Over 100 Printable Pages:
✓
Three Assessments Per Standard
✓
Data Notebooks for Tracking Progress
✓
Teacher Gradebook & Planning Sheets
2nd
grade
Math Assessments
great tool for data collection
Common Core
I’m so excited to share this product with you because it is one that I have used and LOVE in my own
classroom. My students and I are happiest using hands-on learning activities, centers, and projects.
However it is also necessary to have a means of collecting data through formal assessments,
documenting student progress and using the data to drive future instruction. It was for that reason that
I designed every aspect of my Common Core Assessments and Data Packet to be user-friendly,
efficient and effective. I am so pleased with the end result.
For each and every Common Core standard I created not one, not two, but THREE assessment pages. I
call them assessment pages, but really they could be used as homework, review, morning work, etc. I
felt it was important to have more than one assessment per standard so that I could use the results to
plan additional instruction and then reassess them to see how they responded to interventions. All three
pages are different, but very similar, so that I am truly comparing apples to apples when I analyze their
progress.
Each page was designed to be clear, neat, organized and easy to read. The standards are clearly marked
on every sheet and there is space at the bottom of each page for notes and the score. I find this section
to be the most important. It can be used to write feedback, note misconceptions, set goals,
communicate with parents, have the student record personal goals or questions they may have, etc. I’ve
included simple and clear answer keys for all assessments. With the exception of three of the
standards, each assessment consistently includes 10 questions so that grading is simple and the data is
easy to manage.
Speaking of tracking data...the packet also includes three additional products to assist you and your
students with monitoring their progress. The first is a Student Data Notebook. The Student Data
Notebook has a choice of two covers and printables for the students to use to chart their scores on each
assessment. I recommend having them use a different color marker each month (i.e. red=September,
orange=October, yellow=November, etc). These are great for increasing student accountability and
provide wonderful visuals when conferencing with students and parents and planning with colleagues.
The next product included is a Common Core-Specific Math Grade Book. It will give you an organized
way to record the students’ progress on each of the three assessments and to see how they are doing
with each standard.
Finally, I have included a collection of graphic organizers that were designed to be used to plan future
instruction. After correcting the assessments, I record my students names onto these charts and use
that data to plan extensions, interventions, and future small group lessons and activities during my
Math Workshop Rotations.
About This Product
2nd Grade Common Core Math Assessment Packet
Check out all the items in my
Common Core Product Line
100 + Math Journal Writing Pages
Math Vocabulary Journal, Games & Activities
Math Vocabulary Versatile Activity Cards
Learning Goals / Essential Question Posters
Common Core Standards Teacher Checklist
Common Core Standards Student Checklist
Common Core Standards Summary Sheets
Common Core Assessment Pack
along with units and task cards to make
teaching and learning the
Common Core Standards
fun and engaging
click to
see
them all
at a glance
Math Vocabulary Word Wall Cards
About the Common Core
Math Assessments
domain
standard
10 questions
for easy and
consistent
grading
varied types
of questions
to show true
proficiency
neat
& clear
easy-to-read
font
space for
effective
feedback,
goal-setting or
parent communication
score
I designed each of the assessments to offer an accurate and consistent
look at student ability. They all have an organized layout which is ideal for
data collection, parent conferencing and RTI. Because each page includes
10 questions, they are easy to grade and provide a consistent scale for
tracking progress and mastery. All pages include. . .
{assessment three}
assessment
number
© www.CFClassroom.com
Table of Contents
Math Assessments (3 Pages Each):
2.OA.1. . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.OA.2 . . . . . . . . . . . . . . , , . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
2.OA.3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
2.OA.4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
2.NBT.1 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2.NBT.2 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
2.NBT.3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
2.NBT.4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
2.NBT.5 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.NBT.6 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
2.NBT.7 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2.NBT.8 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.NBT.9 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
2.MD,1 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
2.MD,2 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
2.MD,3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
2.MD,4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
2.MD,5 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
2.MD,6 . . . . . . . . . . . . . . , , .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
2.MD,7 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
2.MD,8 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
2.MD,9. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
2.MD,10 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
2.G,1 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
2.G,2 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
2.G,3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Data Notebooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Common Core Math Gradebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Data-Driven Instruction Lesson Planning Sheets. . . . . . . . . . . . . . . . . . 129
Credits and Copyright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
2nd Grade Common Core Math Assessment Packet
© www.CFClassroom.com
Common
Core Math
Assessments
Each standard includes three similar, but different assessments. The
bottom right hand corner is marked with the assessment number. There
are so many different ways you can use these.
