five hundred twenty-seven five hundred three hundred forty eight hundred nine twenty-one sixty-four ninety-eight three hundred five

Transcription

1 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. b) Read and write numbers. 2. B. Write the number that comes before each of the following. five hundred twenty-seven five hundred three hundred forty eight hundred nine 2. C. Write the number that comes after each of the following. twenty-one sixty-four ninety-eight three hundred five Page 266

2 K, 1, and 2 Mathematics Assessment 2. D. Write the number that comes after each of the following. fourteen ninety-three twenty three hundred two 1.01 Develop number sense for whole numbers through 999. c) Compare and order. 3. B. Fill in the missing numbers on this 100 board Page 267

3 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. c) Compare and order. 3. C. Fill in the missing numbers on this 500 board D. Fill in the missing numbers on this 900 board Page 268

4 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. d) Rename. 4. B Jess is baking cookies with his grandfather. They are able to fit 10 cookies on a cookie sheet. If they make 70 cookies, how many cookie sheets will they need? Show your work. Explain with pictures, words, or numbers. Jess and his grandfather will need cookie sheets. Page 269

5 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. d) Rename. 4. C. Tonya has 325 baseball cards. If she puts them in groups of ten, how many groups will she have? Show your work. Explain with pictures, words, or numbers. Tonya will have groups of ten cards. How many cards will be left over? Page 270

6 K, 1, and 2 Mathematics Assessment 4. D. Jamie has 24 bags of shells. Each bag has ten shells. She decided to put the shells in groups of 100. How many groups of 100 can she make? How many bags of ten will be left over? How many shells does Jamie have? Show your work. Explain with pictures, words, or numbers. Jamie can make groups of 100. There will be bags of ten left over. Jamie has shells. Page 271

7 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. e) Estimate Estimate and measure using appropriate units. 5. B. Mr. Ray s class is making poster squares like this: If they make a poster this big, about how many squares will they need? Mr. Ray s class will need about squares. Page 272

8 K, 1, and 2 Mathematics Assessment 5. C. Joyce is using tiles like this for the floor in her dollhouse: If the floor is this big, about how many tiles will she need? Joyce will need about tiles. Page 273

9 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. e) Estimate Estimate and measure using appropriate units. 5. D. About how many shapes like this: could be used to cover the shape below? About shapes will be needed. Page 274

10 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. f) Use a variety of models to build understanding of place value (ones, tens, hundreds). 6. B. If all the parts of the flag match, color the whole flag red tens, 8 ones hundreds, 5 tens, 2 ones hundred, 4 tens Page 275

11 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. f) Use a variety of models to build understanding of place value (ones, tens, hundreds). 6. C. If all the parts of the flag match, color the whole flag red tens, 2 ones 87 4 tens, 47 ones tens, 4 ones hundreds, 21 tens Page 276

12 K, 1, and 2 Mathematics Assessment 6. D. If all the parts of the flag match, color the whole flag red hundreds, 3 tens, 8 ones hundreds, 8 tens, 12 ones hundreds, 6 tens tens, 9 ones Page 277

13 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. f) Use a variety of models to build understanding of place value (ones, tens, hundreds) Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a) Strategies for adding and subtracting numbers Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities. 7. B. Brandon and Jennifer are counting their pin collections. Brandon has 3 groups of ten pins and 2 left over. Jennifer has 2 groups of ten pins. If they put their pins together how many pins will there be? Show your work. Explain with pictures, words, or numbers. There will be pins. Write a number sentence that tells about this problem. Page 278

14 K, 1, and 2 Mathematics Assessment 7. C. Jonathan and William are counting paper clips. Jonathan has 15 bags of ten paper clips and 4 left over. William has 17 bags of ten paper clips and 5 left over. If they put their paper clips together how many paper clips will there be? Show your work. Explain with pictures, words, or numbers. There will be paper clips. Write a number sentence that tells about this problem. Page 279

15 K, 1, and 2 Mathematics Assessment 1.01 Develop number sense for whole numbers through 999. f) Use a variety of models to build understanding of place value (ones, tens, hundreds) Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a) Strategies for adding and subtracting numbers Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities. 7. D. Catie has 21 bags of ten seeds and 6 seeds left over. She gives Jenna 5 bags of ten seeds and 4 more seeds. How many seeds did Catie give Jenna? How many seeds does Catie have now? Show your work. Explain with pictures, words, or numbers. Catie gave Jenna seeds. Catie has seeds now. Page 280

