MARS Tasks | Grade 2
Page
Name of MARS Task
Year
Math Strand
Notes
*
*
*
*
*
Peanuts and Ducks
Symmetry Drawings
Chopsticks
Raisin Boxes
Marble Rows
2003
2003
2003
2003
2003
NP, NO
GM
NP, NO
DA
PFA, NP
Determine if enough peanuts for ducks
Draw shapes with symmetry, mark line
Find # of chopsticks needed, explain
Line plot, predict, explain prediction
Extend growing pattern, explain
*
*
*
*
*
Teeth
Footsteps on the Rug
Which Shape?
Agree or Disagree
Student Store
2004
2004
2004
2004
2004
DA, NO
GM
GM
PFA
NO
Bar graph, find teeth lost in all
Find # of footsteps of diff size feet
Identify shapes, 2 attributes of triangles
Whether 2 quantities are equal, explain
Find 2 items under $.70, calculate change
2
5
9
13
17
Pictures
Pencils and Erasers
Reading Books
Growing Necklaces
Half and Half
2005
2005
2005
2005
2005
GM
NO, NP
DA, NO
PFA
NP, GM
Visualize lines of symmetry
Amount spent at store, combinations
Frequency table, bar graph
Find, describe growing pattern, explain
Draw half of geom. shape, how you know
21
22
25
28
31
34
Overview of 2006 Tasks
Our Class Graphs
In One Minute
Describing Shapes
Pam’s Shopping Trip
The Track Team
2006
2006
2006
2006
2006
DA
NO
GM
NO
GM
Prediction-2 graphs, defend choice
Find values on chart, justify answer
Identify attributes of shapes
Calculate buying items, repeated + & Find # of jumps from start to finish line
36
37
39
42
45
48
Overview of 2007 Tasks
Sheep and Ducks
Backpack Colors
Addition Shapes
Making Designs
Incredible Equations
2007
2007
2007
2007
2007
PFA
DA
NO
GM
NO
Calc. # of legs, poss. combos for 32 legs
Complete bar graph & give 2 facts
Use addends 3 and/or 5 to reach sum
Name ident. shapes inside larger design
Find missing parts of equations to 16
50
51
54
56
59
62
Overview of 2008 Tasks
Pocket Money
Our Pets
Don’s Shapes
Building Walls
Carol’s Numbers
2008
2008
2008
2008
2008
NO
DA
GM
PFA
NO, NP
Use numbers in flexible ways, + Tally table, bar graph, explain reason
Identify shapes in larger one, sort
Identify extend growing pattern
Arrange digits into largest/sm, n line
65
66
69
72
74
77
Overview of 2009 Tasks
Same Shape/Number
Apple Farm Field Trip
Top Lunch Choices
High Horse
Auntie Em’s Cookies
2009
2009
2009
2009
2009
PFA
NO
DA
GM
NO, GM
Variables/unknowns in + - sentences
2-digit +- in story context, justify
Pictograph, make math. statements
Measure horse w/diff. hand sizes
Halving shapes/numbers, symmetry
NP=Number Properties
NO=Number Operations
PFA=Patterns Functions Algebra
GM=Geometry & Measurement
DA=Data Analysis
MARS Tasks – Grade 2
* Tasks from 2003 and 2004 are not included in this packet due to
copyright restrictions. However, if you click on the name of the
task, you can access it via the Noyce Foundation website. Tasks
from 2005 to 2009 are available here with permission from the
Mathematics Assessment Resource Service (MARS).
www.scoe.org/mars
Page 1
2nd grade
Task 1
Pictures
Student
Task
Visualize lines of symmetry in a completed picture as well as from a
picture that has been folded in half.
Core Idea 4
Geometry and
Measurement
Students will recognize and use characteristics properties, and
relationships of two-and three-dimensional geometric shapes and
apply appropriate techniques to determine measurements
• Identify, visualize, construct and draw two-dimensional shapes
according to their attributes and/or parts of their shapes
• Show an understanding of line symmetry
MARS Tasks – Grade 2
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Page 2
Pictures
1. Jacob cut out a rhombus on a line of symmetry. Show what his
picture would look like if he folded the paper on the line of
symmetry.
2. Laura made a drawing using some shapes and a line of
symmetry. She used the folded edge as the line of symmetry.
Draw a picture of what the paper will look like when it is
unfolded.
MARS Tasks – Grade 2
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Page 3
Pictures
Grade 2
Rubric
The core elements of the performance required by this task are:
• Identify, visualize, construct and draw two-dimensional shapes
according to their attributes and/or parts of their shapes.
• Show an understanding of line symmetry.
Based on these credit for specific aspects of performance should be assigned as follows
1.
Gives a drawing with:
A vertical half of a rhombus on the folded sheet
points
section
points
2
2
2.
Gives a drawing with
A tree in center of the rectangular space
2 smaller squares above the tree
2 larger circles below the tree
1
1
1
Total Points
MARS Tasks – Grade 2
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3
5
Page 4
2nd grade
Task 2
Pencils and Erasers
Student
Task
Find the amounts of money spent at the teacher’s store. Determine
what items could have been purchased for $.60.
Core Idea
2
Number
Operations
Understand the meanings of operations and how they relate to
each other, make reasonable estimates, and compute fluently
• Demonstrate fluency in adding and subtracting whole
numbers
• Communicate reasoning using pictures, numbers and/or
words.
Understand numbers, ways of representing numbers,
relationships among numbers, and number systems
• Understand whole numbers and use them in flexible ways
such as relating, composing, and decomposing numbers
• Communicate reasoning using pictures, numbers and/or
words.
Core Idea
1
Number
Properties
MARS Tasks – Grade 2
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Page 5
Pencils and Erasers
Leticia’s teacher sells erasers for 15¢ and pencils for 10¢.
1. On Monday, Leticia bought 1 eraser and 2 pencils.
How much did she spend on the eraser? ______
How much did she spend for two pencils? ______
How much did she spend all together? _______
2. On Tuesday, Leticia bought 4 things from her teacher.
What did she buy?
1.
2.
3.
4.
