Grade 2 SRPSD Common Math Assessment
Instructions Administering the Assessments 1. This assessment has been developed with the intention of being split up into individual outcomes and given upon completion of instruction/units throughout the year and not as a comprehensive test in June. 2. The division expectation is for the assessment to be given as both a pre (formative) and post (summative) assessment which will be entered into SRPSD database. 3. Use professional judgment on whether this assessment is given orally or in written form. The intent is to assess mathematical understanding. 4. Refer to the last few pages for any paper manipulatives needed to administer certain questions. Teachers will have to print off a copy for their class. 5. Calculator use is only allowed where indicated. 6. In the case that a student answers a level 4 question correctly but misses the level 2 or 3, the teacher will need to: a) reassess b) use professional judgment (teacher knows student best). 7. This assessment is not intended to assess ELA reading or writing outcome s therefore questions can be read to students and answers can be scribed when needed. 8. The corrected pre-tests are not to be showed to the students as it will affect post -test results. Page 1
Part A: Number Strand N2.1a Demonstrate understanding of whole numbers to 100 by representing and describing. Student needs assistance Student needs prompting to Student is able to Student is able to represent to represent a quantity differentiate between the represent a quantity to a quantity to 100 in a nonstandard to 100 using place value. value of base ten blocks. 100 using place value. arrangement and explain. Build the following number using base ten blocks and count it. 34 Level 1 Student needs assistance to build numbers. Level 2 Student requires prompting of the value of the base ten blocks in order to build the number. Level 3 Student is able to build number independently and count. Can you show this number in another way? Level 4 Student is able to show the number 34 in another way. Page 2
Part A: Number Strand N2.1b Demonstrate understanding of whole numbers to 100 by skip counting forwards. Student needs assistance to skip count forward. Student is able to skip count forward, but may need prompting (number line or hundred chart) or is inconsistent. Student is able to skip count forward independently or may self - correct. Student is able to skip count AND give the patterning rule. Extend the sequence. 22, 24, 26, 28,,, Level 1 Student needs teacher assistance to skip count. Level 2 Student misses a number in the sequence and/or needs a number line or hundreds chart. Level 3 Student is able to complete the sequence. What is the counting pattern? Level 4 Student is able to explain the counting pattern as adding 2 each time, counting forward by 2 s, skip counting by 2. Page 3
Part A: Number Strand N2.1c Demonstrate understanding of whole numbers to 100 by skip counting backwards. Student needs Student is able to skip count Student is able to skip Student is able to skip assistance to skip backwards, but may need count backwards count AND give the count backwards. prompting (number line or independently or may self - patterning rule. hundreds chart) or is inconsistent. correct. Extend the sequence. 75, 70, 65, 60,,, Level 1 Student needs teacher assistance to skip count. Level 2 Student misses a number in the sequence or uses a hundreds chart or number line. Level 3 Student is able to complete the sequence. What is the counting pattern? Level 4 Student is able to explain the counting pattern as subtracting 5 each time, counting backwards by 5, skip counting backwards by 5. Page 4
Part A: Number Strand N2.1d Demonstrate understanding of whole numbers to 100 by differentiating between odd and even numbers. Student is able to sort Student is able to sort numbers as odd or even numbers as odd or even. inconsistently. Student needs assistance to sort numbers into odd or even. Student is able to sort numbers as odd or even and explain the strategy used. Sort this list of numbers by writing them into the chart below. 39 65 72 80 21 14 Odd Numbers Even Numbers Level 1 Student needs teacher assistance to sort numbers. Level 2 Student sorts numbers into odd and even but gets one or two wrong. Level 3 student is able to sort numbers as odd or even. Explain the strategy you used to sort the numbers into odd and even. Level 4 Student can explain how they sorted the numbers as odd or even. (Eg. Because the number it ends in, even numbers I can break into equal groups) Page 5