I introduce the concept related to the standard to all students over
several days through my Guided Math Workshop, Whole Group Mini-
Lessons, modeling and through media (books, animated videos, etc) that
may be available. I then give them assessment one. I then use the
assessments to determine their initial level of understanding and
continue to work on targeted needs during instruction. I give them the
second assessment to document progress and will then address
individual needs if necessary. I use the third assessment at a later date
to ensure that they not only reached proficiency, but have retained the
concept.
Use assessment one as a pretest, assessment two as a practice page
and assessment three as a post test.
Use two as practice pages and one as an assessment.
Use one as a guided lesson, one for homework, and one as a formal
assessment.
Use each to check student level of understanding and then use that
information to form guided math groups.
Common Core
Math Assessments
© www.CFClassroom.com
Operations
and
Algebraic
Thinking
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
Two second grade classes are sharing a bus
for the field trip. Mr. James has 24 students in
his class. Miss Joy has 18 students in her class.
How many students rode the bus in all?
Answer:________________________
❷
Jane was organizing her art supplies. She has
72 crayons and 51 markers. How many more
crayons than markers does she have?
Answer:________________________
❸
Riley collected white and black rocks on the school
playground. When she got home she counted
them. She had a total of 86 rocks. Thirty two were
white. How many were black?
Answer:________________________
❹
Russell’s teacher surprised the class by making
chocolate and vanilla cupcakes for their party.
She made 76 cupcakes. Forty three of them
were chocolate. How many were vanilla?
Answer:________________________
❺
At the Angelo School 38 girls and 29 boys go to
the After School Club. On Tuesday 12 children
were absent. How many children were there?
Answer:________________________
❻
Steven had 48 crayons, but 17 of them
were broken. He threw away the broken
crayons. Then bought a box of 25 new
crayons. How many crayons does Steven
have now?
Answer:___________________
❼
There were 53 students on the bus when
it left the school. At the first stop, 14
students got off the bus. How many
students were still on the bus?
Answer:___________________
❽
Natalie was excited to get a new chapter
book. She read 26 pages on Saturday and
24 pages on Sunday. How many pages did
she read altogether?
Answer:___________________
❾
Mr. Aris had 99 books in his classroom
library. 73 were fiction. How many
were non-fiction?
Answer:___________________
❿
Ms. Moore bought pencils for her
class. She gave 26 to her students. She
has 17 left. How many pencils did she
buy?
Answer:___________________
Notes:
Score:
Solve each word problem:
{assessment one}
2.OA.1
1 & 2-Step
Word Problems
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
Two second grade classes are sharing a bus
for the field trip. Mr. Frank has 23 students in
his class. Miss Joy has 19 students in her class.
How many students rode the bus in all?
Answer:________________________
❷
Grace was organizing her art supplies. She
has 73 crayons and 52 markers. How many
more crayons than markers does she have?
Answer:________________________
❸
Kelly collected white and black rocks on the school
playground. When she got home she counted
them. She had a total of 87 rocks. 31 were white.
How many were black?
Answer:________________________
❹
Ray’s teacher surprised the class by making
chocolate and vanilla cupcakes for their party.
She made 77 cupcakes. 44 of them were
chocolate. How many were vanilla?
Answer:________________________
❺
At the River School 39 girls and 28 boys go to
the After School Club. On Tuesday 13 children
were absent. How many children were there?
Answer:________________________
❻
Rocco had 49 crayons, but 18 of them
were broken. He threw away the broken
crayons. Then bought a box of 25 new
crayons. How many crayons does Steven
have now?
