beginning, middle, and end of the school year were then determined by calculating the score points that
most accurately placed students in the low-risk or high-risk categories based on their Woodcock-Johnson
III Broad Math scores.
5
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
Risk Levels and Benchmark GoalsAs an index of performance on an individual measure, Risk Levels of Deficit, Emerging, or Established are
assigned relative to that measure’s goal, the student’s grade, and the time of year. On both the mobile
device and the web, each Risk Level is represented by a colored box.
Each assessment period has its own Benchmark Goal, which is the fluency score required to be Established
at that time of year. As an example, during the middle of the year, Grade 2 students who are identifying
5-9 missing numbers in two minutes are not hitting the Benchmark Goal and are considered Emerging.
Students who score 4 or less are considered Deficit. Those who score 10 or more meet the Benchmark
Goal and are considered Established.
Keep in mind, Benchmark Goals are minimums. Ultimately, all students should be Established by or
during the End-of-Year assessment period; this is called the End-of-Year Goal. For instance, every second
grader should be able to solve 24 computation problems before the year’s end.
6
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
ComputationComputation evaluates a student’s ability to solve complex written calculation problems. To be successful
on these types of problems, students must identify the operation, determine whether regrouping is
necessary, and correctly execute the appropriate algorithm for the operation. To accomplish this goal,
students rely on their understanding of the place-value structure of the base-ten number system and
numerical patterns. Adding (or deducting) the carried/borrowed number(s) in the correct place value
position is imperative for success.
The End-of-Year Goal for Computation is 24 or more for Grade 2.
Computation Risk Levels by Assessment Period
Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)
Beginning 2 or less 3–8 9 or moreBenchmark Goal
Middle 4 or less 5–1516 or more
Benchmark Goal
End 9 or less 10–23 24 or moreEnd-of-Year Goal
7
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
ConceptsConcepts directly assesses student’s knowledge of place value concepts, notational understanding,
fractions, and fundamental properties of operations and concepts to solve problems. Students must also
learn to recognize, represent, and generate equivalent forms of commonly used fractions. These skills are
essential for successful math achievement in the upper grades.
The End-of-Year Goal for Concepts is 10 or more for Grade 2.
Concepts Risk Levels by Assessment Period
Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)
Beginning 0 1–6 7 or moreBenchmark Goal
Middle 2 or less 3–78 or more
Benchmark Goal
End 3 or less 4–9 10 or moreEnd-of-Year Goal
8
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
Missing NumberMissing Number evaluates a student’s recognition of basic and complex number patterns and familiarity
with printed numbers as part of the ongoing development of number sense. Students who can quickly
and accurately identify which number is missing recognize and make use of a fundamental pattern within
the number sequence.
The End-of-Year Goal for Missing Number is 12 or more for Grade 2.
Missing Number Risk Levels by Assessment Period
Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)
Beginning 2 or less 3–7 8 or moreBenchmark Goal
Middle 4 or less 5–910 or more
Benchmark Goal
End 7 or less 8–11 12 or moreEnd-of-Year Goal
9
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
Number FactsNumber Facts is a measure that evaluates a student’s knowledge of basic arithmetic. Quickly retrieving basic
number facts, or combinations, means the student does not expend much mental energy on calculation.
The End-of-Year Goal for Number Facts is 28 or more for Grade 2.
Number Facts Risk Levels by Assessment Period
Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)
Beginning 0 1–20 21 or moreBenchmark Goal
Middle 6 or less 7–26 27 or moreBenchmark Goal
End 13 or less 14–27 28 or moreEnd-of-Year Goal
10
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
Quantity DiscriminationQuantity Discrimination is a measure that determines a student’s ability to comprehend the quantitative
value of a number. The student identifies the number or operation in the pair with the highest value.
The End-of-Year Goal for Quantity Discrimination is 22 or more for Grade 2.
Quantity Discrimination Risk Levels by Assessment Period
Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)
Beginning 4 or less 5–15 16 or moreBenchmark Goal
Middle 7 or less 8–17 18 or moreBenchmark Goal
End 7 or less 8–21 22 or moreEnd-of-Year Goal
11
RISK LEVELS AND OVERALL STATUS
Screening and Progress Monitoring Guide Grade 2
Overall StatusAfter the student has completed all of the applicable measures for an assessment period, an Overall
Status is designated, signifying the amount of instructional support that may be necessary for a student
to continue on a path toward success in mathematics.
Rectangular icons represent the student’s Risk Level on an individual measure.
Deficit (red) – Far below benchmark expectations
Emerging (yellow) – Advancing toward, but not meeting, benchmark expectations
Established (green) – Meets or exceeds benchmark expectations
The circular Overall Status icon represents the general instructional support recommended for a
young student to become a well-developed, mature student of mathematics. Grade 2 Overall Status
recommendations are determined based on the Risk Levels from the Number Facts, Quantity Discrimination,
Computation, Concepts, and Missing Number measures.
Assessment Results and Overall Status Levels
Overall Status Level Assessment Results and Risk Levels
BenchmarkEstablished on at least two measures and Emerging on no more than three measures
StrategicAny combination of risk levels not meeting the criteria for Intensive or Benchmark
Intensive Deficit on three or more measures
15
COMPUTATION
Screening and Progress Monitoring Guide Grade 2
Computation is a two-minute measure used to evaluate a student’s ability to solve complex written
calculation problems. The assessment can be administered to individual students or a group of students
at one time. The teacher gives each student three pages of Computation worksheets containing 30
problems and times the students during the assessment. The teacher then scores the worksheets and
enters the students’ scores on mCLASS:Home. Performance is based on the total number of correct digits
in each problem.
PurposeStudents need to know how to solve complex operational problems. To answer these items successfully,
students must identify the operation, determine whether regrouping is necessary, and correctly execute
the algorithm appropriate for the operation. To accomplish this goal, students rely on their understanding
of the place-value structure of the base-ten number system and numerical patterns. Adding (or
deducting) the carried/borrowed number(s) in the correct place-value position is imperative for success.
Similarly, retrieval of simple number facts frees students to focus on the more complex procedural and
conceptual aspects of the problem. Some students may quickly and easily retrieve number facts, identify
numerical patterns, and grasp the base-ten system, but still have difficulty reconciling this knowledge
with place value concepts.
MaterialsComputation worksheets from the Grade 2 Screening and Progress Monitoring Student Materials,
which can be downloaded from the Support & Resource Center on mCLASS:Home.
AdministrationAfter distributing the Computation worksheets to the students, say, “Please write your name and date
at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each
student completes this task.
Next, say, “On these worksheets are some math problems. They look like this (hold example up/write
example on board (21 + 3)). These problems go from top to bottom. What is 21 + 3? (Give students
a chance to answer – possible explanation: 1 + 3 is 4, and bring down the 2, so the answer is 24.)
Remember to pay attention to the sign; you may see other types of problems such as subtraction. You
will have two minutes to answer as many math problems as you can. There will be more problems than
you can answer. You are NOT expected to finish all the problems, just answer as many as you can. Some
of the problems will be easy while others will be hard. If you come to one that is hard or that you do not
know how to do, SKIP IT and come back to it later. Please write your answers neatly and show all your
work on the worksheet. When I say BEGIN, turn your worksheets over, write your answer to the FIRST
problem, and work DOWN the page. Then go to the next column. When you finish a page, continue to
the next one. Keep working until I say STOP. Are there any questions?”