16 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and symbolically. 8. B. Color 1 of this rectangle red C. Color 1 of this rectangle red. 2 Page 281

17 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and symbolically. 8. D. Color 1 of this triangle red B. One ball is what fraction of Tom s collection? 9. C. Three leaves are what fraction of Sally s collection? Page 282

18 K, 1, and 2 Mathematics Assessment 9. D. Ten ducks are what fraction of the ducks on the pond? 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and symbolically. c) Make different representations of the same fraction. 10. B. Bob has some cake that he wants to share with two friends. Show two different ways Bob can cut this cake into three equal parts. Page 283

19 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. a) Represent fractions (halves, thirds, fourths) concretely and symbolically. c) Make different representations of the same fraction. 10. C. Kailey wants to share this candy bar with a friend. Show two different ways she can cut this candy bar into two equal parts. SWEET TREATS SWEET TREATS 10. D. What fraction is shaded in each shape? Circle Rectangle Square Page 284

20 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. b) Compare fractions (halves, thirds, fourths) using models. c) Make different representations of the same fraction. 11. B. Lisa ate one-third of her pie. Laura also ate one-third of her pie. Which pie is Laura s? Circle your answer. Page 285

21 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. b) Compare fractions (halves, thirds, fourths) using models. c) Make different representations of the same fraction. 11. C. Mrs. Moore planted half of her garden. Mrs. Eason also planted half of her garden. Which garden is Mrs. Eason s? Circle your answer. Page 286

22 K, 1, and 2 Mathematics Assessment 11. D. One-fourth of Jane s marbles are black. Who else has a marble collection where one-fourth of the marbles are black? Circle your answer. Susan Luiz Tyler Page 287

23 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. d) Combine fractions to describe parts of a whole Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds. 12. B. Jamie has a trading card book. Each page holds nine cards. Jamie bought one card and her friend gave her two more cards. What fraction of the page will Jamie s new cards fill? Show your work with pictures, words, or numbers. Jamie s new cards will fill of a page. Page 288

24 K, 1, and 2 Mathematics Assessment 12. C. Luiz s mother made pies for a party. After the party she had these leftovers. If Luiz s mother puts the leftovers together, what fraction of a pie will she have? Show your work with pictures, words, or numbers. Luiz s mother will have of a pie. Page 289

25 K, 1, and 2 Mathematics Assessment 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts. d) Combine fractions to describe parts of a whole Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds. 12. D. The Godwin family had 12 eggs in their refrigerator. At breakfast Sue ate one egg and her father ate two eggs. Later Mrs. Godwin used three eggs to bake a cake. What fraction of the eggs was left in the refrigerator? Show your work with pictures, words, or numbers. The fraction of the eggs left is. Page 290

26 K, 1, and 2 Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). 13. B. Sam had eight toy cars, Carlos had seven, Bob had three and Tyrone had ten. The boys decided to put their cars together and share them equally. How many cars do they have together? How many cars will each boy get? Show your work with pictures, words, or numbers. Together the boys have cars. Each boy will get cars. Page 291

27 K, 1, and 2 Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). 13. C. Joshua has 20 trading cards. He will give an equal number to each of four friends. How many cards will each friend get? Show your work with pictures, words, or numbers. Each friend will get cards. Page 292

28 K, 1, and 2 Mathematics Assessment 13. D. Rusty has nine apples. He gives an equal number to each of three friends. How many apples will each friend get? Show your work with pictures, words, or numbers. Each friend will get apples. Page 293

29 K, 1, and 2 Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). 14. B. Caroline has a trophy case with her prizes for playing softball. Each shelf holds eight trophies. If she has filled six shelves, how many trophies has Caroline won? Show your work with pictures, words, or numbers. Caroline has won trophies. Page 294

30 K, 1, and 2 Mathematics Assessment 14. C. Martha has a hairbow collection. Each drawer holds three bows. If she has filled four drawers with bows, how many bows are in her collection? Show your work with pictures, words, or numbers. Martha has bows in her collection. Page 295