How much did she spend to buy these four things? _____
MARS Tasks – Grade 2
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Page 6
Remember:
Leticia’s teacher sells erasers for 15¢ and pencils for 10¢.
3. On Wednesday, Leticia spent 60¢. What did she buy?
Show how you figured out that she spent 60¢.
MARS Tasks – Grade 2
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Page 7
Pencils and Erasers
Grade 2
Rubric
The core elements of the performance required by this task are:
• Demonstrate fluency in adding and subtracting whole numbers.
• Understand whole numbers and use them in flexible ways such as
relating, composing, and decomposing numbers.
• Communicate reasoning using pictures, numbers and/or words.
Based on these credit for specific aspects of performance should be assigned as follows
1
2
One eraser costs 15¢
1
Two pencils cost 20¢
1
She spent 35¢ altogether
1ft
Lists four permutations of pencils and/or erasers
1
3
1ft
2
cent sign is not required
Shows work such as:
Lists items totally 60¢
4 erasers or
6 pencils or
3 pencils and 2 erasers
1
Shows work such as:
15¢+ 15¢+15¢+ 15¢ or
10¢+ 10¢+10¢+ +10¢+ 10¢+ 10¢ or
10¢+ 10¢+10¢+15¢+ 15¢
cent sign is not required
1
Total Points
MARS Tasks – Grade 2
section
points
Gives these three answers:
Gives the correct total for the four items:
4 erasers
60¢
3 erasers, 1 pencil 55¢
2 erasers, 2 pencils 50¢
1 eraser, 3 pencils
45¢
4 pencils
40¢
3
points
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2
7
Page 8
2nd grade
Task 3
Reading Books
Student
Task
2nd graders are reading books. The information must be collected and
organized to answer questions and explain the answers.
Core Idea
5
Data
Analysis
Students collect, organize, display, and interpret data about
themselves and their surroundings
• Represent the same data in more than one way
• Represent and interpret data using graphs or other representations
• Describe and compare data using quantitative measures
• Communicate reasoning using words, numbers, or pictures
Understand the meanings of operations and how they relate to each
other, make reasonable estimates, and compute fluently
• Demonstrate fluency in adding and subtracting whole numbers
• Communicate reasoning using pictures, numbers and/or words.
Core Idea
2
Number
Operations
MARS Tasks – Grade 2
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Page 9
Reading Books
The students at Horace Mann Elementary School are reading books.
This group of students recorded the number of books they read this
week. Here are the results.
Andrew
10
books
David
4
books
Rosie
7
books
Lionel
7
books
Maria
6
books
Ellen
3
books
1. Show all the results in this frequency chart.
Student
Andrew
Number of
books read
10
David
4
Ellen
Lionel
Maria
Rosie
MARS Tasks – Grade 2
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Page 10
2. Now show the same results on this bar graph below.
Books Read In A Week
10
9
8
7
6
5
4
3
2
1
Andrew
David
Ellen
Lionel
Maria
Rosie
Students
3. How many books were read by David, Ellen, and Maria? _____
Show how you figured it out.
4. How many more books did Rosie read than Ellen?
Show how you figured it out.
________
5. How many books in all were read by the students? ________
Show how you figured it out.
MARS Tasks – Grade 2
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Page 11
Reading Books
Grade 2
Rubric
The core elements of the performance required by this task are:
• Represents the same data in more than one way.
• Represent and interpret data using graphs or other representation
• Describe and compare data using qualitative and quantitative
measures.
• Communicate reasoning using words, numbers or pictures.
Based on these credit for specific aspects of performance should be assigned as follows
1
Gives correct answer as
Ellen – 3
Lionel -7
Maria – 6
Rosie – 7
Four or three correct answers
points
section
points
1
1
2
Fills in the bars above
David – 4 bars,
Ellen – 3 bars,
Maria – 6 bars.
1x3
3
3
4
Gives correct answer as: 13
Shows work such as:
4 + 3 + 6 = 13
Or explains what they counted or added to get the answer of 13
Gives correct answer as 4
5
Shows work such as: 7 – 3 = 4
Or explains what they counted, added or subtracted to get the
answer of 4
Gives correct answer as: 37
Shows work such as: 10 +4+3+7+6+7 = 37
Or explains what they counted or added to get the answer of 37
Total Points
MARS Tasks – Grade 2
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1 ft
1
1 ft
2
1
2
1 ft
1
2
10
Page 12
2nd grade
Student
Task
Core Idea
3
Patterns,
Functions,
and Algebra
MARS Tasks – Grade 2
Task 4
Growing Necklaces
Find and describe the pattern generated when “growing” a necklace of
beads. Determine why a given number of beads would not fit with this
necklace pattern.
Understand patterns and use mathematical models to represent and
to understand qualitative and quantitative relationships.
• Describe and extend growing patterns and translate from one
representation to another
• Communicate reasoning using numbers, pictures and/or words
• Communicate mathematical thinking clearly and coherently
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Page 13
Growing Necklaces
Every year Matthew makes a necklace for his sister, Janci.
Here are drawings of the necklaces.
Year 1
Beads 3
beads
Year 2
5 beads
Year 3
7
Year 4
beads
1. Draw a picture of the necklace for Janci’s 4th year next to the
3rd necklace.
2. How many beads would Matthew need to make a necklace for
Janci’s 6th year?
______beads in all
Show how you figured it out.
MARS Tasks – Grade 2
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Page 14
3. Would Matthew ever make a necklace like this for Janci with 12
beads?
Yes or No ________________
Why or why not?
MARS Tasks – Grade 2
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Page 15
Growing Necklaces
Grade 2
Rubric
The core elements of the performance required by this task are:
• Describe and extend growing patterns and translate from one
representation to another
• Communicate reasoning using numbers, pictures and/or words
Based on these credit for specific aspects of performance should be assigned as follows
points
1
Draws the 4th necklace with 9 beads
2
2
Gives correct answer as: 13
2
3
Explains thinking such as: 6 + 1 + 6 = 13, presents a series of
numbers 3, 5, 7, 9, 11, 13 or explains their thinking in words
Gives correct answer as: No
1
1
Explains how they got the answer of No such as: There are always
an odd number of beads, Matt made one with 11 and 13 but not 12.