Answer all questions before beginning the assessment. Next, say, “BEGIN.”
16
COMPUTATION
Screening and Progress Monitoring Guide Grade 2
Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your
pencils down.”
Collect the Computation worksheets, and use the corresponding answer key in this guide to score them.
Scoring RulesScoring: The student receives a score of one point for each correct digit in the answer. The number
of correct digits for each answer within the two-minute time frame is the student’s score and a more
sensitive measure of student change. Score problems in the direction in which they are typically
calculated. Specifically, score addition, subtraction, and multiplication problems from right to left and
division problems from left to right. For example, a student would receive a score of one point on the
following addition problem:
A score of one point on the following subtraction problem:
A score of two points on the following multiplication problem:
And a score of one point on the following division problem:
Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until
I say STOP.” This should be an individual prompt given quietly to address a targeted need.
Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving
on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to
address a targeted need.
48+ 13
51
646– 86
450
42× 3
125
96 ÷ 8 = 22
17
COMPUTATION
Screening and Progress Monitoring Guide Grade 2
Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open
the Class Report.
2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the
Progress Monitoring tab to enter progress monitoring results.
3. Click Enter Results.
• For Benchmark results: Enter the assessment date and score for each student in the
Computation column.
• For ProgressMonitoring results: Enter the student’s name, selectComputation and the
form number, and enter the assessment date and the student’s score.
4. Click Save.
5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class
Report page.
19
L)H)D)
K)G)C)
F) J)B)
E) I)A)
L)H)D)
K)G)C)
F) J)B)
E) I)A)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
Screening: Beginning of Year
48
42 968
23 3936
11 59
23 28
20
T) X)P)
S) W)O)
R) V)N)
Q) U)M)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
Screening: Beginning of Year
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 49
7 6912
24 4613
56 985
31 29
Grade 2: COMPUTATION ANSWER KEY
21End of BOY Form
Scoring: Student receives a score of one point for each correct digit in the answer.
BB) DD)Z)
AA) CC)Y)
Screening: Beginning of Year
31
42 57
27 7
23
L)H)D)
K)G)C)
F) J)B)
E) I)A)
L)H)D)
K)G)C)
F) J)B)
E) I)A)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
18
72 9188
106 96108
13 269
33 37
Screening: Middle of Year
24
T) X)P)
S) W)O)
R) V)N)
Q) U)M)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 144
16 1284
17 11731
81 9204
63 56
Screening: Middle of Year
Grade 2: COMPUTATION ANSWER KEY
25
Scoring: Student receives a score of one point for each correct digit in the answer.
BB) DD)Z)
AA) CC)Y) 33
131 5525
51 47
End of MOY Form
Screening: Middle of Year
27
L)H)D)
K)G)C)
F) J)B)
E) I)A)
L)H)D)
K)G)C)
F) J)B)
E) I)A)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
87
170 7108
72 6986
63 668
91 64
Screening: End of Year
28
T) X)P)
S) W)O)
R) V)N)
Q) U)M)
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 68
8 18267
36 11524
144 638
91 59
Screening: End of Year
Grade 2: COMPUTATION ANSWER KEY
29
Scoring: Student receives a score of one point for each correct digit in the answer.
BB) DD)Z)
AA) CC)Y)
23 172 4
71 2725
End of EOY Form
Screening: End of Year
31
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
Form 1
L)H)D)
K)G)C)
F) J)B)
E) I)A) 18
41 869
24 2757
6 177
11 18
32
Grade 2: COMPUTATION ANSWER KEY
Form 1
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 56
19 6812
37 6022
64 659
31 46
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
Form 1
33End of Form 1
BB) DD)Z)
AA) CC)Y) 32
44 24
25 27
35
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 38
43 975
26 2949
3 146
12 28
Form 2
36
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 53
9 7911
17 4332
42 868
32 48
Form 2
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
37
BB) DD)Z)
AA) CC)Y) 21
41 1917
32 37
End of Form 2
Form 2
39
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 29
54 869
25 3655
26 68
12 26
Form 3
40
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 48
9 672
35 3722
61 979
31 37
Form 3
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
41
BB) DD)Z)
AA) CC)Y) 35
47 312
44 37
End of Form 3
Form 3
43
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 96
122 7208
71 37159
13 298
42 33
Form 4
44
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 76
17 16472
23 10671
110 9146
94 68
Form 4
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
45
BB) DD)Z)
AA) CC)Y) 86
124 1920
23 84
End of Form 4
Form 4
47
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 76
104 5138
51 5988
62 368
25 13
Form 5
48
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 135
25 23631
58 8172
53 8208
30 19
Form 5
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
49
BB) DD)Z)
AA) CC)Y) 53
155 3515
72 67
End of Form 5
Form 5
51
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 59
167 6154
104 3884
22 86
43 45
Form 6
52
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 49
36 18832
48 14471
125 7118
92 28
Form 6
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
53
BB) DD)Z)
AA) CC)Y) 74
71 1554
93 85
End of Form 6
Form 6
55
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 28
142 8187
94 6846
1 289
55 48
Form 7
56
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 159
5 19641
7 13431
75 796
50 28
Form 7
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
57
BB) DD)Z)
AA) CC)Y) 72
147 1876
36 51
End of Form 7
Form 7
59
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 95
45 6197
83 2775
31 288
84 39
Form 8
60
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 104
8 1391
76 5972
122 6137
60 83
Form 8
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
61
BB) DD)Z)
AA) CC)Y) 63
91 5710
23 36
End of Form 8
Form 8
63
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 39
98 8145
31 4693
28 179
44 19
Form 9
64
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 89
37 18323
65 7825
72 976
101 39
Form 9
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
65
BB) DD)Z)
AA) CC)Y) 22
121 83
51 36
End of Form 9
Form 9
67
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 98
116 9234
42 58116
42 88
52 78
Form 10
68
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 149
37 5126
46 3825
171 988
77 26
Form 10
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
69
BB) DD)Z)
AA) CC)Y) 63
132 51
102 79
End of Form 10
Form 10
71
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
Form 11
L)H)D)
K)G)C)
F) J)B)
E) I)A) 49
96 852
72 4565
26 467
95 63
72
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M)
Form 11
138
16 18910
37 13634
112 879
100 88
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
73
BB) DD)Z)
AA) CC)Y)
End of Form 11
Form 11
20
106 5859
40 78
75
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 85
51 887
40 2976
1 149
51 66
Form 12
76
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 129
68 4721
36 7972
115 9119
100 44
Form 12
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
77
BB) DD)Z)
AA) CC)Y) 62
84 520
63 27
End of Form 12
Form 12
79
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 47
84 8194
34 9969
6 267
24 46
Form 13
80
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 156
14 8823
25 7921
183 998
34 78
Form 13
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
81
BB) DD)Z)
AA) CC)Y) 92
112 5848
87 18
End of Form 13
Form 13
83
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 78
103 8177
53 25116
14 487
53 37
Form 14
84
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 87
65 13933
36 7734
154 6135
45 87
Form 14
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
85
BB) DD)Z)
AA) CC)Y) 44
136 1731
72 58
End of Form 14
Form 14
87
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 49
92 7147
35 6828
6 488
21 89
Form 15
88
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 135
77 15870
85 8815
102 9225
23 64
Form 15
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
89
BB) DD)Z)
AA) CC)Y) 65
134 4942
57 74
End of Form 15
Form 15
91
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 89
113 8148
107 5279
52 59
34 42
Form 16
92
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 109
33 18834
15 8911
182 9186
60 29
Form 16
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
93
BB) DD)Z)
AA) CC)Y) 53
83 2920
41 49
End of Form 16
Form 16
95
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 48
183 8155
36 6795
50 728
61 88
Form 17
96
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 66
12 12910
79 5971
85 9167
41 59
Form 17
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
97
BB) DD)Z)
AA) CC)Y) 82
132 1920
71 55
End of Form 17
Form 17
99
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 39
108 7188
84 57148
73 59
32 46
Form 18
100
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 72
16 10931
27 4761
76 8129
105 66
Form 18
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
101
BB) DD)Z)
AA) CC)Y) 96
110 512
52 19
End of Form 18
Form 18
103
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 69
84 8177
62 7937
10 299
62 27
Form 19
104
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 138
29 13918
43 7963
171 9126
95 46
Form 19
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
105
BB) DD)Z)
AA) CC)Y) 75
95 1927
44 87
End of Form 19
Form 19
107
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
L)H)D)
K)G)C)
F) J)B)
E) I)A) 73
95 998
75 7459
30 479
51 48
Form 20
108
Grade 2: COMPUTATION ANSWER KEY
Scoring: Student receives a score of one point for each correct digit in the answer.