31 K, 1, and 2 Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). 14. D. Carla has a doll collection. Each shelf in her doll case holds four dolls. If she has filled seven shelves with dolls, how many dolls are in her doll case? Show your work with pictures, words, or numbers. Carla has dolls. Page 296

32 K, 1, and 2 Mathematics Assessment 15. B. Parker had 13 teddy bears. After she gave three teddy bears to her brother, she decided to put the rest of the bears in groups of two. How many groups of two teddy bears can Parker make? Show your work with pictures, words, or numbers. Parker can make groups of two teddy bears. Page 297

33 K, 1, and 2 Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form). 15. C. Christina had eight sticks of gum. She chewed two sticks of gum. She put the remaining sticks of gum in groups of two. How many groups of two did Christina make? Show your work with pictures, words, or numbers. Christina made groups of two sticks of gum. Page 298

34 K, 1, and 2 Mathematics Assessment 15. D. Bob has 30 shells. He gave each of his twin brothers three shells. Then he put the remaining shells in groups of four. How many groups of four shells can he make? Show your work with pictures, words, or numbers. Bob can make groups of four shells. Page 299

35 K, 1, and 2 Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a) Strategies for adding and subtracting numbers Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities. 16. B. Casey bought 22 pieces of candy. Sally bought 112 pieces of candy. How many more pieces of candy did Sally buy than Casey? Show your work with pictures, words, or numbers. Sally bought more pieces of candy than Casey. Write a number sentence that tells about this problem. Page 300

36 K, 1, and 2 Mathematics Assessment 16. C. Alex bought 19 pencils. Bryan bought 33 pencils. How many more pencils did Bryan buy than Alex? Show your work with pictures, words, or numbers. Bryan bought more pencils than Alex. Write a number sentence that tells about this problem. Page 301

37 K, 1, and 2 Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. a) Strategies for adding and subtracting numbers Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities. 16. D. Hunter read a book with 837 pages. Caroline read a book with 486 pages. How many more pages did Hunter read than Caroline? Show your work with pictures, words, or numbers. Hunter read more pages than Caroline. Write a number sentence that tells about this problem. Page 302

38 K, 1, and 2 Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. b) Estimation of sums and differences in appropriate situations. 17. B. Buckland School collected 582 pennies in March and 329 pennies in April. About how many pennies did they collect in those months? Circle your answer. Less than 750 pennies Between 750 and 850 pennies Between 850 and 950 pennies More than 950 pennies 17. C. Buckland School collected 240 pennies in March and 430 pennies in April. About how many pennies did they collect in those months? Circle your answer. Less than 700 pennies Between 700 and 800 pennies Between 800 and 900 pennies More than 900 pennies 17. D. Buckland School collected 135 pennies in March and 100 pennies in April. About how many pennies did they collect in those months? Circle your answer. Less than 210 pennies Between 210 and 310 pennies More than 310 pennies Page 303

39 > > K, 1, and 2 Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies. c) Relationships between operations. 18. B. Fill in the missing numbers > > > C. Fill in the missing numbers > > Page 304

40 > K, 1, and 2 Mathematics Assessment 18. D. Fill in the missing numbers > 92 > > -2 Page 305

41 K, 1, and 2 Mathematics Assessment 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds. 19. B. Chantel is making bracelets. She needs 10 white beads and 5 red beads to make one bracelet. If she used 50 white beads, how many red beads will she use to make her bracelets? Show your work with pictures, words, or numbers Chantel uses red beads. Page 306

42 K, 1, and 2 Mathematics Assessment 19. C. Chantel is making bracelets. She needs 10 white beads and 5 red beads to make one bracelet. If she used 30 white beads, how many red beads will she use to make her bracelets? Show your work with pictures, words, or numbers Chantel uses red beads. Page 307

43 K, 1, and 2 Mathematics Assessment 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds. 19. D. Chantel is making bracelets. She needs 10 white beads and 5 red beads to make one bracelet. If she used 120 white beads, how many red beads will she use to make her bracelets? Show your work with pictures, words, or numbers Chantel uses red beads. Page 308

44 K, 1, and 2 Mathematics Assessment 2.02 Tell time at the five-minute intervals. 20. B. Demond set his alarm clock for 4:10 a.m. Show this time on the clock Tell time at the five-minute intervals. 20.C. Demond set his alarm clock for 5:35 a.m. Show this time on the clock Tell time at the five-minute intervals. 20. D. Demond set his alarm clock for 9:55 a.m. Show this time on the clock Page 309