2
section
points
2
Allow answer such as: it is not the same pattern
(1)
Total Points
MARS Tasks – Grade 2
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3
3
8
Page 16
2nd grade
Task 5
Half and Half
Student
Task
Draw and represent halves of geometric shapes. Describe how to
know when a shape will show halves.
Core Idea
1
Number
Properties
Core Idea 4
Geometry and
Measurement
Understand numbers, ways of representing numbers,
relationships among numbers, and number systems
• Represent commonly used fractions such as one-half
MARS Tasks – Grade 2
Students will recognize and use characteristics properties, and
relationships of two-and three-dimensional geometric shapes and
apply appropriate techniques to determine measurements
• Use number concepts in geometric contexts
• Communicate reasoning using numbers, pictures and/or words
• Communicate mathematical thinking clearly and coherently
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Page 17
Half and Half
These shapes show halves. One half of the shape is colored and one
half of the shape is uncolored.
Yes
No
Yes
2 + 2 =4
No
Yes
2+ 2 = 4
No
2+2=4
These shapes do not show halves.
Yes
No
Yes
3+2=5
No
3+2=5
Look at the three shapes below and on the next page. Find out if
you can color in one half of the shape. Circle “yes” or “no” below the
shape. Then, write an addition sentence that describes how you
colored in the shape.
1.)
2.)
Yes
No
Yes
___ +___= ___
MARS Tasks – Grade 2
No
___ + ___= ___
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Page 18
3.)
Yes
No
___ + ___= ___
4. How can you tell by looking at a shape that it can be colored to
show half?
______________________________________________________
______________________________________________________
______________________________________________________
_______________________________________________________
MARS Tasks – Grade 2
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Page 19
Half and Half
Grade 2
Rubric
The core elements of the performance required by this task are:
• Uses number concepts in geometric contexts
• Represents commonly used fractions such as ½
Based on these credit for specific aspects of performance should be assigned as follows
1
Gives correct answer as:
Correct drawing that shows halves
Yes
4+4=8
points
section
points
1
1
1
3
2
Gives correct answer as:
Drawing that shows inequality
No
Equation matches drawing
1
1
1
Alternative solution:
Divides the figure in half using fractions of a square
Yes
4 ½ + 4 ½ =9
or
1
1
1
3
3
Gives correct answer as:
Correct drawing that shows halves
Yes
6 + 6 = 12
1
1
1
3
4
Explains how they got the answer such as:
The number sentence is always a double.
There are even numbers of squares so you can find half and half.
Each colored square has a partner that is uncolored.
Total Points
MARS Tasks – Grade 2
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1
1
10
Page 20
Second Grade
Core Idea
Mars 2006
Overview of Exam
Task
Data Analysis
Our Class Graphs
Task Descriptions
The task asks students to read, interpret and answer a prediction question related to
two graphs. Successful students can find numerical data and compare values. They
can make a prediction as to which of two data sets might change if collected the
following day and defend their choice.
Number Operations
In One Minute
The task asks students to find values on a chart and compare to find their differences.
Successful students consider the relationships between the quantities and may use
addition, subtraction, counting on or counting back to find the answers. They can use
regrouping for addition or subtraction with accuracy. Answers are proven using
words, numbers or pictures.
Geometry
Describing Shapes
The task asks students to identify the attributes of two-dimensional shapes. Students
who are successful can identify the correct number of sides and corners of a given
shape as well as compare the lengths of the sides on a shape. They can name common
geometric shapes.
Number Operations
Pam’s Shopping Trip
The task asks students to calculate buying caps and balls for a baseball team.
Successful students use repeated subtraction, equal sharing and forming equal groups
to find the price for one unit. They can use repeated addition or counting by multiples
to find the price for several items. Student use previously calculated information to
find the total cost of equipment for four players.
Measurement
The Track Team
The task asks students to find the number of jumps two students will make from a
start to a finish line. Successful students find the total number of jumps by iterating
each jumping unit. Students compare units and predict whether the measures will be
greater or smaller when a different unit is used. Successful students can identify the
person to finish first and explain their thinking.
Grade Two – 2006
pg.
1
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Page 21
Our Class Graphs
On Monday, the students in Mrs. Gong’s class answered two
questions and displayed the information in these two graphs.
1. How many children have black hair? ____________
2. Which color of hair do the fewest number of students have?
________________
Grade Two – 2006
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Page 22
3. How many more students come by bus than by walking? _____.
Show how you know your answer is correct.
On Tuesday, Mrs. Gong asked the same two questions.
4. If they made new graphs of the information on Tuesday, which
graph might look different?
Circle one:
What color is your hair?
How do you come to school?
Explain how you know your answer is correct.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Grade Two – 2006
pg.
5
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Page 23
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Our Class Graphs: Grade 2:
Points
Section
Points
The core elements of the performance required by this task
are:
• Represent and interpret data using graphs or other
representation
• Describe and compare data using qualitative and
quantitative measures.
• Communicate reasoning using words, numbers or
pictures.
1
Based on these credit for specific aspects of performance
should be assigned as follows
5
1
2
Red, accept 2
1
3
5
1
4
shows work such as 7 - 2
Circles How do you come to school?
1
1
Explains answer such as: a person’s hair color won’t change
but they may come by a different way to school tomorrow
2
Alternative Solution:
or
Circles What color is your hair?
1
Explains answer such as: a student might have changed the
color of his/her hair
Total Points
2
7
1
1
Grade Two – 2006
2
3
7
pg.
6
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Page 24
In One Minute
Lydia, Andres and Jim were playing “In One Minute”. First they
found out how many numbers they could write in one minute.
Here’s what they could do.
Lydia
Numbers
67
Andres
49
Jim
51
1. Who wrote the most numbers? _______________
2. How many more numbers did Lydia write than Andres? _____
Show how you know your answer is correct.
Grade Two – 2006
pg.
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Page 25
Next, they found out how many letters they could write in one
minute. Here’s what Lydia and Andres could do.
Lydia
Andres
Letters
46
84
Jim
3. Who wrote the most letters? _________________
4.