T) X)P)
S) W)O)
R) V)N)
Q) U)M) 79
64 9831
69 9960
92 967
42 91
Form 20
Scoring: Student receives a score of one point for each correct digit in the answer.
Grade 2: COMPUTATION ANSWER KEY
109
BB) DD)Z)
AA) CC)Y) 72
101 1923
85 53
End of Form 20
Form 20
113Screening and Progress Monitoring Guide Grade 2
CONCEPTS
Concepts is a two-minute measure that directly assesses a student’s knowledge of place-value concepts,
notational understanding, fractions, and addition, subtraction, multiplication, and division principles. The
teacher gives each student three pages of Concepts worksheets containing 24 problems and times the
students during the assessment. The teacher then scores the worksheets and enters the students’ scores
on mCLASS:Home. Performance is based on the total number of correct answers.
Purpose The Concepts measure evaluates a student’s ability to understand and use fundamental properties of
operations and concepts to solve problems. For example, if 58 x 9 = 522, the commutative principle can
be applied to 9 x 58, thereby rendering computations unnecessary. Successful execution of algorithms
also requires an understanding of place value concepts. The ability to identify the place value of a number
is essential for regrouping. Students must also learn to recognize, represent, and generate equivalent
forms of commonly used fractions (for example, word forms, models, etc.).
MaterialsConcepts worksheets from the Grade 2 Screening and Progress Monitoring Student Materials, which
can be downloaded from the Support & Resource Center on mCLASS:Home.
AdministrationAfter distributing the Concepts worksheets to the students, say, “Please write your name and date at
the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each
student completes this task.
Next, say, “On the other side of the sheet are some math problems. Some of them look like this.”
Hold up the example or put the example on a board by drawing a bar divided into four equal parts with
one part shaded. Under the bar, write the answers A) 14 B) 4
6 C) 35.
Continue by saying, “You have to circle the correct answer. What fraction shows the part that is shaded
in? (Give students a chance to answer – possible explanation –There are four boxes, and one box is
shaded in, so 1 out of 4 boxes is shaded. The answer is A) 14.) You will have two minutes to answer
as many math problems as you can. There will be more problems than you can answer. You are NOT
expected to finish all the problems, just answer as many as you can. Some of the problems will be easy
while others will be hard. If you come to one that is hard or that you do not know how to do, SKIP IT
and come back to it later. Please write your answers neatly and show all your work on the worksheet.
When I say BEGIN, turn your worksheets over, write your answer to the FIRST problem, and work DOWN
the page. Then go to the next column. When you finish a page, continue to the next one. Keep working
until I say STOP. Are there any questions?”
114 Screening and Progress Monitoring Guide Grade 2
CONCEPTS
Answer all questions before beginning the assessment. Next say, “BEGIN.”
Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your
pencils down.”
Collect the Concepts worksheets, and use the corresponding answer key in this guide to score them.
Scoring RulesScoring: The student receives a score of one point for each correct answer. If an answer has multiple
parts, all of them need to be correct to score the point.
Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until
I say STOP.” This should be an individual prompt given quietly to address a targeted need.
Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving
on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to
address a targeted need.
Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open
the Class Report.
2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the
Progress Monitoring tab to enter progress monitoring results.
3. Click Enter Results.
• For Benchmark results: Enter the assessment date and score for each student in the
Concepts column.
• ForProgressMonitoringresults:Enterthestudent’sname,selectConcepts and the form
number, and enter the assessment date and the student’s score.
4. Click Save.
5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class
Report page.
117
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
E)A)
F)B)
G)C)
H)D)
Screening: Beginning of Year
7
14
B, C, A
hundreds / centenas
>
6
24
118
Grade 2: CONCEPTS ANSWER KEY
M)I)
N)J)
O)K)
P)L)
Screening: Beginning of Year
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
23
13
C, B, A
ones / unidades
=
31
36
119
Grade 2: CONCEPTS ANSWER KEY
End of BOY Form
Screening: Beginning of Year
U)Q)
V)R)
W)S)
X)T)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
96
23
C, A, B
tens / decenas
<
34
47
121
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
E)A)
F)B)
G)C)
H)D)
3
45
C, A, B
ones / unidades
<
6
35
Screening: Middle of Year
122
Grade 2: CONCEPTS ANSWER KEY
M)I)
N)J)
O)K)
P)L)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
39
36
B, C, A
hundreds / centenas
>
22
46
Screening: Middle of Year
123
Grade 2: CONCEPTS ANSWER KEY
U)Q)
V)R)
W)S)
X)T)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
81
24
C, A, B
tens / decenas
=
238
End of MOY Form
Screening: Middle of Year
125
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
E)A)
F)B)
G)C)
H)D)
6
14
C, A, B
tens / decenas
<
7
46
Screening: End of Year
126
Grade 2: CONCEPTS ANSWER KEY
M)I)
N)J)
O)K)
P)L)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
9
13
C, A, B
ones / unidades
<
37
25
Screening: End of Year
127
Grade 2: CONCEPTS ANSWER KEY
U)Q)
V)R)
W)S)
X)T)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of
them need to be correct to score 1 point.