Part A: Number Strand N2.1e Demonstrate understanding of whole numbers to 100 by estimating with referents. Student estimates by either Student is able to guessing or incorrectly use a referent to using a referent. estimate. Student needs assistance using referent in order to estimate. Student is able to use a referent to estimate and explain how they used the referent to get their answer. This is a group of 10 buttons (show the card with only 10 buttons). How many do you think are in this picture? (Show the larger group of buttons card) Level 1 Student needs teacher assistance to determine the estimate. Level 2 Student guesses inappropriately without using the referent. Level 3 Student is able to use the referent to estimate. (40 or 50) Explain your strategy. Level 4 Student is able to explain the strategy they used to determine their estimate. (Eg. I see about 5 groups of ten) Page 6
Part A: Number Strand N2.1f Demonstrate understanding of whole numbers to 100 by comparing and ordering. Student needs assistance Student is able to Student is able to order Student is able to order a set of to compare numbers. compare numbers. a set of numbers. numbers and explain their strategy. Order the following numbers. 43 34 46 17 Level 1 Student needs teacher assistance to compare numbers. Level 2 Student cannot put the cards in the correct order but can compare two numbers by saying which is bigger/smaller. Level 3 Student can order the set of numbers either from smallest to largest or vice versa. Explain how you made sure you were correct. Level 4 Student can explain their strategy for ordering the numbers. Eg. 46 is the greatest number because it has the most tens. Page 7
Part A: Number Strand N2.2a Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with sums to 100. Students can add numbers Student is able to add to 100 that do not require numbers to 100 using a regrouping. regrouping strategy. problems. Student needs assistance adding numbers to 100. Student is able to create and/or solve situational addition story How did you solve this problem? 26 + 22 Level 1 Students need teacher assistance to adding numbers to 100. Level 2 Student answers the question and can explain what they did. (10 frames, base ten blocks, number lines, 100s charts) How did you solve this problem? 28 + 34 Level 3 Student is able to answer give and explain what they did. (I took 2 from the 34 to make 30 so 30+32 is 62, 8 + 4 is a 12 carry the one and 20 + 30 + 10 is 60 so my answer is 62,) Materials Provide students with a variety of manipulatives Tell me an addition story that uses the numbers 18 and 15. Can you tell me the number sentence that matches your story? Level 4 Student is able create an addition situation and provide a number sentence which shows the sum. Page 8
Part A: Number Strand N2.2b Demonstrate understanding of subtraction (limited to 1 and 2-digit numerals with answers to 100. Students can subtract Student is able to subtract numbers to 100 that do not numbers to 100 using a require regrouping. regrouping strategy. Student needs assistance subtracting numbers to 100. Student is able to create and/or solve situational subtraction story problems. How did you solve this problem? 34-12 Level 1 Student needed help from teacher to subtract. Level 2 Student answered the question and can explain what they did. (10 frames, base ten blocks, number lines, 100s charts) How did you solve this problem? 45-29 Level 3 Student is able to answer both questions and give an efficient strategy. (I took 10 away from the 40 and made 15 so 15 9 is 6 so 30-20 is 10 so my answer is 16, I know 45 30 is 15 then add 1 is 16, 45 take away 20 is 25 then 25 take away 9 is 16, add one to both so you have 46 30 which is 16) Materials Provide students with a variety of manipulatives. Tell me a subtraction story that uses the numbers 33 and 8. Tell me the subtraction number sentence to match your story. Level 4 - Student is able create a subtraction situation and provide a number sentence which shows the difference. Page 9