Jim said to Andres, “I wrote 8 fewer letters than you did. How
many letters did Jim write? __________
Show how you know your answer is correct.
5. How many more letters did Andres write than Lydia? ______
Show how you know your answer is correct.
Grade Two – 2006
pg.
20
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Page 26
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Points
In One Minute: Grade 2:
Section
Points
The core elements of the performance required by this task are:
• Demonstrate fluency in adding and subtracting whole
numbers.
• Understand whole numbers and use them in flexible ways
such as relating, composing, and decomposing numbers.
• Understand the relative magnitude of whole numbers and
the concepts of quantity and the relative position of
numbers.
• Demonstrate an understanding of the base-ten number
system and place value concepts.
• Communicate reasoning using pictures, numbers and/or
words.
Based on these credit for specific aspects of performance should be assigned as follows
1
Lydia
1
2
18
2
Shows work such as: 67 - 49
1
1
3
3
Andres
1
1
4
76
1
Shows work such as 84 – 8
1
2
5
38
2
Shows work such as 84 – 46
Total Points
1
Grade Two – 2006
3
10
pg.
21
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Page 27
Describing Shapes
1. Look at the shape on the geoboard below. Read the sentences and
circle whether they are true or false.
a. This shape is called a trapezoid.
true
false
b. This shape has 6 sides.
true
false
c. This shape has 4 corners.
true
false
d. Two sides of this shape are the same length.
true
false
2. Look at the shape on the geoboard below. Circle whether the
statements are true or false
a. This shape has 6 sides.
true
false
b. You could draw a line of symmetry.
true
false
c. All sides of this shape are the same length.
true
false
d. This shape is called a ____________ .
Grade Two – 2006
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Page 28
3. Look at the shape on the geoboard below. Write three true
sentences that describe this shape.
true
true
true
Grade Two – 2006
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35
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Page 29
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Points
Describing Shapes: Grade 2:
Section
Points
The core elements of the performance required by this task are:
• Describe and classify two-dimensional shapes according
to their attributes and/or parts of their shapes.
• Develop an understanding of how shapes can be put
together or taken apart to form other shapes
• Communicate reasoning using pictures, numbers and/or
words.
Based on these credit for specific aspects of performance should be assigned as follows
1
2
3
a) true
b) false
c) true
d) true
all four correct
2 -3 correct
a) true
b) true
c) false
d) hexagon
all four correct
2-3 correct
Gives three correct statements such as:
Four sides, four corners, can draw a line of symmetry, rectangle,
two sides match in length
2
(1)
2
2
(1)
2
3x1
3
7
Total Points
Grade Two – 2006
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Page 30
Pam’s Shopping Trip
Pam’s baseball team needs some new equipment. At the store,
the prices were shown like this:
$15.
Caps sell 3 for $15.00
$12.
Balls sell 4 for $12.00
1. Eight balls cost $_________
Show how you know your answer is correct.
2. One cap costs $ ________
Show how you know your answer is correct.
3. Two caps cost $_________
Show how you know your answer is correct.
Grade Two – 2006
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Page 31
Pam has $25. If she only buys caps,
4. What is the greatest number of caps she can buy? ________
Show how you know your answer is correct.
Pam has 4 players on her team who need one new cap and one
new ball.
5. How much will that cost all together? $_________
Show how you know your answer is correct.
Grade Two – 2006
pg.
52
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Page 32
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Points
Pam’s Shopping Trip: Grade 2:
Sectio
n
Points
The core elements of the performance required by this task are:
• Understand patterns and use mathematical models to
represent and to understand qualitative and quantitative
relationships.
• Understand situations that entail multiplication and division
such as equal groupings of objects and equal sharing.
• Communicate reasoning using pictures, numbers and/or
words.
Based on these credit for specific aspects of performance should be assigned as follows
1
24
1
Shows work such as $12 + $12
1
2
2
$5
1
Shows work such as 5 + 5 + 5
1
2
3
$10
1f.t.
Shows work such as $5 + $5
1f.t.
4
5 caps
1f.t.
1f.t.
5
Shows work such as $15 + $5 = $20, $20 + $5 = $25 or
3+1+1
$32
Shows work such as 1 cap is $5, 1 ball is $3. 8 + 8 + 8 + 8
Or 5 + 5 + 5 + 5 + 3 + 3 + 3 + 3
1f.t.
2
Special case:
8
Shows work such as 3 + 5 = 8
2
1f.t.
1s.c.
2
10
Total Points
Grade Two – 2006
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Page 33
The Track Team
The track team was practicing jumping skills. Sarah and Brian are
both jumping. After two jumps, their coach marked their spots on
the jumping mat.
Sarah
Brian
Start
Finish
Brian and Sarah always take the same sized jumps.
1. How many jumps will Sarah take to the finish line? _______
2. How many jumps will Brian take to the finish line? ________
3. Who will take more jumps to the finish line? _____________
4. Who will get to the finish line first? ___________
5. Explain how you know who finished first.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________
Grade Two – 2006
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Page 34
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Points
Track Team: Grade 2:
Section
Points
The core elements of the performance required by this task are:
• Understand how to measure using non-standard and
standard units.
• Select an appropriate unit and tool for the attribute being
measured (length).
• Communicate reasoning using pictures, numbers and/or
words.
Based on these credit for specific aspects of performance should be assigned as follows
1
6 (accept 4 more if matched with 10 in part 2)
1
1
2
12 (accept 10 more if matched with 4 in part 1)
1
1
3
Brian
1
1
4
Sarah
1
1
5
Explains answer such as
Sarah is taking bigger jumps than Brian so she will win.
2
2
6
Total Points
Grade Two – 2006
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Page 35
Second Grade
Mars 2007
Overview of Exam
Core Idea
Algebra
Task Descriptions
Task
Sheep and Ducks
This task asks students to find the number of legs for a given number of sheep, ducks
and for sheep and ducks together. Successful students use mathematical models
and/or symbols to represent these situations that involve repeated addition or
multiplication of whole numbers. Students can find two combinations of sheep and
ducks with 32 legs in all.