Answer:___________________
❼
There were 54 students on the bus when
it left the school. At the first stop, 16
students got off the bus. How many
students were still on the bus?
Answer:___________________
❽
Jess was excited to get a new chapter
book. She read 28 pages on Saturday and
25 pages on Sunday. How many pages
did she read altogether?
Answer:___________________
❾
Mr. Kai had 98 books in his classroom
library. 72 were fiction. How many
were non-fiction?
Answer:___________________
❿
Ms. Plato bought pencils for her class.
She gave 27 to her students. She has 16
left. How many pencils did she buy?
Answer:___________________
Notes:
Score:
Solve each word problem:
{assessment two}
2.OA.1
1 & 2-Step
Word Problems
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
Two second grade classes are sharing a bus
for the field trip. Mr. Gus has 22 students in his
class. Miss Bands has 29 students in her class.
How many students rode the bus in all?
Answer:________________________
❷
Lil was organizing her art supplies. She has 69
crayons and 53 markers. How many more
crayons than markers does she have?
Answer:________________________
❸
Ava collected white and black rocks on the school
playground. When she got home she counted
them. She had a total of 96 rocks. 38 were white.
How many were black?
Answer:________________________
❹
Tobie’s teacher surprised the class by making
chocolate and vanilla cupcakes for their party.
She made 86 cupcakes. 53 of them were
chocolate. How many were vanilla?
Answer:________________________
❺
At the Santo School 48 girls and 39 boys go to
the After School Club. On Tuesday 18 children
were absent. How many children were there?
Answer:________________________
❻
Jesse had 38 crayons, but 16 of them
were broken. He threw away the broken
crayons. Then bought a box of 25 new
crayons. How many crayons does Jesse
have now?
Answer:___________________
❼
There were 52 students on the bus when
it left the school. At the first stop, 14
students got off the bus. How many
students were still on the bus?
Answer:___________________
❽
Natalia was excited to get a new chapter
book. She read 36 pages on Saturday and
34 pages on Sunday. How many pages
did she read altogether?
Answer:___________________
❾
Mr. Garrett had 89 books in his
classroom library. 65 were fiction.
How many were non-fiction?
Answer:___________________
❿
Ms. Silva bought pencils for her class.
She gave 28 to her students. She has 17
left. How many pencils did she buy?
Answer:___________________
Notes:
Score:
Solve each word problem:
{assessment three}
2.OA.1
1 & 2-Step
Word Problems
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
Notes:
Score:
Find the sums and differences:
{assessment one}
2.OA.2
+ and -
Fact Fluency
© www.CFClassroom.com
2 + 2 = ____
5 - 1 = ____
0 + 8 = ____
9 + 9 = ____
7 + 8 = ____
4 + 8 = ____
1 + 9 = ____
3 + 5 = ____
6 + 6 = ____
2 + 3 = ____
3 + 3 = ____
5 + 4 = ____
2 + 8 = ____
18 - 3 = ____
9 + 7 = ____
4 + 9 = ____
17 - 6 = ____
15 - 9 = ____
3 + 7 = ____
8 - 5 = ____
1 1 - 4 =____
7 + 6 = ____
4 + 4 = ____
8 - 3 = ____
14 - 6 = ____
7 + 2 = ____
18 - 9 = ____
3 + 9 = ____
5 - 5 = ____
17 - 8 = ____
8 - 2 = ____
6 + 3 = ____
6 + 5 = ____
