Hello, my smarties! This test is so easy, and
your brain is full of the right information! This
test will show me if you can build, draw, and
explain each question. Have fun, you are going
to do great!
1.
Build and Draw  4 points
2
+ 6
Name: _____________________________
There are 32 points on this test, how many
do you think you will receive? __________
Extra Credit: ____ / 1
Actual: ___ / 32
Explain  2 points
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/6
Kristin Naughton
2. Build and Draw  4 points
15
+ 8
Explain  4 points
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You’re doing
great! Keep
going!
/8
Kristin Naughton
3. Build and Draw  6 points
33
+ 18
Here comes a
#1 student!!
Keep going!
Kristin Naughton
/6
Explain  6 points
4. Build and Draw  6 points
47
+ 29
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_
EXTRA CREDIT CHALLENGE!
Label the parts of the math question below to receive 1 point extra credit!
Kristin Naughton
13 __________________
+ 27 __________________
40 __________________
/ 12
/ 1 E.C.
Addition of Two-Digit Numbers Using Base-10 Blocks
Grade Level: Second
GLCE’s assessed by this test:

N.MR.02.09 Given a contextual situation that involves addition and subtraction using
numbers through 99: model using objects or pictures; explain in words; record using
numbers and symbols; solve.*

N.FL.02.10 Add fluently two numbers through 99, using strategies including formal
algorithms; subtract fluently two numbers through 99.*
Summary:
The concept included in this assessment is double digit addition, with respect to building,
drawing, and explaining. I felt that it was necessary that this concept have its own assessment,
because double digit addition is a concept that can be quite challenging and overwhelming.
However, included in the beginning of the assessment are some math questions that are easier,
with one two-digit number being added with a one digit number. This is so that students are
eased into the test, without panic or frustration. This is the strategy recommended by those
who follow Bloom’s Taxonomy. Students who take this assessment will show whether or not
they have grasped the concept of not only addition, but their ability to build two digit addition
problems, the ability to draw out what they build, and how they explain what they have done.
All of these aspects of the assessment are assigned certain point values, so that if a student
does not know a particular aspect of a problem, they can solve what is familiar, and still receive
partial credit.
Time Needed:
Based on what my colleagues experienced when taking the test, I had to modify the
test. During the original meeting, my peers had said that the length of my test would be fine,
but one of my midterm partners took forty minutes to take my test, making the test time for a
Kristin Naughton
class of second graders over 120 minutes. This is clearly unacceptable, and so for my final
partners, I took out a few parts to make the test taking time more feasible. My final partners
were able to take the test in eleven minutes, making student time close to 33 minutes. When I
took the test so as to make my teacher key, I was able to complete it in ten minutes. So the
most a child would be taking on this test would be half an hour, which I do not think is ungodly
for a second grader.
Flesch Readability:
Student Directions:
Whole Test:
Literature Connections:

Math for All Seasons by Greg Tang

A Fair Bear Share by Stuart J. Murphy
Lesson Ideas:
Lesson 1:

Review building using simple problems that class is comfortable with.

Read book, Math for All Seasons

Have students use base 10 blocks and place value charts. Make sure there is heavy
emphasis on drawing and explaining with correct use of math vocabulary.
Lesson 2:
Kristin Naughton

Read A Fair Bear Share and discuss the idea of regrouping.

Have students practice regrouping problems in pairs with base 10 blocks and place value
mats. Make sure there is emphasis on drawing and explaining with correct use of math
vocabulary.
Lessons 3-5:

Teacher will generate worksheets (or use those provided in curriculum packet) to have
students practice 2 digit regrouping.

Review literature connections, especially “A Fair Bear Share”.

Have students use materials such as base 10 blocks and place value mats.

Allow students to use colored pencils to label and draw each question.

Teacher should put emphasis on the drawing and explaining aspects, as these can be
difficult.

Students will work in pairs to complete various math questions.
Kristin Naughton