Data Analysis
Backpack Colors
The task asks students to read and interpret data from a class bar graph. Students
who are successful are able to complete the graph with additional information find
numerical and categorical information and compare values. Successful students will
also provide two additional facts about the graph.
Number Operations
Addition Shapes
The task asks students to use the addends of 3 and/or 5 to reach given sums.
Successful students demonstrate fluency in the addition of whole numbers to reach a
sum. These students can think flexibly and design a similar problem. Students are
able to use the conditions in the problem throughout the task.
Geometry
Making Designs
The task asks students to name and identify the attributes of two dimensional shapes
and to find shapes within other shapes. Successful students are able to take apart and
put together the same large shape in two different ways using triangles, trapezoids,
and hexagons. They can identify the number and kinds of shapes inside the large
designs.
Number Operations
Incredible Equations
The task asks students to find the missing parts of incomplete equations equal to 16.
Students who are successful use strategies to estimate and to solve problems
involving addition and subtraction. These students move flexibly between addition
and subtraction and may know how these operations are related to one another.
Successful students understand the equals sign as a balance point between the two
sides of an equation.
1
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Sheep and Ducks
The farmer raises sheep and ducks.
1. How many legs on one duck? _____________
2. How many legs on 4 ducks? _____________
3. How many legs on 5 sheep? _____________
4. Next to the barn is a pen with 2 sheep and 3 ducks. How many
legs altogether? ________
Show how you know your answer is correct.
5. One of the farmer’s pens has a high fence around it. He can
see 32 legs under the fence. How many sheep and ducks are
in this pen?
Show one way to have sheep and ducks with 32 legs in all.
Show a different number of sheep and ducks with 32 legs in all.
4
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Sheep and Ducks
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Task 1: Sheep and Ducks: Grade 2:
Points
Section
Points
The core elements of the performance required by this task are:
• Demonstrate fluency in adding and subtracting whole numbers
• Understand situations that entail multiplication such as equal
groupings of objects
• Describe and extend patterns of number and translate from one
representation to another
• Communicate reasoning using words, numbers or pictures
1
Gives correct answer as: 2
1
1
2
Gives correct answers as: 8
1
3
Gives correct answer as: 20
1
1
1
4
Gives a correct answer as: 14
1
Shows work such as:
4+4+2+2+2
1
2
5
Gives a correct answer from the following:
16 ducks
14 ducks, 1 sheep
12 ducks, 2 sheep
10 ducks, 3 sheep
8 ducks, 4 sheep
6 ducks, 5 sheep
4 ducks, 6 sheep
2 ducks, 7 sheep
8 sheep
1
Shows a different correct answer from those listed above
2
3
8
Total Points
5
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Backpack Colors
Second graders recorded the color of their backpack on the graph.
Backpack Colors
Green
Red
Blue
Black
Pink
0
1
2
3
4
5
6
7
8
9
10
11
1. The teacher has a green backpack. Add a green backpack to
the graph.
2. How many backpacks are pink? ____________
3. More of the backpacks are _________ than any other color.
4. How many more backpacks are pink than red? ______
Show how you know your answer is correct.
5. How many backpacks in all? ________________
Show how you know your answer is correct.
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6. Write one new fact about this Backpack Colors graph.
___________________________________________________
___________________________________________________
7. Write another new fact about this Backpack Colors graph.
______________________________________________________
______________________________________________________
31
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Backpack Colors
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Task 2: Backpack Colors: Grade 2:
Points
Section
Points
The core elements of the performance required by this task are:
• Interpret data using a bar graph
• Describe and compare data using qualitative and quantitative
measures
• Communicate reasoning using words, numbers or pictures
1
Correctly adds the seventh square to “green” on the graph.
1
1
2
Gives correct answer: 9
1
1
3
Gives correct answer: blue
1
1
4
5
6&
7
Gives correct answer: 6
1
Shows work such as:
9–3=6
Or shows comparison on the graph
Gives correct answer such as:
34, accept 33 (not counting the added square)
Shows work such as:
11 + 9 = 20
7 + 3 = 10
20 + 10 + 4 = 34
Writes two facts about this graph such as:
Red has the least number of backpacks.
Red plus black equals green.
Partial Credit:
Writes one fact about the graph.
2
1
1
2
3
(1)
3
10
Total Points
32
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Addition Shapes
Ted is making number shapes. The corners on each shape must add
up to the number in the center of the shape. The number put on
each corner must be either 3 or 5. For example, shape number
11 has corners of 3 and 3 and 5 because 11 = 3 + 3 + 5.
3
11
3
5
Put numbers on the corners of each shape to find the same total as
the number in the center of the shape. The number put on each
corner must be either 3 or 5.
16
9
21
52
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18
Make a different addition shape around the 18 below. The number
put on each corner must be either 3 or 5.
18
53
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Addition Shapes
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Task 3: Addition Shapes: Grade 2:
Points
Section
Points
The core elements of the performance required by this task are:
• Understand whole numbers and use them in flexible ways
• Demonstrate fluency in adding or subtracting whole numbers
1
Gives correct answer as: 3, 3, 5, 5
1
1
2
Gives correct answer as: 3, 3, 3
1
3
Gives correct answer as: 3, 3, 5, 5, 5
1
4
Gives correct answer as: 3, 3, 3, 3, 3, 3
1
5
Draws a quadrilateral with corners of: 3, 5, 5, 5
1
1
1
1
1
5
Total Points
54
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Making Designs
Paul’s class is making designs with pattern blocks.
Rhombus
Trapezoid
1. Tanya found a shape that has 3 sides.
What is the name of this shape?
________________
2. Paul picked out a hexagon.
How many sides on a hexagon?
________________
3. Lucy found a trapezoid.
How many corners on a trapezoid?
________________
These pattern block shapes were used to make two different designs.
70
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4. Lucy only used trapezoids to fill this shape. Draw the
trapezoids inside the shape. How many did she use?
_________ trapezoids
5. If Lucy filled the shape differently , what might it look like?
Draw the shapes inside.
How many of each did she use?