10 - 4= ____
7 + 4 = ____
7 + 9 = ____
3 + 1 =____
16 - 3 = ____
6 + 9 = ____
13 - 8 = ____
7 + 7 = ____
12 + 6 = ____
12 - 7 = ____
15 - 6 = ____
15 - 3 = ____
11 + 2 = ____
14 - 8 = ____
9 + 5 = ____
8 - 1 = ____
8 + 8 = ____
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
Notes:
Score:
Find the sums and differences:
{assessment two}
2.OA.2
+ and -
Fact Fluency
© www.CFClassroom.com
3 + 3 = ____
5 + 4 = ____
2 + 8 = ____
18 - 3 = ____
9 + 7 = ____
4 + 9 = ____
17 - 6 = ____
15 - 9 = ____
3 + 7 = ____
8 - 5 = ____
1 1 - 4 =____
7 + 6 = ____
4 + 4 = ____
8 - 3 = ____
14 - 6 = ____
7 + 2 = ____
18 - 9 = ____
3 + 9 = ____
5 - 5 = ____
17 - 8 = ____
8 - 2 = ____
6 + 3 = ____
6 + 5 = ____
10 - 4= ____
7 + 4 = ____
7 + 9 = ____
3 + 1 =____
16 - 3 = ____
6 + 9 = ____
13 - 8 = ____
7 + 7 = ____
12 + 6 = ____
12 - 7 = ____
15 - 6 = ____
15 - 3 = ____
11 + 2 = ____
14 - 8 = ____
9 + 5 = ____
8 - 1 = ____
8 + 8 = ____
2 + 2 = ____
5 - 1 = ____
0 + 8 = ____
9 + 9 = ____
7 + 8 = ____
4 + 8 = ____
1 + 9 = ____
3 + 5 = ____
6 + 6 = ____
2 + 3 = ____
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
Notes:
Score:
Find the sums and differences:
{assessment three}
2.OA.2
+ and -
Fact Fluency
© www.CFClassroom.com
1 1 - 4 =____
7 + 6 = ____
4 + 4 = ____
8 - 3 = ____
14 - 6 = ____
7 + 2 = ____
18 - 9 = ____
3 + 9 = ____
5 - 5 = ____
17 - 8 = ____
8 - 2 = ____
6 + 3 = ____
6 + 5 = ____
10 - 4= ____
7 + 4 = ____
7 + 9 = ____
3 + 1 =____
16 - 3 = ____
6 + 9 = ____
13 - 8 = ____
7 + 7 = ____
12 + 6 = ____
12 - 7 = ____
15 - 6 = ____
15 - 3 = ____
11 + 2 = ____
14 - 8 = ____
9 + 5 = ____
8 - 1 = ____
8 + 8 = ____
2 + 2 = ____
5 - 1 = ____
0 + 8 = ____
9 + 9 = ____
7 + 8 = ____
4 + 8 = ____
1 + 9 = ____
3 + 5 = ____
6 + 6 = ____
2 + 3 = ____
3 + 3 = ____
5 + 4 = ____
2 + 8 = ____
18 - 3 = ____
9 + 7 = ____
4 + 9 = ____
17 - 6 = ____
15 - 9 = ____
3 + 7 = ____
8 - 5 = ____
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
19 _____________
❷
14 _____________
❸
10 _____________
❹
8 _____________
❺
17 ______________
❻
❼
❽
❾
Tom has 15 rocks. Does he have an
odd or an even number of rocks?
❿
Can the objects below be split into
two even sets?
Notes:
Score:
Tell if the numbers below are even or odd.
{assessment one}
2.OA.3
Even & Odd
Numbers
© www.CFClassroom.com
Do the pictures below show an even or an odd
amount?
✎
✎
✎
✎
✎
✎
✎
✄ ✄
✄ ✄
❀❀
❀❀
❀❀❀❀
✭ ✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭ ✭
✎
✄
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
18 _____________
❷
13 _____________
❸
9 _____________
❹
7 _____________
❺
16 ______________
❻
❼
❽
❾
Tom has 14 rocks. Does he have an
odd or an even number of rocks?
❿
Can the objects below be split into
two even sets?
Notes:
Score:
Tell if the numbers below are even or odd.
{assessment two}
2.OA.3
Even & Odd
Numbers
© www.CFClassroom.com
Do the pictures below show an even or an odd
amount?
✎
✎
✎
✎
✎
✎
✎
✄ ✄
✄ ✄
❀❀
❀❀
❀❀❀❀
❀
✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭ ✭ ✭
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
17 _____________
❷
12 _____________
❸
8 _____________
❹
6 _____________
❺
15 ______________
❻
❼
❽
❾
Tom has 13 rocks. Does he have an
odd or an even number of rocks?