8
57
B, C, A
hundreds / centenas
=
46
37
End of EOY Form
Screening: End of Year
129
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
Form 1
6
14
C, A, B
tens / decenas
>
7
59
130
Grade 2: CONCEPTS ANSWER KEY
Form 1
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
26
34
B, C, A
ones / unidades
<
22
38
Grade 2: CONCEPTS ANSWER KEY
End of Form 1
Form 1
131
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
7
25
C, A ,B
hundreds / centenas
=
30
17
133
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
5
16
C, A, B
hundreds / centenas
=
6
24
Form 2
134
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
5
47
C, A, B
tens / decenas
>
29
23
Form 2
Grade 2: CONCEPTS ANSWER KEY
135
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 2
3
13
C, A, B
ones / unidades
<
25
15
Form 2
137
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
4
12
C, A, B
ones / unidades
<
8
13
Form 3
138
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
6
23
B, C, A
hundreds / centenas
>
24
26
Form 3
Grade 2: CONCEPTS ANSWER KEY
139
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 3
64
34
C, A, B
tens / decenas
=
61
45
Form 3
141
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
3
26
B, C, A
hundreds / centenas
<
3
34
Form 4
142
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
5
16
C, A, B
ones / unidades
>
23
26
Form 4
Grade 2: CONCEPTS ANSWER KEY
143
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 4
71
18
C, A, B
tens / decenas
<
22
34
Form 4
145
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
9
27
C, A, B
ones / unidades
<
11
68
Form 5
146
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
26
36
C, A, B
tens / decenas
>
24
28
Form 5
Grade 2: CONCEPTS ANSWER KEY
147
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 5
56
49
B, C, A
hundreds / centenas
=
29
35
Form 5
149
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
3
67
B, C, A
hundreds / centenas
>
17
12
Form 6
150
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
25
46
C, A, B
tens / decenas
=
21
37
Form 6
Grade 2: CONCEPTS ANSWER KEY
151
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 6
58
29
C, A, B
ones / unidades
>
46
56
Form 6
153
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
5
68
C, A, B
tens / decenas
<
7
46
Form 7
154
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
28
16
B, C, A
hundreds / centenas
=
33
34
Form 7
Grade 2: CONCEPTS ANSWER KEY
155
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 7
7
58
C, A, B
ones / unidades
<
24
19
Form 7
157
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
5
16
B, C, A
hundreds / centenas
=
11
36
Form 8
158
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
24
13
C, A, B
ones / unidades
<
32
58
Form 8
Grade 2: CONCEPTS ANSWER KEY
159
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 8
64
34
B, C, A
tens / decenas
>
21
23
Form 8
161
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
5
13
C, A, B
tens / decenas
>
4
13
Form 9
162
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
9
48
C, A, B
hundreds / centenas
=
33
56
Form 9
Grade 2: CONCEPTS ANSWER KEY
163
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 9
8
67
B, C, A
ones / unidades
>
21
38
Form 9
165
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
6
28
B, C, A
ones / unidades
=
5
45
Form 10
166
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
4
47
B, C, A
tens / decenas
<
45
17
Form 10
Grade 2: CONCEPTS ANSWER KEY
167
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 10
9
78
C, A, B
hundreds / centenas
>
24
69
Form 10
169
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
Form 11
2
26
C, A, B
hundreds / centenas
=
8
35
170
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
Form 11
3
34
B, C, A
ones / unidades
>
29
23
Grade 2: CONCEPTS ANSWER KEY
171
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 11
Form 11
52
59
B, C, A
tens / decenas
<
21
78
173
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
3
58
C, A, B
tens / decenas
=
8
39
Form 12
174
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
25
69
B, C, A
hundreds / centenas
>
29
13
Form 12
Grade 2: CONCEPTS ANSWER KEY
175
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 12
77
27
B, C, A
ones / unidades
>
23
68
Form 12
177
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
2
19
B, C, A
ones / unidades
<
9
17
Form 13
178
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
32
18
C, A, B
tens / decenas
>
27
16
Form 13
Grade 2: CONCEPTS ANSWER KEY
179
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 13
7
14
B, C, A
hundreds / centenas
=
48
57
Form 13
181
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
9
27
C, A, B
hundreds / centenas
>
15
23
Form 14
182
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
42
19
B, C, A
ones / unidades
=
23
67
Form 14
Grade 2: CONCEPTS ANSWER KEY
183
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 14
4
67
C, A, B
tens / decenas
>
28
58
Form 14
185
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
5
18
C, A, B
tens / decenas
>
8
69
Form 15
186
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
9
46
C, A, B
hundreds / centenas
=
29
89
Form 15
Grade 2: CONCEPTS ANSWER KEY
187
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 15
4
24
B, C, A
ones / unidades
<
56
29
Form 15
189
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
9
17
B, C, A
ones / unidades
=
6
29
Form 16
190
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
49
23
B, C, A
hundreds / centenas
>
42
35
Form 16
Grade 2: CONCEPTS ANSWER KEY
191
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 16
5
27
C, A, B
tens / decenas
<
29
27
Form 16
193
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
9
45
C, A, B
hundreds / centenas
>
9
47
Form 17
194
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
8
12
B, C, A
tens / decenas
>
34
58
Form 17
Grade 2: CONCEPTS ANSWER KEY
195
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 17
93
34
C, A, B
ones / unidades
=
40
24
Form 17
197
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
9
56
C, A, B
tens / decenas
=
5
36
Form 18
198
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
4
89
B, C, A
ones / unidades
>
27
23
Form 18
Grade 2: CONCEPTS ANSWER KEY
199
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 18
4
48
C, A, B
hundreds / centenas
<
29
37
Form 18
201
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
8
58
C, A, B
ones / unidades
=
11
16
Form 19
202
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
43
39
C, A, B
tens / decenas
<
52
29
Form 19
Grade 2: CONCEPTS ANSWER KEY
203
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 19
88
56
B, C, A
hundreds / centenas
>
21
89
Form 19
205
Grade 2: CONCEPTS ANSWER KEY
E)A)
F)B)
G)C)
H)D)
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
3
34
C, A, B
hundreds / centenas
<
8
14
Form 20
206
Grade 2: CONCEPTS ANSWER KEY
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
M)I)
N)J)
O)K)
P)L)
35
15
B, C, A
ones / unidades
>
30
13
Form 20
Grade 2: CONCEPTS ANSWER KEY
207
Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.
U)Q)
V)R)
W)S)
X)T)
End of Form 20
57
38
C, A, B
tens / decenas
=
52
69
Form 20
211Screening and Progress Monitoring Guide Grade 2
MISSING NUMBER
Missing Number is a two-minute measure that evaluates a student’s recognition of complex numerical
patterns and familiarity with printed numbers. The teacher gives each student a Missing Number
worksheet containing 22 problems and times the students during the assessment. The teacher then
scores the worksheets and enters the students’ scores on mCLASS:Home. Performance is based on the
total number of correct answers.
Purpose Students need to recognize complex number patterns and be familiar with printed numbers to continue
developing number sense. To answer these items successfully, students must recognize the three printed
symbols as representations of numbers, identify what fourth number would complete the sequence,
and then name that number. Students who can quickly and accurately identify the missing number
recognize and make use of a fundamental pattern within the number sequence. Students who proceed
more slowly may have to go through a manual strategy to fill in the blank, perhaps counting from a
known reference up to the numbers in question (for example, counting from one to answer what is
missing in 9, 16, __, 30). Other students may not yet grasp the inherent relationship between numbers.
Materials Missing Number worksheet from the Grade 2 Screening and Progress Monitoring Student Materials,
which can be downloaded from the Support & Resource Center on mCLASS:Home.
AdministrationAfter distributing the Missing Number worksheets to the students, say, “Please write your name and
date at the top of the worksheet, put your pencil down, and turn the worksheet over.” Wait until each
student completes this task.