________ hexagons
________trapezoids
________triangles
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Making Designs
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Task 4: Making Designs: Grade 2:
Points
Section
Points
The core elements of the performance required by this task are:
• Describe and classify two-dimensional shapes according to their
attributes and/or parts of their shapes
• Show an understanding of how shapes can be put together or
taken apart to form other shapes
• Communicate reasoning using words, numbers or pictures
1
Gives correct answer as: triangle
1
2
Gives correct answer as: 6
1
3
Gives correct answer as: 4
1
4
Gives correct answer as: 6
1
Shows design divided into 6 trapezoids
1
1
1
1
2
5
Shows work by dividing the design into a different
combination of shapes to correctly fill
Gives correct answer such as:
2 H, 2 Trap. or
1 H, 4 Trap. or
18 Triangles or
2 H, 6 triangles
Etc.
1
1
2
7
Total Points
72
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Incredible Equations
On March 16th, some of the students in Mrs. Daniels’ class wrote
equations equal to 16. During recess, Mrs. Daniels erased parts of
each equation. Find the missing parts.
16
7 + _____ = 16
___ + 8 + ___= 16
16 = 3 + _____
27 - _____ = 16
100 - ____ = 16
16 = _____ + 10
_____ - 4 = 16
Mrs. Daniels added this equation. Can you find the number that fits
in the blank?
11 + 5 = ____ + 8
Show how you know your answer is correct.
83
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Incredible Equations
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Task 5: Incredible Equations: Grade 2:
Points
Section
Points
The core elements of the performance required by this task are:
• Demonstrate fluency in adding and subtracting whole numbers
• Use strategies to estimate and solve problems involving addition
and subtraction
• Communicate reasoning using words, numbers or pictures
1
Gives correct answers, starting from top left to right:
2
9
Any two addends equal to 8
13
11
84
6
20
Gives correct answer as: 8
7x1
7
1
Explains answer such as:
11 + 5 = 16 and 8 + 8 = 16
2
3
10
Total Points
84
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Balanced Assessment Test – Second Grade 2008
Core Idea
Task
Score
SC
This task asks students to demonstrate an understanding of whole numbers and how to
represent and use them in flexible ways, including relating, composing, and decomposing
numbers. Successful students demonstrate fluency in adding and subtracting whole
numbers in context, and they are able to communicate reasoning using words, numbers,
or pictures.
SC
Data Analysis
Pets
This task asks students to represent the same data in more than one way. Students who
are successful are able to compare and combine values on the graph, and use words,
numbers, or pictures to explain their reasoning. Students should demonstrate that they
understand that the data represented in the tally table and in the bar graph is the same
information, and should be consistent. Successful students will also provide a statement
that shows they can differentiate between the types of information provided about the
data set based on the type of graph used to represent the data.
SC
Geometry
Don’s Shapes
This task asks students to describe and classify two-dimensional shapes. Successful
students are able to identify the two shapes that make up a larger shape, using triangles,
rectangles, and squares. They can sort a set of two-dimensional shapes based on the
attribute of having straight sides or not. Successful students demonstrate that they can
identify and compare shapes based on geometric attributes such as number of sides and
angles, rather than size, appearance, or orientation.
SC
Algebra
Building Walls
This task asks students to identify and extend a growing pattern of blocks in a wall, using
drawings and numbers to describe the growth. Successful students identify and use the
growth element to determine the number of blocks used to create walls at various stages
of the pattern. They can also communicate reasoning using words, numbers, or pictures
to translate between representations of shape and number in the pattern.
SC
Number Operations Carol’s Numbers
This task asks students to use their knowledge of place value to arrange three digits to
make the largest and smallest combination. Students are also asked to place numbers on
a number line. Successful students were able to think about scale and order is arranging
the numbers on the number line.
Number Operations Pocket Money
2nd Grade – 2008
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Pocket Money
50¢
25¢
10¢
5¢
1¢
Margie says, “I have 10¢ in my pocket but I do not have a dime.”
1. What coins could Margie have in her pocket?
Jeff says, “I can make 17¢ with the coins in my pocket.”
2. Show two different ways to make 17¢ with coins.
First way
Second way
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50¢
25¢
10¢
5¢
1¢
Tim says, “I have one half-dollar, one quarter, one dime, one nickel, and one
penny in my pocket.”
3. If Tim pulls three coins from his pocket, what is the most money he would
have in his hand? ______ ¢
Show how you know your answer is correct.
Anna bought some gum for 18¢. She gave 50¢ to pay for the gum.
4. How much change did Anna get? ______¢
What coins did Anna get back?
8
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Pocket Money
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Pocket Money: Grade 2
Points
Section
Points
The core elements of the performance required by
this task are:
• Understand whole numbers and represent and
use them in flexible ways, including relating,
composing, and decomposing numbers
• Demonstrate fluency in adding and
subtracting whole numbers
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
Gives correct answer such as:
1
2
2 nickels or
1 nickel 5 pennies or
10 pennies
Shows one correct way to have 17¢
Shows a second correct way to have 17¢
1
Partial credit:
Shows 2 ways to get to a number other than 17¢
1
1
(1)
2
3
Gives correct answer: 85 ¢
1
Shows work such as:
50 + 25 + 10 = 85 ¢
1
Gives correct answer: 32 ¢
2
2
4
Shows coins such as:
3 dimes, 2 pennies
Or
1 quarter, 1 nickel, 2 pennies
1 ft.
3
Total
8
2nd Grade – 2008
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OUR PETS
Sam asked his classmates: “What kind of pets do you have?” He made a tally
table to show the answers.
OUR PETS
BIRDS
CATS
DOGS
FISH
NO PETS
1. Use the information in the tally table to fill in the bar graph below.
OUR PETS
14
N
u
m
b
e
r
s
o
f
P
e
t
s
13
12
11
10
9
8
7
6
5
4
3
2
1
0
BIRDS
CATS
DOGS
FISH
NO PETS
Kinds of Pets
2. Which kind of pet do the fewest children have? ___________
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3. How many dogs and cats do these children have in all?______
Show how you know that your answer is correct.
4. How many more children have dogs than fish? __________
Show how you know that your answer is correct.
5. Using the same data, Sam found out how many of the children in his class
have pets. He wasn’t able to finish the table. Finish it for him.