❿
Can the objects below be split into
two even sets?
Notes:
Score:
Tell if the numbers below are even or odd.
{assessment three}
2.OA.3
Even & Odd
Numbers
© www.CFClassroom.com
Do the pictures below show an even or an odd
amount?
✎
✎
✎
✎
✎
✎ ✎
✄ ✄
✄ ✄
❀❀
❀❀
❀❀
❀
✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭
✭ ✭ ✭ ✭ ✭
✎
✎
✄ ✄
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
3 + 3 + 3 + 3 = 12
❷
5 + 5 + 5 = 15
❸
8 + 8 = 16
❹
Bob arranged his coins into 3 rows
and 5 columns. How many coins
does he have in all? _________
❺
Jenna collects seashells. She
displayed them as 4 rows and 2
columns. How many seashells are
in her collection? _________
❻
❼
❽
❾
6 rows of 3:
❿
2 rows of 4:
Notes:
Score:
Draw an array for each addition equation:
{assessment one}
2.OA.4
Arrays
© www.CFClassroom.com
Draw an array for each addition equation:
Write a repeated addition number sentence
to represent the arrays below:
☼ ☼ ☼ ☼ ☼
☼ ☼ ☼ ☼ ☼
Draw circles to create the following arrays:
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
3 + 3 + 3 + 3 + 3= 15
❷
5 + 5 = 10
❸
2 + 2 + 2 = 6
❹
Bob arranged his coins into 4 rows
and 6 columns. How many coins
does he have in all? _________
❺
Jenna collects seashells. She
displayed them as 5 rows and 3
columns. How many seashells are
in her collection? _________
❻
❼
❽
❾
7 rows of 3:
❿
3 rows of 4:
Notes:
Score:
Draw an array for each addition equation:
{assessment two}
2.OA.4
Arrays
© www.CFClassroom.com
Draw an array for each addition equation:
Write a repeated addition number sentence
to represent the arrays below:
☼ ☼ ☼
Draw circles to create the following arrays:
☼ ☼ ☼
☼ ☼ ☼
Name:______________________________________________ Date:__________________________
Operations and Algebraic Thinking
➊
3 + 3 + 3 = 9
❷
4 + 4 + 4 = 12
❸
5 + 5 + 5 + 5 = 20
❹
Bob arranged his coins into 2 rows
and 8 columns. How many coins
does he have in all? _________
❺
Jenna collects seashells. She
displayed them as 3 rows and 6
columns. How many seashells are
in her collection? _________
❻
❼
❽
❾
6 rows of 4:
❿
2 rows of 5:
Notes:
Score:
Draw an array for each addition equation:
{assessment three}
2.OA.4
Arrays
© www.CFClassroom.com
Draw an array for each addition equation:
Write a repeated addition number sentence
to represent the arrays below:
☼ ☼ ☼ ☼
☼ ☼ ☼ ☼
Draw circles to create the following arrays:
Number
and
Operations
in Base Ten
Name:______________________________________________ Date:__________________________
➊
❷
❸
865 _____
❹
237 _____
❺
594 _____
❻
308
❼
692
❽
The number 729 has
____ hundreds
____ tens
____ ones
❾
The number 482 has
____ hundreds
____ tens
____ ones
❿
What number has four hundreds,
four tens and two ones?
______________
Notes:
Score:
Write the number shown:
{assessment one}
2.NBT.1
Place Value
© www.CFClassroom.com
Write the value of the underlined number:
_____
_____
Write the number in the correct places on the
charts:
hundreds
tens
ones
hundreds
tens
ones
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
❷
❸
765 _____
❹
227 _____
❺
593 _____
❻
435
❼
581
❽
The number 638 has
____ hundreds
____ tens
____ ones
❾
The number 593 has
____ hundreds
____ tens
____ ones
❿
What number has five hundreds,
five tens and three ones?