Next, say, “On the other side of the sheet are some math problems. They look like this (hold example
up/write example on board (2, 4, _, 8)). You have to complete the pattern in the problem. What number
goes in this blank? (Give students a chance to answer – possible explanation: We are counting by 2’s,
so 2, 4, 6, 8. 6 is the answer.) You will have two minutes to answer as many math problems as you can.
There will be more problems than you can answer. You are NOT expected to finish all the problems, just
answer as many as you can. Some of the problems will be easy while others will be hard. If you come
to one that is hard or that you do not know how to do, SKIP IT and come back to it later. Please write
your answers neatly on the worksheet. When I say BEGIN, turn your worksheet over, write your answer
to the FIRST problem, and work DOWN the page. Then go to the next column. Keep working until I say
STOP. Are there any questions?”
Answer all questions before beginning the assessment. Next, say, “BEGIN.”
212 Screening and Progress Monitoring Guide Grade 2
MISSING NUMBER
Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your
pencils down.”
Collect the Missing Number worksheets, and use the corresponding answer key in this guide to
score them.
Scoring RulesScoring: The student receives a score of one point for each correct answer.
Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until
I say STOP.” This should be an individual prompt given quietly to address a targeted need.
Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving
on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to
address a targeted need.
Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open
the Class Report.
2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the
Progress Monitoring tab to enter progress monitoring results.
3. Click Enter Results.
• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheMissing
Number column.
• ForProgressMonitoringresults:Enterthestudent’sname,selectMissing Number and the
form number, and enter the assessment date and the student’s score.
4. Click Save.
5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class
Report page.
Grade 2: MISSING NUMBER ANSWER KEY
Scoring: Student receives 1 point for each correct answer.
215
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of BOY Form
Screening: Beginning of Year
80
16 51
16 54
22 50
30 17
20
39 30
9 12
20 37
88 41
70 42
2060
Grade 2: MISSING NUMBER ANSWER KEY
Scoring: Student receives 1 point for each correct answer.
217
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of MOY Form
Screening: Middle of Year
80
74 58
64 54
73 50
42 77
0
61 91
71 19
20 23
62 35
91 78
2076
Grade 2: MISSING NUMBER ANSWER KEY
Scoring: Student receives 1 point for each correct answer.
219
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of EOY Form
30
74 94
66 97
88 50
57 77
51
66 58
46 43
20 9
34 77
59 91
3082
Screening: End of Year
Grade 2: MISSING NUMBER ANSWER KEY
221
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 1
Form 1
50
10 67
24 52
34 10
50 13
51
23 20
15 23
50 59
78 35
90 55
5030
Grade 2: MISSING NUMBER ANSWER KEY
223
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 2
Form 2
90
8 73
26 49
46 40
65 23
47
21 22
12 51
10 54
97 21
35 47
7072
Grade 2: MISSING NUMBER ANSWER KEY
225
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 3
60
12 25
22 48
60 10
35 19
26
22 24
16 9
20 79
69 38
75 51
6056
Form 3
Grade 2: MISSING NUMBER ANSWER KEY
227
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 4
30
81 81
67 71
78 40
39 88
27
37 94
44 31
40 6
58 49
54 89
8091
Form 4
Grade 2: MISSING NUMBER ANSWER KEY
229
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 5
90
75 56
58 68
46 60
78 84
75
54 42
63 51
0 27
96 57
61 79
5065
Form 5
Grade 2: MISSING NUMBER ANSWER KEY
231
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 6
70
79 84
83 93
68 10
44 74
1
54 60
38 27
60 18
49 46
74 81
4069
Form 6
Grade 2: MISSING NUMBER ANSWER KEY
233
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 7
40
84 64
64 81
72 30
74 80
10
72 81
54 16
50 79
68 32
82 73
2092
Form 7
Grade 2: MISSING NUMBER ANSWER KEY
235
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 8
70
70 85
56 78
66 60
88 88
60
87 91
87 16
10 29
89 35
89 78
4057
Form 8
Grade 2: MISSING NUMBER ANSWER KEY
237
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 9
60
61 75
84 83
66 70
38 92
7
82 46
53 13
0 82
98 52
87 74
3080
Form 9
Grade 2: MISSING NUMBER ANSWER KEY
239
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 10
50
86 81
64 53
81 40
61 81
74
67 42
21 23
60 13
48 82
56 94
2073
Form 10
Grade 2: MISSING NUMBER ANSWER KEY
241
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 11
40
85 65
61 93
62 70
61 88
17
62 58
46 13
40 39
59 73
87 70
4062
Form 11
Grade 2: MISSING NUMBER ANSWER KEY
243
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 12
50
81 66
41 74
82 10
81 89
52
26 97
55 47
50 41
33 51
83 71
6060
Form 12
Grade 2: MISSING NUMBER ANSWER KEY
245
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 13
90
76 88
89 99
88 30
59 92
77
59 44
35 26
40 53
78 78
83 93
7065
Form 13
Grade 2: MISSING NUMBER ANSWER KEY
247
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 14
40
75 81
86 99
53 60
87 88
50
39 64
22 42
30 9
43 32
88 71
4084
Form 14
Grade 2: MISSING NUMBER ANSWER KEY
249
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 15
30
75 58
55 54
88 70
57 85
49
64 80
93 27
20 59
46 60
51 96
3074
Form 15
Grade 2: MISSING NUMBER ANSWER KEY
251
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 16
30
76 59
65 81
80 20
83 63
37
88 98
47 38
60 48
59 33
72 74
7061
Form 16
Grade 2: MISSING NUMBER ANSWER KEY
253
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 17
40
83 59
53 72
68 70
76 69
74
58 98
82 33
40 60
56 60
69 79
2079
Form 17
Grade 2: MISSING NUMBER ANSWER KEY
255
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 18
80
62 62
50 47
68 70
89 91
30
71 89
83 63
30 25
97 62
91 82
6075
Form 18
Grade 2: MISSING NUMBER ANSWER KEY
257
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
End of Form 19
70
69 65
57 77
53 30
82 63
78
63 71
97 38
60 68
42 50
54 96
7086
Form 19
Grade 2: MISSING NUMBER ANSWER KEY
259
Scoring: Student receives 1 point for each correct answer.
G) R)
F) Q)
D) O)
C) N)
A) L)
B) M)
E) P)
H) S)
I) T)
J) U)
V)K)
30
59 57
58 58
63 60
37 74
17
37 86
19 56
20 54
64 33
46 94
5082
End of Form 20
Form 20
263Screening and Progress Monitoring Guide Grade 2
NUMBER FACTS
Number Facts is a two-minute measure that evaluates a student’s knowledge of basic arithmetic. The
teacher gives each student two pages of Number Facts worksheets containing 50 problems and times the
students during the assessment. The teacher then scores the worksheets and enters the students’ scores
on mCLASS:Home. Performance is based on the total number of correct answers.
Purpose Quick retrieval of the basic number facts, or combinations, is fundamentally important for learning and
predicts achievement. From a practical point of view, quick retrieval means that students get the answer
quickly and do not have to expend much mental energy on calculation. Quick retrieval may result from
rote memory or from fluency with rapid counting.
Materials Number Facts worksheets from the Grade 2 Screening and Progress Monitoring Student Materials,
which can be downloaded from the Support & Resource Center on mCLASS:Home.
AdministrationAfter distributing the Number Facts worksheets to the students, say, “Please write your name and date
at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each
student completes this task.