Have pets
Do not have a
pet
6. What is one thing you can learn from the bar graph that you can’t learn
from the table above?
________________________________________________________
________________________________________________________
10
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Don’s Shapes
These are Don’s favorite shapes.
Name this shape from Don’s favorites.
1.
_______________
Don made these figures from 2 of the shapes.
Name the two shapes Don used.
2.
3.
_________________ and ________________
_________________ and _________________
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Here are Don’s favorite shapes again.
A
B
C
D
E
F
G
4. Which of Don’s shapes have straight sides? Write the shape’s letter in the
box it belongs.
Have straight sides
Don’t have straight sides
Look at these three shapes.
5. How is the 1st shape different from the other two?
______________________________________________________________
______________________________________________________________
________________________________________________________
7
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Don’s Shapes
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Don’s Shapes: Grade 2
Points
Section
Points
The core elements of the performance required by
this task are:
• Describe and classify two-dimensional shapes
according to their attributes and /or parts of
their shape
• Develop an understanding of how shapes can
be put together or taken apart to form other
shapes
• Communicate reasoning using words,
numbers or pictures
Based on these credit for specific aspects of
performance should be assigned as follow:
1
2
3
1
Rectangle
1
Square and triangle
Accept rectangle and triangle.
Triangle and triangle
1
1
1
1
4
Gives correct answers to include all:
Straight sides: B,C,D,F,G
Not straight sides: A,E
2
2
5
Gives correct explanation such as:
The first shapes has three sides but the others have 4
Gives an attribute of only one set such as:
It is a triangle.
2
(1)
2
Total
7
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Building Walls
Maya is using blocks to make a wall grow.
1st wall
2nd wall
3rd wall
1. Draw the 4th wall below:
2. How many blocks are needed to make the 4th wall? ________ blocks
3. Tom wants to build the 5th wall. Tell Tom how to build the 5th wall.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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4. How many blocks would it take to build the 7th wall? _______ blocks
Show how you know that your answer is correct.
5. Tom and Maya’s teacher gave them 21 blocks and asked them to build
a wall with all the blocks. Can they build a wall with exactly 21 blocks?
Yes or No ___________
Why or Why not?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
7
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Building Walls
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Building Walls: Grade 2
Points
Section
Points
The core elements of the performance required by
this task are:
• Describe, extend, and create patterns of shape
and number and translate from one
representation to another
• Describe. extend and create growing patterns
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
Correctly draw the 4th shape
1
2
10 blocks
1
3
Correctly describes how to build the 5th shape such
as:
1
5 blocks on the top and 7 blocks on the bottom.
1
1
1
4
16 blocks
1
Shows work such as:
7th wall of blocks or extends the numerical pattern
1
2
5
No and
An correct reasoning such as:
The blocks are always an even number.
Or
It needs to 22 not 21.
2
2
Total
7
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Carol’s Numbers
Carol has three number cards.
4 7 2
1. What is the largest three-digit number Carol can make with her cards?
2. What is the smallest three-digit number Carol can make with her cards?
Explain to Carol how she can make the smallest possible number using her
three cards.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
Carol’s teacher drew a number line on the board.
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0
42
3. About where would 85 be? Place 85 on the number line where it
belongs.
4. About where would 21 be? Place 21 on the number line where it
belongs.
5. About where would 31 be? Place 31 on the number line where it
belongs.
Tell Carol how you knew where to place 31 and why.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
8
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Carol’s Numbers
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Carol’s Numbers: Grade 2
Points
Section
Points
The core elements of the performance required by
this task are:
• Understand the relative magnitude of whole
numbers and the concepts of sequences,
quantity, and the relative position of numbers
• Use strategies to estimate and judge the
reasonableness of results
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
Gives correct answer of : 742
1
2
Gives correct answer of: 247
1
3
Gives correct explanation such as:
Put the smallest number on the left, then the next
smallest number and the largest number last
Places 85 approximately twice the length of 42
1
1
1
2
1
4
Places 21 approximately one half the length of 42
(use a range from approximately 15 -25)
2
2
5
Places 31 approximately on half the length between
21 and 42
Dependent upon the correct placementGives correct explanation such as:
31 is almost in the middle of 21 and 42.
Or
Because 31 is 10 more than 21
or
Because 31 is 11 less than 42
Total
2nd Grade – 2008
1
1
2
8
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Second Grade
Mars 2009
Overview of Exam
Core Idea
Task
Descriptions
Task
Algebra, Patterns, and
Same Number, Same Shape
Functions
The task asks students to think about variables and unknowns in number sentences
that use addition and subtraction. Successful students understand that the same shape
represents the same quantity, and can follow this constraint when composing and
decomposing numbers to 20. They can also successfully add and subtract in a variety
of circumstances, including mixed operations in a single number sentence and
performing missing addend calculations.
Number Operations
Apple Farm Field Trip
The task asks students to interpret story situations in order to set up and perform twodigit addition and subtraction calculations. Students who are successful can
accurately determine if a situation in context is combining, separating, or comparing
quantities, and can choose an appropriate operation and number sentence to solve the
problem. They can use a variety of strategies for performing addition or subtraction
with accuracy and flexibility. They can prove their answer using words, numbers or
pictures.
Data
Top Lunch Choices
The task asks students to read and interpret a pictograph. Students who are successful
can use the relevant features of the graph and the data represented on the graph to
make mathematical statements about quantity and comparison.
Measurement
High Horse
The task asks students to find the number of hands a mom and child will need to
measure the height of a horse. Successful students find the total number of hands by
iterating each hand unit. They can compare units and predict whether the measures
will be greater or smaller when a different unit is used. Successful students can
identify the person to use the fewest and greatest number of hands, and explain their
thinking.
Number Operations
Auntie Em’s Cookies
The task asks students to make sense of halving shapes and numbers. Successful
students can identify a line of symmetry for a variety of regular and irregular shapes.
They can also work backwards to complete a shape from half to whole. They are also
asked to think about halving different quantities, even when the results are not a
whole number.
2nd Grade – 2009
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Same Shape, Same Number
Fill in the shapes with numbers.
Same shapes have same numbers.
Different shapes have different numbers.