______________
Notes:
Score:
Write the number shown:
{assessment two}
2.NBT.1
Place Value
© www.CFClassroom.com
Write the value of the underlined number:
_____
_____
Write the number in the correct places on the
charts:
hundreds
tens
ones
hundreds
tens
ones
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
❷
❸
665 _____
❹
217 _____
❺
592 _____
❻
656
❼
479
❽
The number 527 has
____ hundreds
____ tens
____ ones
❾
The number 682 has
____ hundreds
____ tens
____ ones
❿
What number has seven hundreds,
four tens and eight ones?
______________
Notes:
Score:
Write the number shown:
{assessment three}
2.NBT.1
Place Value
© www.CFClassroom.com
Write the value of the underlined number:
_____
_____
Write the number in the correct places on the
charts:
hundreds
tens
ones
hundreds
tens
ones
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
30, 40, 50, 60, ___, ___, ___
❷
400, 500, 600, ___, ___, ___
❸
65, 75, 85, ___, ___, ___, ___
❹
550, 555, 560, ___, ___, ___,
❺
675, 680, 685, ___, ___, ___
❻
975, 980, 985, ___, ___, ___
❼
Start at 460. Skip count by 10s.
Record the next 3 numbers.
460, ___, ___, ___
❽
Tyler skip counted by hundreds. He
started at 600. What were the
next four numbers he said?
___, ___, ___, ___
❾
Jonah skip counted by fives. He
started at 325. What were the
next four numbers he said?
___, ___, ___, ___
❿
Evie skip counted by tens. She
started at 670. What were the
next four numbers she said?
___, ___, ___, ___
Notes:
Score:
Complete the skip counting patterns below:
{assessment one}
2.NBT.2
Skip Counting
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
20, 30, 40, 50, ___, ___, ___
❷
500, 600, 700, ___, ___, ___
❸
75, 85, 95, ___, ___, ___, ___
❹
650, 655, 660, ___, ___, ___,
❺
775, 780, 785, ___, ___, ___
❻
425, 430, 435, ___, ___, ___
❼
Start at 360. Skip count by 10s.
Record the next 3 numbers.
360, ___, ___, ___
❽
Ezra skip counted by hundreds. He
started at 300. What were the
next four numbers he said?
___, ___, ___, ___
❾
Lou skip counted by fives. He
started at 485. What were the
next four numbers he said?
___, ___, ___, ___
❿
Emma skip counted by tens. She
started at 770. What were the
next four numbers she said?
___, ___, ___, ___
Notes:
Score:
Complete the skip counting patterns below:
{assessment two}
2.NBT.2
Skip Counting
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
20, 30, 40, ___, ___, ___
❷
200, 300, 400, ___, ___, ___
❸
70, 75, 80, ___, ___, ___, ___
❹
750, 755, 760, ___, ___, ___,
❺
875, 880, 885, ___, ___, ___
❻
575, 580, 585, ___, ___, ___
❼
Start at 160. Skip count by 10s.
Record the next 3 numbers.
160, ___, ___, ___
❽
Moe skip counted by hundreds. He
started at 400. What were the
next four numbers he said?
___, ___, ___, ___
❾
Ed skip counted by fives. He
started at 125. What were the
next four numbers he said?
___, ___, ___, ___
❿
Jill skip counted by tens. She
started at 870. What were the
next four numbers she said?