45 K, 1, and 2 Mathematics Assessment 2.02 Tell time at the five-minute intervals. 21. B. Look at these clocks. If both clocks show the same time, write S on the line. If both clocks show different times, write D on the line : : : Page 310

46 K, 1, and 2 Mathematics Assessment 21. C. Look at these clocks. If both clocks show the same time, write S on the line. If both clocks show different times, write D on the line : : : Page 311

47 K, 1, and 2 Mathematics Assessment 2.02 Tell time at the five-minute intervals. 21. D. Look at these clocks. If both clocks show the same time, write S on the line. If both clocks show different times, write D on the line : : : Page 312

48 K, 1, and 2 Mathematics Assessment 4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2 s, 5 s, 10 s). 22. B. Where should these buttons be placed? Draw a line from each button to where it belongs in the Venn diagram : : ELIZA S BUTTONS 3-HOLES STRIPES ::.. SQUARES Page 313

49 K, 1, and 2 Mathematics Assessment 4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2 s, 5 s, 10 s). 22. C. Mrs. Columbia asked her students which flavors of ice cream they liked. The choices were vanilla, chocolate and strawberry. Here are the results: Strawberry Vanilla Chocolate Vanilla and Chocolate Vanilla and Strawberry Chocolate and Strawberry Vanilla, Chocolate and Strawberry Make a Venn diagram to show their results. Page 314

50 K, 1, and 2 Mathematics Assessment Page 315

51 K, 1, and 2 Mathematics Assessment 4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2 s, 5 s, 10 s). 22. D. Where should these buttons be placed? Draw a line from each button to where it belongs in the Venn diagram : : ELIZA S BUTTONS SET A SET C SET B ::.. Page 316

52 K, 1, and 2 Mathematics Assessment Item Grade 2 End-Third Quarter Item Bank Solutions Answer 1B 1C 1D xxxx xxxxx xxxxx xxxxx 2B C Page 317

53 K, 1, and 2 Mathematics Assessment Item 2D Answer 3B C D B 4C 4D 5B 5C 5D 7 cookie sheets 32 groups of ten cards; 5 left over 2 groups of 100; 4 bags of ten left over; 240 shells between 6 and 12 squares between 14 and 18 tiles between 7 and 13 shapes Page 318

54 K, 1, and 2 Mathematics Assessment Item Answer 6B 3rd flag colored red 6C 1st, and 4th flags colored red 6D 1st, 2nd, and 4th flags colored red 7B 7C 7D 8B 8C 8D 52 pins 329 paper clips Catie gives 54 seeds to Jenna; Catie has 162 seeds left 4 small rectangles colored red 8 small triangles colored red triangle divided with vertical line and half colored red 9B 1 4 9C 1 3 or 3 9 9D 2 3 or B 10C any two of these 10D 1 or 2 is shaded in each shape B Page 319

55 K, 1, and 2 Mathematics Assessment Item Answer 11C 11D Tyler 12B 1 3 or C 3 of a pie 4 12D 1 or B 28 cars together; each boy gets 7 cars 13C each friend gets 5 cards 13D each friend gets 3 apples 14B 14C 14D 15B 15C 15D 48 trophies 12 bows 28 dolls 5 groups of two teddy bears 3 groups of two sticks of gum 6 groups of four shells 16B 90 more pieces of candy 16C 14 more pencils 16D 351 more pages 17B 17C 17D between 850 and 950 pennies less than 700 pennies between 210 and 310 pennies 18B 70, 71, 74 18C 50, 55 18D 102, 85, 94 19B 19C 19D 25 red beads 15 red beads 60 red beads Page 320

56 K, 1, and 2 Mathematics Assessment Item Answer 12 20B C D B 21C 21D D, S, D S, D, D S, S, D Page 321

57 K, 1, and 2 Mathematics Assessment Item 22B : Answer in stripes intersection of 3-holes intersection of squares, only and stripes only 3-holes, and stripes.: 22C Vanilla Chocolate Strawberry OR Vanilla x x x x x x x xx xx x x x x x x x x x x x x Chocolate x x Strawberry D in Set C intersection Set A intersection Set A, only and Set C only Set B, and Set C : : Page 322