1. Write the numbers in the shapes to make the number sentences true.
+
= 6
+
8=
+
+
=8
+
-
=
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Fill in the shapes with numbers.
Same shapes have same numbers.
Different shapes have different numbers.
2. Write the numbers in the shapes to make the number sentences true.
+5 = 7
16 =
+
+
+
+
-
= 10
= 6
3. Tell how you figured out the number for the
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Same Shape, Same Number
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2: 2009
Same Shape, Same Number: Grade 2: 2009
Points
Section
Points
The core elements of the performance required by
this task are:
• Use concrete, pictorial and verbal
representations to develop an understanding
of symbolic notations
• Demonstrate fluency in adding and
subtracting whole numbers.
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
3+3=6
8=4+4
3+4+1=8
4+4–3=5
1 point per correct number sentence
1x4
4
2
2+5=7
16 = 8 + 8
2 + 8 + 0 = 10
8+2–4=6
1x4
4
3
Gives an explanation such as:
The two sides must be equal because 6 = 10 – 4.
Well, you had 8 and you add 2 and you have to take
away 4 to make 6.
1 f.t.
1
9
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Apple Farm Field Trip
1. 63 second graders are going on the field trip. 19 parents will also go.
How many people are going on the field trip?
Show how you know your answer is correct.
__________people
2. The Apple Farm is 92 miles from the school. They have traveled 58
miles so far. How many more miles do they have to go?
Show how you know your answer is correct.
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________miles
3. Molly wants to buy an apple pen. She sees a red apple pen that cost
48¢. She sees a sparkle apple pen for 65¢. How much more does
the sparkle apple pen cost?
Show how you know your answer is correct.
________
¢
4. Time to leave! 36 students got on the bus. They waited until all 63
students were there. How many students were late to the bus?
Show how you know your answer is correct.
_______ students
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Apple Farm Field Trip
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2: 2009
Apple Farm Field Trip: Grade 2: 2009
Points
Section
Points
The core elements of the performance required by
this task are:
• Understand whole numbers and represent and
use them in flexible ways, including relating,
composing, and decomposing numbers
• Demonstrate fluency in adding and
subtracting whole numbers
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
82
1
Shows work such as:
63 + 19 = 82 or
63 + 20 = 83, 83 – 1 = 82
1
2
2
34
1
Shows work such as:
1
3
58 + ? = 92
or
92 – 58 = 34
17
4
Shows work such as:
48 + 2 = 50. 50 + 15 = 65. 15 + 2 = 17
or
Uses pictures to show total
27
2
1
Shows work such as:
63 – 36 = 27
or
Draws a picture to show total
2
2
1
3
3
10
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Top Lunch Choices
Top Lunch Choices
Hamburgers
Chicken Nuggets
Super Nachos
Pasta
Pizza
Key: 1
equals 1 child
1. What is the least favorite lunch choice? _________________
2. How many more students like chicken nuggets than pasta?
Show how you figured it out.
_________ more
3. What are 2 other things this graph tells you?
a.____________________________________________________
b.____________________________________________________
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Top Lunch Choices
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2: 2009
Top Lunch Choices: Grade 2: 2009
1
The core elements of the performance required by
this task are:
• Interpret data from a pictograph
• Describe and compare data using qualitative
and quantitative measures
• Communicate reasoning using words,
numbers or picture
Based on these credit for specific aspects of
performance should be assigned as follow:
Pasta (accept 2)
Points
Section
Points
1
1
2
3
3
1
Shows work such as:
5 – 2 = 3 or
2+3=5
1
2
Gives 2 additional items of information about the top
lunch choices such as:
Pizza is four more than pasta.
Pizza and Super Nachos are the same.
Chicken Nuggets is one more than Hamburgers.
Pizza has 6 people who like it.
Questions rather than statements are allowed.
1x2
2
5
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2nd Grade – 2009
63
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2. If Mom measures the whole horse, how many hand spans will she use?
Show how you figured it out.
_________hand spans
3. If Jean measures the whole horse, how many hand spans will she use?
Show how you figured it out.
_________hand spans
4. Who will use more hand spans to measure the whole horse?
64
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High Horse
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2: 2009
High Horse: Grade 2: 2009
Points
Section
Points
The core elements of the performance required by
this task are:
• Understand how to measure using nonstandard units
• Correctly iterates the unit of measure
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
Mom
1
1
2
8 hand spans
1
Show work such as:
Drawing hand spans on the horse measure
2
3
3
12 hand spans
1
Show work such as:
Drawing hand spans on the horse measure
2
3
4
Jean
1
1
8
65
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Auntie Em’s Cookies
Auntie Em is making interesting cookies for Holly and David. She
wants to cut the cookies so each child gets half a cookie.
1. Use a dotted line to show Auntie Em how to cut each cookie
below.
2. Auntie Em cut a cookie in half. Here is David’s half. Draw the
whole cookie.
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3. There are 12 cookies on a tray. David gets home first and eats
half of them. How many cookies are left?
_______cookies
4. When Holly gets home, she eats half of the cookies that were
left. How many cookies does Holly eat?
_______cookies
5. Auntie Em eats half of the cookies that are still on the tray.
How many cookies does Auntie Em eat?
________cookies
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Apple Farm Field Trip
Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2: 2009
Apple Farm Field Trip: Grade 2: 2009
Points
Section
Points
The core elements of the performance required by
this task are:
• Understand whole numbers and represent and
use them in flexible ways, including relating,
composing, and decomposing numbers
• Demonstrate fluency in adding and
subtracting whole numbers
• Communicate reasoning using words,
numbers or pictures
1
Based on these credit for specific aspects of
performance should be assigned as follow:
82
1
Shows work such as:
63 + 19 = 82 or
63 + 20 = 83, 83 – 1 = 82
1
34
1
2
2
Shows work such as:
1
3
58 + ? = 92
or
92 – 58 = 34
17
4
Shows work such as:
48 + 2 = 50. 50 + 15 = 65. 15 + 2 = 17
or
Uses pictures to show total
27
2
1
Shows work such as:
63 – 36 = 27
or
Draws a picture to show total
2
2
1
3
3
10
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