___, ___, ___, ___
Notes:
Score:
Complete the skip counting patterns below:
{assessment three}
2.NBT.2
Skip Counting
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
713
_____________
❷
109
_____________
❸
564
_____________
❹
four hundred sixty five
_____________
❺
five hundred eighty-one
_____________
❻
432 __________
_____________
❼
520__________
_____________
❽
Standard Form:_____________
❾
Expanded Form:_______
❿
Word Form:_________
_____________
Notes:
Score:
Write the following numbers in expanded form:
{assessment one}
2.NBT.3
Read & Write
Numbers to 1000
© www.CFClassroom.com
Write the following in standard form:
Write the following in word form:
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
613
_____________
❷
209
_____________
❸
764
_____________
❹
six hundred sixty five
_____________
❺
four hundred eighty-one
_____________
❻
532 __________
_____________
❼
620__________
_____________
❽
Standard Form:_____________
❾
Expanded Form:_______
❿
Word Form:_________
_____________
Notes:
Score:
Write the following numbers in expanded form:
{assessment two}
2.NBT.3
Read & Write
Numbers to 1000
© www.CFClassroom.com
Write the following in standard form:
Write the following in word form:
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
723
_____________
❷
107
_____________
❸
562
_____________
❹
four hundred sixty eight
_____________
❺
five hundred eighty-two
_____________
❻
832 __________
_____________
❼
720__________
_____________
❽
Standard Form:_____________
❾
Expanded Form:_______
❿
Word Form:_________
_____________
Notes:
Score:
Write the following numbers in expanded form:
{assessment three}
2.NBT.3
Read & Write
Numbers to 1000
© www.CFClassroom.com
Write the following in standard form:
Write the following in word form:
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
Numbers and Operations in Base Ten
➊
747 774
❷
632 362
❸
408 407
❹
369 369
❺
987 984
❻
219 219
❼
169 171
❽
318 299
❾
Sabrina has 742 rocks in her
collection. Jane has 724 rocks in
her collection. Who has more
rocks? ________________
❿
Grace has 539 beads in her
collection. Jane has 528 beads in
her collection. Who has less
beads? ________________
Notes:
Score:
Compare the following using <. >, or =
{assessment one}
2.NBT.4
Comparing
Numbers
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Numbers and Operations in Base Ten
➊
247 274
❷
432 342
❸
509 508
❹
669 669
❺
975 973
❻
318 318
❼
779 781
❽
418 399
❾
Sally has 624 rocks in her
collection. Joan has 642 rocks in
her collection. Who has more
rocks? ________________
❿
Gina has 735 beads in her
collection. Jan has 729 beads in
her collection. Who has less
beads? ________________
Notes:
Score:
Compare the following using <. >, or =
{assessment two}
2.NBT.4
Comparing
Numbers
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Numbers and Operations in Base Ten
➊
647 674
❷
532 352
❸
409 408
❹
269 269
❺
977 974
❻
218 218
❼
179 181
❽
218 199
❾
Sabrina has 724 rocks in her
collection. Jane has 742 rocks in
her collection. Who has more
rocks? ________________
❿
Grace has 535 beads in her
collection. Jane has 529 beads in
her collection. Who has less
beads? ________________
Notes:
Score:
Compare the following using <, >, or =
{assessment three}
2.NBT.4
Comparing
Numbers
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
➊
24 + 32 + 11 + 30 =
❷
61 + 12 + 20 =
❸
14 + 38 + 20 + 22 =
❹
23 + 31 + 21 + 17 =
❺
18 + 44 + 24 + 10 =
❻
17 + 12 + 53 =
❼
13 + 33 + 42 + 10 =
❽
22 + 44 + 11 =
❾
19 + 65 + 12 =
❿
37 + 10 + 21 + 11 =
Notes:
Score:
Find the sums:
{assessment one}
2.NBT.6
Add Up to Four
2-Digit Number
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
34 + 22 + 11 + 30 =
❷
71 + 12 + 10 =
❸
24 + 38 + 10 + 22 =
❹
33 + 31 + 11 + 17 =
❺
28 + 34 + 24 + 10 =
❻
27 + 12 + 43 =
❼
23 + 23 + 42 + 10 =
❽
32 + 34 + 11 =
❾
29 + 55 + 12 =
❿
47 + 10 + 11 + 11 =
Notes:
Score:
Find the sums:
{assessment two}
2.NBT.6
Add Up to Four
2-Digit Number
