Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
1. Gather whole number place value dice* to the hundreds place (3 dice)
and index cards.
2. Tell student he will roll, record and read the number on the dice.
3. Have the student roll the dice (the number will be in expanded form).
4. Ask student to write the number in standard form on an index card.
5. Ask the student to read the number on the index card (The number can
be read from the dice and then written on the card. The order does not
matter)
6. Observe how the student reads and writes the number.
(*Expander cards or digit cards can be used in place of the place value dice.)
Considerations/Observations:
Does the student need to rearrange the dice in order to write or read the
number?
Does the student write the number correctly in standard form?
Does the student read the number correctly?
How does a student interpret/represent a 0 in a certain place value?
Adapted from Howard County Public Schools
Page 1
Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
 Whiteboards and markers
 Number cards
1. Cut apart the number cards (attached).
2. Have student pick a card. Using the white board, student will then write the
number on the card in standard form and expanded form.
Optional: Complete as a whole class. Pick a number card, say number to the class
and have students write the number in standard form and expanded form on a
whiteboard.
Considerations/Observations:
Does the student write the number correctly in standard form?
Does the student write the number correctly in expanded form?
How does a student interpret/represent a 0 in a certain place value?
Adapted from Howard County Public Schools
Page 2
Three hundred forty-seven
One hundred nine
Two hundred sixty-one
Adapted from Howard County Public Schools
Page 3
Six hundred twenty-three
Seven hundred thirteen
Four hundred eighty-five
Adapted from Howard County Public Schools
Page 4
Five hundred ninety-six
Nine hundred thirty-two
Eight hundred seventy
Adapted from Howard County Public Schools
Page 5
Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
1. Cut apart the base-10 picture cards. (attached)
2. Students can complete this independently, with partners, or in a small
group.
3. Tell student he/she will pick a card. Student will write the number in
standard form, word form and expanded form in math journal or on a
whiteboard.
4. Have student read the number aloud.
5. Complete steps 3-4 with all 6 cards.
Considerations/Observations:
Observe how the student reads and writes the number.
Does the student write the number correctly in standard form?
Does the student read the number correctly?
Is the student able to write the number in expanded form?
Adapted from Howard County Public Schools
Page 6
Adapted from Howard County Public Schools
Page 7
Adapted from Howard County Public Schools
Page 8
Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
1. Have students cut, sort and match the cards.
2. Have students read the numbers aloud.
Considerations/Observations:
Observe how the student reads the numbers.
Does the student read the number correctly? Can the student correctly
identify each form of the number?
Adapted from Howard County Public Schools
Page 9
500 + 90
400+30+4
367
254
300+60+7
five
hundred
ninety
three
hundred
sixty-seven
590
200+50+4
two
hundred
fifty-four
four
hundred
thirty-four
434
Adapted from Howard County Public Schools
Page 10
Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
1. Gather three bags. Print the attached numbers. Cut apart.
2. Place the 100s in a bag labeled hundreds. Place the 10s in a bag
labeled tens. Place the 1s in a bag labeled ones.
3. Tell student he/she will pick a card from each bag to build a number.
He/she will then record and read the number.
4. Have the student pick a card from each bag (one from hundreds bag,
one from tens bag, one from ones bag).
5. Ask student to write the number in standard form on a whiteboard.
6. Ask the student to read the number on the whiteboard (The number can
be read from the cards and then written on the whiteboard. The order
does not matter)
7. Observe how the student reads and writes the number.
Considerations/Observations:
Does the student need to pick the cards and place them in correct place
value order in order to write or read the number?
Does the student write the number correctly in standard form?
Does the student read the number correctly?
How does a student interpret/represent a 0 in a certain place value?
Adapted from Howard County Public Schools
Page 11
Cards for the ones bag.
0
1
2
3
4
5
6
7
8
9
Adapted from Howard County Public Schools
Page 12
Cards for the tens bag.
0
10
20
30
40
50
60
70
80
90
Adapted from Howard County Public Schools
Page 13
Cards for the hundreds bag.
0
100 200 300
400 500 600
700 800 900
Adapted from Howard County Public Schools
Page 14
Formative Assessment Task
2nd Grade: Number in Base Ten
Standard 2.NBT.3:
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
Materials and Directions:
3. Gather three different colored dice.
4. Tell student he/she will roll the 3 dice and make a three-digit number.
5. Student will then write the number in standard form, number names,
and expanded form on attached recording chart.
6. Observe how the student reads and writes the number.
Considerations/Observations:
 Does the student write the number correctly in standard form?
 Does the student read the number correctly?
 Does the student write the number in expanded form correctly? Does
he/she understand 7 in the tens equals 70?
 How does a student interpret/represent a 0 in a certain place value?
Adapted from Howard County Public Schools
Page 15
Name: ________________________________________________________________
Standard Form
Adapted from Howard County Public Schools
Word Form
Expanded Form
Page 16