Next, say, “On the other side of the sheet are some math problems. They look like this (hold example up/
write example on board (1 + 2)). These problems go across. What is 1 + 2? (Give students a chance to
answer – possible explanation – 1 + 2 is 3, so the answer is 3.) Remember to pay attention to the sign,
you may see other types of problems such as subtraction. You will have two minutes to answer as many
math problems as you can. There will be more problems than you can answer. You are NOT expected to
finish all the problems, just answer as many as you can. Some of the problems will be easy while others
will be hard. If you come to one that is hard or that you do not know how to do, SKIP IT and come
back to it later. Please write your answers neatly and show all your work on the worksheet. When I say
BEGIN, turn your worksheets over, write your answer to the FIRST problem, and work DOWN the page.
Then go to the next column. When you finish a page, continue to the next one. Keep working until I say
STOP. Are there any questions?”
Answer all questions before beginning the assessment. Next, say, “BEGIN.”
Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your
pencils down.”
Collect the Number Facts worksheets, and use the corresponding answer key in this guide to
score them.
264 Screening and Progress Monitoring Guide Grade 2
NUMBER FACTS
Scoring RulesScoring: The student receives a score of one point for each correct answer.
Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until
I say STOP.” This should be an individual prompt given quietly to address a targeted need.
Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving
on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to
address a targeted need.
Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open
the Class Report.
2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the
Progress Monitoring tab to enter progress monitoring results.
3. Click Enter Results.
• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheNumber
Facts column.
• ForProgressMonitoring results:Enter the student’sname, selectNumber Facts and the
form number, and enter the assessment date and the student’s score.
4. Click Save.
5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class
Report page.
267
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Screening: Beginning of Year
10 8 1
4 9 14
11 15 9
5 14 8
2 12 9
2 6 2
9 0 9
2 1 6
8 1 17
0 14 9
Scoring: Student receives 1 point for each correct answer.
268
Grade 2: NUMBER FACTS ANSWER KEY
Screening: Beginning of Year
End of BOY Form
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
4 7 10
6 3 16
6 0 17
11 6
1 11 1
4 11 4
0 0 7
269
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
4 3 13
18 10 7
3 7 9
13 14 2
5 7 6
8 7 15
9 11 3
6 3 2
8 13 16
13 6 0
Screening: Middle of Year
Scoring: Student receives 1 point for each correct answer.
270
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
12 4 13
8 5 10
6 10 15
12 3
9 8 6
13 16 13
9 8 2
End of MOY Form
Screening: Middle of Year
271
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
0 8 9
16 11 15
3 18 5
10 14 2
10 9 15
3 13 2
12 1 5
5 5 5
16 10 1
8 5 7
Screening: End of Year
Scoring: Student receives 1 point for each correct answer.
272
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
9 3 12
13 8 17
8 0 4
1 11
3 11 4
12 16 3
1 12 18
End of EOY Form
Screening: End of Year
273
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 1
10 14 14
7 8 9
13 5 7
5 12 6
8 6 6
10 6 0
2 11 5
3 1 2
4 15 4
15 12 3
274 End of Form 1
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
Form 1
13 1 4
12 1 8
4 4 6
3 11
15 9 5
0 10 12
2 10 2
275
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
8 12 1
2 4 8
6 5 10
15 10 3
10 8 4
6 5 2
2 10 1
12 5 4
4 14 11
17 8 8
Form 2
276
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
12 7 8
17 1 15
18 4 9
9 2
3 9 0
4 10 11
0 8 7
End of Form 2
Form 2
277
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 3
5 13 7
14 16 13
6 12 3
5 2 6
9 7 14
0 2 6
3 1 10
0 5 2
12 0 4
8 3 7
278
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 3
Form 3
11 4 14
9 0 13
4 5 6
16 2
1 11 7
7 11 10
8 10 11
279
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 4
6 14 9
5 13 9
10 10 10
10 8 13
17 14 3
0 0 9
3 4 7
12 5 8
3 14 5
8 9 3
280
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
14
14 11
9 13 3
1 7 2
15 1
11 0
1 4 6
6 8 1
9
End of Form 4
Form 4
281
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 5
12 15 6
7 13 16
7 0 11
16 5 6
4 12 8
6 0 0
7 11 0
0 7 14
11 13 10
1 4 1
282
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 5
Form 5
12 6 11
7 3 18
12 9 8
7 1
0 4 6
4 14 7
4 2 9
283
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
2 13 15
7 5 9
4 13 14
6 14 6
9 13 12
7 6 8
2 15 11
9 12 0
1 1 3
8 4 6
Form 6
284
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
4 7 2
11 5 11
8 3 6
3 13
3 14 2
3 10 13
4 12 5
End of Form 6
Form 6
285
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
1 5 8
11 7 9
9 16 5
8 8 16
0 12 7
1 0 7
0 2 6
4 0 6
9 3 2
7 6 0
Form 7
286
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
15 13 7
17 15 10
10 8 10
11 8
8 9 4
2 6 8
8 8 12
End of Form 7
Form 7
287
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 8
7 5 11
8 6 10
12 12 10
11 13 11
14 3 4
5 7 2
2 3 6
7 10 9
8 7 2
6 1 3
288
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 8
Form 8
9 12 8
18 10 6
10 5 8
2 0
9 9 14
8 0 4
0 7 3
289
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
6 9 7
13 16 15
1 11 5
4 9 10
10 5 3
10 16 13
9 2 4
10 16 13
0 15 10
5 1 0
Form 9
290
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
8 3 0
8 6 9
2 9 14
12 8
15 12 10
10 6 12
1 5 8
End of Form 9
Form 9
291
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
15 17 4
8 12 10
7 7 18
6 4 8
11 11 9
12 4 3
5 5 0
5 5 12
2 9 5
14 0 6
Form 10
292
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 10
Form 10
11 3 13
9 8 14
12 2 10
8 17
2 13 11
9 6 3
1 16 1
293
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 11
12 6 5
2 10 0
3 8 2
6 12 8
7 4 7
2 5 2
17 4 10
6 2 4
1 2 1
11 14 1
294
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
Form 11
End of Form 11
7 9 17
11 3 13
5 1 9
8 3
11 9 2
7 10 3
12 9 11
295
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
12 10 2
12 8 8
12 15 14
15 3 6
13 10 2
6 3 15
5 12 8
5 9 9
9 1 3
4 2 5
Form 12
296
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
4 8 13
11 4 14
5 6 13
5 10
4 5 3
15 7 1
1 16 1
End of Form 12
Form 12
297
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 13
15 4 5
6 8 18
12 10 16
11 10 6
16 3 4
7 7 13
7 11 10
0 0 2
5 13 17
4 4 10
298
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 13
Form 13
14 10 1
8 5 15
9 3 13
12 2
2 9 3
8 13 3
1 11 1
299
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 14
12 9 8
9 6 11
18 7 16
4 6 9
17 7 7
12 7 9
1 0 1
5 4 3
0 8 1
6 13 9
300
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
4
6 8
10 3 8
1 8 0
10 4
14 2
8 9 12
18 11 4
6
End of Form 14
Form 14
301
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 15
2 8 12
11 6 3
17 11 11
7 16 3
4 14 8
3 5 3
13 14 0
7 7 5
8 6 4
13 4 7
302
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 15
Form 15
10 12 4
9 7 10
8 12 12
7 11
10 2 8
4 10 0
9 8 6
303
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
12 15 12
11 9 12
13 4 11
10 16 7
9 3 10
1 1 7
10 8 0
7 10 0
15 3 7
8 11 14
Form 16
304
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
7 4 10
5 10 7
6 1 18
13 3
6 14 8
16 4 0
2 5 5
End of Form 16
Form 16
305
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
12 12 9
17 16 1
12 14 13
5 8 13
6 15 2
6 0 3
11 3 9
6 14 11
6 2 6
16 2 14
Form 17
306
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
11 4 10
13 2 10
10 5 16
9 1
12 10 6
9 11 11
5 3 2
End of Form 17
Form 17
307
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
Form 18
3 8 10
11 14 4
6 8 2
9 5 15
8 7 14
0 4 0
10 14 3
8 2 9
9 13 0
5 2 0
308
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
End of Form 18
Form 18
6 0 7
12 12 5
9 2 7
8 2
2 7 1
6 0 5
11 18 4
309
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
10 6 10
3 10 13
4 7 8
14 9 12
8 9 7
6 6 3
2 2 13
16 4 2
1 9 5
6 4 8
Form 19
310
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
7 9 10
0 1 15
8 9 13
11 8
15 14 11
14 11 2
10 3 4
End of Form 19
Form 19
311
Grade 2: NUMBER FACTS ANSWER KEY
A) K) U)
C) M) W)
E) O) Y)
G) Q) a)
I) S) c)
B) L) V)
D) N) X)
F) P) Z)
H) R) b)
J) T) d)
Scoring: Student receives 1 point for each correct answer.