Part B: Pattern & Relation Strand P2.1 Demonstrate understanding of repeating patterns (three to five elements). Student can draw a Student can draw a repeating pattern (3-5 repeating pattern (3-5 elements) but cannot elements) and reproduce explain how it is a repeating and explain how it is a pattern. repeating pattern. Student needs assistance to extend a repeating pattern and/ or identify the core correctly. Student is able to find and explain an error in a repeating pattern and fix the error. Circle the core and extend this pattern Level 1 Student can either identify the core or extend the pattern but not both. Level 2 Student is able to identify the core and extend the pattern. Choose 3, 4, or 5 shapes of your own, create a pattern, and circle the core. What kind of pattern is this? Why? Level 3 Student is able to create a repeating pattern and explain. (This is a repeating pattern because the core repeats over and over.) Is this a repeating pattern? Why or why not? If not make fix the mistake. A B B C D A B B C D A B C DA B B C D Level 4 Student is able to find the error and correct it. (No, this is not a repeating pattern because the third core is missing a B, core = ABBCD) Page 10
Part B: Pattern & Relation Strand P2.2 Demonstrate understanding of increasing patterns. Student is able to extend an Student is able to create an increasing pattern but increasing pattern and can cannot explain the pattern explain the pattern rule. rule. Student needs assistance to extend an increasing pattern and identify the pattern rule. Extend the following pattern. Student is able to identify and explain an error in an increasing pattern and fix the error. 15, 20, 25, 30,,,, Level 1 Student needs teacher assistance to extend the pattern. Level 2 Student is able to extend the increasing pattern and cannot state the pattern rule. Create your own increasing pattern. Explain the pattern rule for your increasing pattern. Level 3 Student is able to create and explain their increasing pattern. Is this an increasing pattern? Why or why not? If not make fix the mistake. 3, 5, 7, 8, 11, 13... Level 4 Student is able to find the error and correct it. Page 11
Part B: Pattern & Relation Strand P2.3 Demonstrate understanding of equality and inequality concretely and pictorially. Student is able to identify equal and unequal sets. Student needs assistance to compare numbers to 100. Student is able to compare numbers to 100 using the equality and inequality symbols. Student is able to solve situational problems involving inequality and equality with numbers to 100. Look at the following sets. Circle two sets that are equal and draw a rectangle around two sets that are not equal. 4+3 5+3 6+5 6 +1 Level 1 Student needs teacher assistance to compare numbers. Level 2 Student is able to pick an equal and an unequal group. Action Write down the grouping that the student has selected. Have them use either an equal or unequal sign. What -symbol will make the statements true? Level 3 Student is able to insert the proper sign in between the expressions. There are 4 red teddy bears and 7 blue join. There are 10 cupcakes, will each teddy bear get a cupcake? Explain. Level 4 Student is able to explain that not every teddy bear will get a cup cake because there are more teddy bears than cupcakes. Page 12
Part C: Shape & Space Strand SS2.1 Demonstrate understanding of non-standard units for linear measurement. Student is able to choose the Student is able to use nonappropriate non-standard standard units for unit but may be inconsistent measuring the length of an in measuring. object. Student needs assistance to choose the appropriate non-standard unit. Student is able to estimate the length of an object using non - standard units. What item would be the quickest way to measure the length of your Dad s car? arm length book paperclip Level 1 Student needs the teacher to assist in choosing the unit. Level 2 Student is able to pick the arm length as the appropriate measure. Materials Highlighter and paper clips Measure the length of the highlighter using the paper clips. Materials Level 3 Student is able to measure and come up with the measurement that is appropriate for the highlighter that is used. Paperclips and test paper Estimate how many paper clips it will take to measure the length of the test paper. Level 4 student is able to estimate 8, 9 or 10 paperclips as the length of the paper. Page 13
