Grade 2 Core Standard Assessment Number and Operations & Algebra (Units 6 & 8) Name: Date: 2.1.1 Write, compare, and order whole numbers to 1000. 1. Write these numbers in order from least to greatest: 876, 52, 999, 12 _______, _______ , _______ , _______ 2. How many pigs? _________ pigs.
3. Is your answer an even or odd number? Explain how you know. 2.1.2 Understand and apply base-­‐ten numeration, and count in multiples of one, two, five, ten, and one hundred. 2.NBT.2. Count within 1000; skip-­‐count by 5s, 10s, and 100s. 4. Josh has 348 stamps in his collection. Circle which is another way to write 348? A. three eighty-­‐four C. three hundred forty-­‐eight B. thirty-­‐four eight D. three hundred eighty-­‐four NCSD Math Renewal: Grade 2 Number and Operations & Algebra Core Standard Assessment Units 5, 6 & 8 revised 6_1_11 June 1, 2011 Name: __________________________ 5. Finish the number sequence: Date:_____________________ 2, 4, 6, _________, _________, _________ 15, 20, 25, _________, _________, _________ 50, 60, 70, _________, _________, _________ 300, 400, 500, _________, _________, _________ 6. Circle the sketch that shows 224. A. B. 2.1.3 Compose and decompose whole numbers less than one thousand by place value. 7. Write the number. __________ hundreds __________ tens __________ ones = __________ 8. Write the following numbers using digits. 3 hundreds + 7 tens + 2 ones = ___________ 7 tens + 3 ones = ___________ 5 hundreds + 2 tens = ___________ NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13 Name: __________________________ Date:_____________________ 2.1.4 Use place value and properties of operations to find and use equivalent representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones). 2.NBT.1. Understand that the three digits of a three-­‐digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 9. fifty-­‐four = __________ tens + __________ ones 10. six hundred, thirty-­‐five = _________ hundreds + _________ tens + __________ ones 11. Write the number. __________________v _ 2.2.1 Apply, with fluency, sums to 20 and related subtraction facts. 12. Solve: 4 + 6 + 5 = __________ 20 – 5 – 8 = __________ 14 + 2 + 3 = __________ 16 – 7 – 4 = __________ 13. Jenny had 14 jellybeans. Her brother gave her all the ones he didn’t like. Now she has 20. How many did her brother give her? Show your thinking. NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13 Name: __________________________ Date:_____________________ 2.2.2 Solve multi-­‐digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction.
14. The school band sold 243 tickets this year. Last year they sold 227 tickets. How many more tickets did they sell this year? 15. Jake had 64 chocolate chips. His mom gave him 22 more. Use the number line to show how many he has now. NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13 Name: __________________________ Date:_____________________ 2.2.3 Develop fluency with efficient procedures for adding and subtracting multi-­‐digit whole numbers and understand why the procedures work on the basis of place value and number properties. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-­‐digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 16. Solve 122 – 8 in two different ways. First Way Another Way 17. Show that 86-­‐14=72 using one or more of the models below. NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13 Name: __________________________ Date:_____________________ 18. Use the base ten blocks to help you solve 158-­‐ 66. Double-­‐check using addition. Show all work. 2.NBT.4. Compare two three-­‐digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 19. Compare. Write >, <, or =. hundred
s tens ones hundred
s tens ones 7 8 3 7 6 9 1 2 4 6 9 20. Draw the base ten blocks to represent each number. Then compare using >, <, or =. 332 323 NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13 Name: __________________________ Date:_____________________ 2.2.4 Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. ( /2) 21. About how many more marbles would fill each of these jars? Show your work. _________ Marbles 2.2.5 Determine the value of mixed collections of coins to $1.00. (__/4)
_________ M arbles 22. How much money is this? _________________________ 23. Joe had two dimes and three pennies. Susie had one quarter, one dime and five nickels. How much money did they have altogether? Joe Susie Penny Nickel Dime Quarter Total ¢ ¢ _________¢_ NCSD Math Renewal: Grade 2 Number and Operations & Algebra Assessment (Units 6, & 8) revised May 30, 2013 05/30/13