12 6 16
6 2 5
12 16 17
14 13 4
8 15 1
1 2 9
6 7 13
0 7 13
0 6 0
9 8 0
Form 20
312
Grade 2: NUMBER FACTS ANSWER KEY
e) l) s)
g) n) u)
i) p) w)
k) r)
f) m) t)
h) o) v)
j) q) x)
Scoring: Student receives 1 point for each correct answer.
11 1 18
5 13 2
8 3 9
7 7
17 9 0
6 4 9
3 9 3
End of Form 20
Form 20
315Screening and Progress Monitoring Guide Grade 2
QUANTITY DISCRIMINATION
Quantity Discrimination is a two-minute measure that identifies a student’s ability to comprehend the
quantitative value of whole numbers and operations using whole numbers, fractions, and decimals. The
teacher gives each student two pages of Quantity Discrimination worksheets containing 30 problems and
times the students during the assessment. The students should identify the number or quantity in the
set with the highest value. The teacher then scores the worksheets and enters the students’ scores on
mCLASS:Home. Performance is based on the total number of correct answers.
Purpose Comparing the magnitude of numbers is a fundamental number concept. Within a given item, a
student must recognize the written numerals and understand the value of one number is larger than
the other. The comparisons include fractions, decimals, and simple problems that could be solved
without calculation. Understanding quantity has been shown to be one of the strongest predictors of
mathematical performance.
Materials Quantity Discrimination worksheets from the Grade 2 Screening and Progress Monitoring Student Materials, which can be downloaded from the Support & Resource Center on mCLASS:Home.
Administration After distributing the Quantity Discrimination worksheets to the students, say, “Please write your name
and date at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait
until each student completes this task.
Next, say, “On the other side of the sheet are sets of numbers. They look like this (hold example up/write
example on board (6 | 5 + 3)). You have to circle the side with the larger amount. Which side would
you circle? 6 or 5 + 3? (Give students a chance to answer – possible explanation: 5 + 3 = 8, and 8 is
larger than 6, so you would circle 5 + 3.) You will have two minutes to answer as many math problems
as you can. There will be more problems than you can answer. You are NOT expected to finish all the
problems, just answer as many as you can. Some of the problems will be easy while others will be hard.
If you come to one that is hard or that you do not know how to do, SKIP IT and come back to it later.
Please write your answers neatly and show all your work on the worksheet. When I say BEGIN, turn your
worksheets over and write your answers to the FIRST problem and work DOWN the page. Then go to
the next column. When you finish a page, continue to the next one. Keep working until I say STOP. Are
there any questions?”
Answer all questions before beginning the assessment. Next, say, “BEGIN.”
Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your
pencils down.”
316 Screening and Progress Monitoring Guide Grade 2
QUANTITY DISCRIMINATION
Collect the Quantity Discrimination worksheets, and use the corresponding answer key in this guide to
score them.
Scoring Rules Scoring: The student receives a score of one point for each correct answer and loses a point for each
incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect
answers from the number of correct answers to calculate the total score.
Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until
I say STOP.” This should be an individual prompt given quietly to address a targeted need.
Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving
on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to
address a targeted need.
Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open
the Class Report.
2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the
Progress Monitoring tab to enter progress monitoring results.
3. Click Enter Results.
• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheQuantity
Discrimination column.
• ForProgressMonitoringresults:Enterthestudent’sname,selectQuantity Discrimination and the form number, and enter the assessment date and the student’s score.
4. Click Save.
5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class
Report page.
319
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
Screening: Beginning of Year
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
29 61 + 8 71 − 6
30 74 − 8 36
1 + 8 51 − 2 81
22 93 32 + 4
10 − 2 46 + 5 24 − 8
43 22 + 3 69 − 7
16 + 8 79 − 4 66
Screening: Beginning of Year
320
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
Screening: Beginning of Year
b)Y)V)
c)Z)W)
d)a)X)
End of BOY Form
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
87 + 6 21 − 3 32 + 9
47 + 6 91 88 − 4
30 − 6 43 31 − 4
321
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
Screening: Middle of Year
41 73 + 8 56 − 2
16 + 8 48 29
3 + 6 50 − 3 41 + 9
22 93 87 + 2
20 − 2 43 30 − 6
36 1 + 8 10 − 2
3 + 4 24 − 8 14
322
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
51 + 6 51 − 2 22 + 3
61 + 8 43 36
83 − 9 30 21 − 3
Screening: Middle of Year
End of MOY Form
323
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
24 31 + 8 16 − 5
77 + 4 17 − 7 16
47 + 8 82 − 2 56 + 9
79 73 96 + 3
58 − 7 8 + 8 27
25 80 + 9 31 − 2
27 + 5 81 − 7 8
Screening: End of Year
324
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
End of EOY Form
98 75 − 4 0 + 6
3 + 4 85 16 − 8
74 − 3 43 + 3 7 − 4
Screening: End of Year
325
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
Form 1
14 17 + 9 90 − 4
43 + 3 73 − 6 73
3 + 4 19 − 5 8 + 8
27 92 59 + 6
17 − 5 27 + 5 31 − 5
41 26 + 5 84 − 4
65 73 40
326
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
Form 1
End of Form 1
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
57 29 − 2 39 + 8
96 + 3 93 69 − 5
82 56 + 2 97 − 6
327
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
31 47 + 8 78 − 2