Part C: Shape & Space Strand SS2.2 Demonstrate understanding of non-standard units for measurement of mass. Student is able to choose the Student is able to use nonappropriate non-standard standard units for unit but may be inconsistent measuring the mass of an in measuring. object. Student needs assistance to choose the appropriate nonstandard unit. Student is able to estimate the mass of an object using non -standard units. What item would you use to measure the mass of your car? Yourself marshmallow elephant Level 1 Student needs the teacher to assist in choosing the unit. Level 2 Student is able to pick the elephant as the appropriate measure. Materials Balance scale, pennies, and highlighter How many pennies is the mass of the highlighter? Materials Level 3 Student is able to measure and come up with the measurement that is appropriate for the highlighter that is used. Pennies, small size bear counter About how many pennies is the mass of the smallest size bear. Level 4 Student is able to answer 1, 2, 3, or 4 pennies. Page 14
Part C: Shape & Space Strand SS2.3 Describe, compare, and construct 3-D objects. Student is able to Student is able to compare two identify attributes of 3-3-D objects using attributes like D objects. (both are cylinders) Student needs assistance in constructing or correctly naming a 3-D object. Students is able to sort 3 D objects and explain the sorting rule used. Circle the object that have a curved edge, at least one point and a flat face? Level 1 Student needs teacher assistance. Level 2 Student is able to identify the 4 th picture as the one that meets the criteria. Compare the following two objects. Level 3 Student is able to compare objects describing using words like they both are cones, have a point, can roll. Sort this set of 3 D objects into two groups. Write the letter of each shape that belongs in Set 1 in the chart. Write the letter of each shape that belongs in Set 2 in the chart. Write your sorting rule. A B C D E Level 4 Student is able to sort the objects and explain their rule. Page 15
Part C: Shape & Space Strand SS2.4 Describe, compare, and construct 2-D shapes. Student needs assistance Student is able to Student is able to compare Students is able to sort 2-D in constructing or construct and name a 2-D two 2-D shapes using shapes and explain the correctly naming a 2-D shape. attributes like (sides, sorting rule used. shape. corners curved.) Draw each of the shapes below. Triangle Square Level 1 Student draws the wrong shapes for the name. Level 2 Student is able to correctly draw a triangle and square. How are the 2 shapes similar? How are the 2 shapes different? Level 3 Student is able to use attributes likes, sides, curves, corners to explain. Sort and explain the sorting rule used. Level 4 Student is able to sort the shapes and explain their rule. Page 16
Part C: Shape & Space Strand SS2.5 Demonstrate understanding of the relationship between 2-D shapes and 3-D objects. Student is able to identify Student is able to 2-D shapes within 3-D identify 2-D shapes objects inconsistently. within 3-D objects. Student needs assistance in identifying the relationship between 2-D shapes and 3-D objects Student is able to analyze and explain the relationship between 2- D shapes and 3- D objects. Which 2-D shape(s) do you see in the picture of this tent? Which 2- D shape(s) do you see in the picture of this school bus? Level 1- Student has difficulty naming 2-D shapes Is a ball a circle? Explain. Level 2 Student answers one of the two questions correctly. Level 3 Student is able to answer both questions correctly. Level 4 Student is able to explain why a ball is not a circle. Page 17
Part D: Statistics & Probability Strand SP2.1 Demonstrate understanding of concrete graphs and pictographs. Student is able to create a graph or interpret the graph. Student needs assistance to create and interpret the graph. Children were asked the question, What colour are your eyes? The following information shows their answers. 5 students have green eyes. 6 students have brown eyes. 3 students have blue eyes. Student is able to create and interpret a graph. 6 5 4 Student is able to create questions related to a graph and explain the solution. Create a pictograph using the information above. 3 2 1 Green Brown Blue Level 1 Student needs teacher assistance. Level 2 Student is able to create the pictograph. FAVOURITE PETS IN GRADE 2 Which animal did the students like the most? 6 5 Write and answer a question using the information from the graph above. 4 3 2 1 Level 3 Student can answer the dog is the animal that is liked the most. Level 4 Student is able to create a question and answer based on the graph. Page 18
N2.1b 22, 24, 26, 28,,, N2.1 c 75, 70, 65, 60,,, N2.1d 39 65 72 80 21 14 Page 19
N2.1e N2.1f 43 34 46 17 Page 20
P2.1,, ABBCAABBCAABBCABBCA P2.2 15, 20, 25, 30,,, 3, 5, 7, 8, 11, 13, P2.3 4+3 5+3 6+5 6 +1 SS2.3 Page 21
SS2.3 SS2.3 A B C D E Page 22
SS2.4 SS2.5 Page 23