30 21 − 7 82
7 + 8 22 − 5 45 + 4
18 29 58 + 4
22 − 5 77 + 4 17
34 27 + 4 34 − 6
35 72 − 8 32
Form 2
328
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
39 + 7 92 − 6 84 + 6
87 + 6 70 83
34 − 3 52 68 − 2
End of Form 2
Form 2
329
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
27 23 + 9 65 − 3
81 30 − 4 69
11 + 9 13 − 3 96
19 − 4 59 39 + 9
23 − 7 77 + 4 37
43 70 + 5 33 − 6
37 + 6 53 − 9 64
Form 3
330
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
29 + 6 92 − 6 88 + 9
76 + 8 89 − 6 31
34 − 3 53 + 4 86 − 6
End of Form 3
Form 3
331
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
24 26 + 5 53 − 7
87 + 6 27 − 3 29
23 + 9 57 − 7 52
73 − 6 70 4 + 7
81 − 7 24 + 5 18
79 11 + 9 20 − 2
68 + 8 74 − 8 32
Form 4
332
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
78 + 7 32 − 8 52 + 8
12 + 9 50 45 − 5
73 44 65 − 4
End of Form 4
Form 4
333
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
29 70 + 5 99 − 3
12 + 2 67 − 2 45
52 + 6 83 − 5 92
21 − 7 94 90 + 9
22 − 5 31 + 6 30 − 4
33 63 + 7 71 − 4
29 + 6 27 46
Form 5
334
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
39 + 7 69 − 7 4 + 9
57 + 7 39 50
83 27 39 − 8
End of Form 5
Form 5
335
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
36 17 + 9 64 − 3
65 + 9 68 − 2 86
70 + 9 39 − 3 83
80 64 76 + 8
88 − 2 9 44 − 8
11 70 + 8 62 − 5
36 12 − 7 29
Form 6
336
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
89 29 − 2 12 + 9
27 + 4 68 25 − 9
62 12 + 5 95 − 5
End of Form 6
Form 6
337
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
83 84 + 6 13 − 3
31 82 86
39 + 8 51 − 7 77 + 4
51 − 5 39 60 + 8
95 − 2 43 + 5 48 − 9
56 10 + 9 22 − 5
14 60 67
Form 7
338
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
80 + 5 98 − 6 32 + 9
43 + 6 80 45 − 5
88 − 4 97 + 2 76 − 2
End of Form 7
Form 7
339
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
75 3 + 8 90 − 4
37 + 5 81 30
52 + 7 68 − 2 36
97 46 33 + 8
90 − 7 45 38
34 44 + 8 85 − 6
73 + 4 23 − 9 95
Form 8
340
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
15 + 3 52 − 4 6 + 3
79 + 9 32 83
48 − 3 67 50 − 5
End of Form 8
Form 8
341
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
93 67 + 9 60 − 3
35 + 9 52 77
4 + 9 97 − 6 71 + 2
76 78 26 + 8
84 − 5 10 + 5 67 − 5
74 74 + 8 65 − 2
91 83 − 9 49
Form 9
342
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
90 + 3 13 − 5 19 + 8
17 + 6 78 97
65 − 3 79 + 4 72 − 7
End of Form 9
Form 9
343
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
91 29 + 8 13 − 4
62 86 − 8 22
55 + 4 45 − 6 55 + 3
36 − 8 97 17 + 4
15 − 2 84 + 9 85 − 8
93 10 + 2 10 − 4
17 + 3 87 77
Form 10
344
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
End of Form 10
Form 10
40 + 4 70 − 2 49 + 7
11 + 4 48 27 − 4
70 13 51 − 2
345
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
Form 11
93 60 + 3 39 − 9
31 + 4 65 − 7 35
4 + 9 31 − 4 93
69 − 3 83 55 + 7
49 − 3 63 65
62 22 + 4 51 − 2
64 + 4 36 − 9 36
346
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
End of Form 11
Form 11
90 43 − 2 57 + 9
34 + 8 72 32
6 89 42 − 4
347
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
78 4 + 7 64 − 6
10 8 71
61 + 8 83 − 2 52
78 62 90 + 8
58 − 6 33 23
80 33 + 8 42 − 2
52 66 − 8 71
Form 12
348
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
28 + 3 85 − 2 36 + 7
58 + 9 90 66 − 5
87 − 7 15 60 − 2
End of Form 12
Form 12
349
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
77 80 + 6 83 − 2
48 57 59
22 + 3 24 − 2 75
80 74 66 + 6
16 − 4 62 49 − 2
24 7 + 7 36 − 2
87 + 6 32 − 7 38
Form 13
350
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
18 62 − 3 43 + 4
45 + 7 97 18
47 − 3 56 89 − 3
End of Form 13
Form 13
351
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
99 73 + 6 70 − 4
9 44 − 3 93
70 + 4 35 − 6 74 + 8
61 − 2 31 37 + 6
73 − 6 28 + 2 74 − 4
84 4 + 8 18 − 5
79 53 15
Form 14
352
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
85 57 − 4 20 + 9
32 + 9 93 92
28 − 6 45 21 − 4
End of Form 14
Form 14
353
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
19 47 + 4 66 − 4
10 + 3 34 13
34 + 5 87 − 4 8 + 5
32 46 84 + 7
51 − 3 93 + 8 36 − 8
22 8 + 2 22 − 4
86 + 9 85 − 9 36
Form 15
354
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
73 + 5 16 − 6 27 + 3
72 + 4 88 54 − 2
48 64 52 − 2
End of Form 15
Form 15
355
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
99 33 + 6 71 − 3
13 + 4 79 36
41 + 5 24 − 3 40 + 2
91 34 89 + 6
93 − 3 89 90 − 6
42 69 + 7 83 − 8
87 + 5 23 − 4 48
Form 16
356
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
89 + 9 86 − 5 28 + 8
32 + 9 68 69
51 − 3 38 41 − 3
End of Form 16
Form 16
357
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
71 66 + 6 60 − 8
23 80 90
8 + 7 84 − 3 26
51 − 3 68 47 + 6
52 − 6 91 11
84 22 + 8 55 − 7
72 26 89
Form 17
358
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
29 12 − 8 78 + 8
29 + 9 77 13
89 95 28 − 7
End of Form 17
Form 17
359
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
70 39 + 7 41 − 3
36 + 2 48 20
45 + 8 85 − 2 97
6 − 4 49 26 + 5
95 − 4 58 + 7 21 − 2
40 42 + 9 67 − 2
85 + 7 57 − 9 16
Form 18
360
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
61 60 − 6 59 + 2
80 + 3 74 8
96 − 4 67 61 − 5
End of Form 18
Form 18
361
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
75 84 + 8 82 − 2
90 + 6 25 11
66 + 8 40 − 8 15
19 94 46 + 8
71 − 7 64 + 8 75
8 40 + 6 56 − 3
69 + 8 79 81
Form 19
362
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
12 66 − 5 62 + 4
62 + 8 99 73
47 37 38 − 3
End of Form 19
Form 19
363
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
O)H)A)
P)I)B)
Q)J)C)
R)K)D)
S)L)E)
T)M)F)
U)N)G)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
89 12 + 7 60 − 2
64 6 95
8 + 9 95 − 4 35
63 51 68 + 8
57 − 5 1 + 6 61 − 9
98 67 + 5 48 − 3
48 39 − 3 38
Form 20
364
Grade 2: QUANTITY DISCRIMINATION ANSWER KEY
b)Y)V)
c)Z)W)
d)a)X)
Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.
38 + 4 78 − 3 8 + 9
20 + 9 59 83
71 70 94 − 4
End of Form 20
Form 20