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
14 + 42 + 11 + 30 =
❷
51 + 22 + 20 =
❸
14 + 28 + 30 + 22 =
❹
13 + 41 + 21 + 17 =
❺
18 + 34 + 34 + 10 =
❻
27 + 22 + 33 =
❼
13 + 23 + 52 + 10 =
❽
12 + 54 + 11 =
❾
19 + 55 + 22 =
❿
27 + 20 + 21 + 11 =
Notes:
Score:
Find the sums:
{assessment three}
2.NBT.6
Add Up to Four
2-Digit Number
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
453 + 527 =
❷
635
379
❸
729 - 549 =
❹
975
796
❺
403 + 399 =
❻
494
248
❼
553 + 237 =
❽
286
691
❾
843 - 458 =
❿
683 - 394 =
Notes:
Score:
Compute:
{assessment one}
2.NBT.7
Add & Subtract
Within 1000
© www.CFClassroom.com
Numbers and Operations in Base Ten
+
-
-
+
Name:______________________________________________ Date:__________________________
➊
553 + 427 =
❷
735
179
❸
829 - 649 =
❹
965
786
❺
501 + 499 =
❻
594
348
❼
653 + 337 =
❽
386
591
❾
743 - 358 =
❿
783 - 494 =
Notes:
Score:
Compute:
{assessment two}
2.NBT.7
Add & Subtract
Within 1000
© www.CFClassroom.com
Numbers and Operations in Base Ten
+
-
-
+
Name:______________________________________________ Date:__________________________
➊
353 + 627 =
❷
535
409
❸
629 - 449 =
❹
875
696
❺
303 + 499 =
❻
594
148
❼
453 + 337 =
❽
186
791
❾
743 - 358 =
❿
583 - 294 =
Notes:
Score:
Compute:
{assessment three}
2.NBT.7
Add & Subtract
Within 1000
© www.CFClassroom.com
Numbers and Operations in Base Ten
+
-
-
+
Name:______________________________________________ Date:__________________________
➊
943 - 10 =
❷
823 - 100 =
❸
93 + 10 =
❹
837 + 100 =
❺
533 - 10 =
❻
281 + 100 =
❼
934 + 10 =
❽
655 - 100 =
❾
395 - 10 =
❿
752 + 100 =
Notes:
Score:
Find the sum or difference:
{assessment one}
2.NBT.8
Mentally Add &
Subtract 10/100
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
843 - 10 =
❷
723 - 100 =
❸
83 + 10 =
❹
737 + 100 =
❺
433 - 10 =
❻
181 + 100 =
❼
834 + 10 =
❽
555 - 100 =
❾
295 - 10 =
❿
652 + 100 =
Notes:
Score:
Find the sum or difference:
{assessment two}
2.NBT.8
Mentally Add &
Subtract 10/100
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
953 - 10 =
❷
833 - 100 =
❸
103 + 10 =
❹
847 + 100 =
❺
543 - 10 =
❻
291 + 100 =
❼
944 + 10 =
❽
665 - 100 =
❾
405 - 10 =
❿
762 + 100 =
Notes:
Score:
Find the sum or difference:
{assessment three}
2.NBT.8
Mentally Add &
Subtract 10/100
© www.CFClassroom.com
Numbers and Operations in Base Ten
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
Notes:
Score:
Solve each equation. Show your work and explain the strategy used to find the sum or difference.
{assessment one}
2.NBT.9
Explaining
Strategies
© www.CFClassroom.com
Numbers and Operations in Base Ten
654
343
Work:
_____________________________
_____________________________
_____________________________
_____________________________
+
973
289
Work:
_____________________________
_____________________________
_____________________________
_____________________________
74
33
Work:
_____________________________
_____________________________
_____________________________
_____________________________
98
59
Work:
_____________________________
_____________________________
_____________________________
_____________________________
-
+
-
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
Notes:
Score:
Solve each equation. Show your work and explain the strategy used to find the sum or difference.
{assessment two}
2.NBT.9
Explaining
Strategies
© www.CFClassroom.com
Numbers and Operations in Base Ten
754
243
Work:
_____________________________
_____________________________
_____________________________
_____________________________
+
873
189
Work:
_____________________________
_____________________________
_____________________________
_____________________________
84
23
Work:
_____________________________
_____________________________
_____________________________
_____________________________
88
49
Work:
_____________________________
_____________________________
_____________________________
_____________________________
-
+
-
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
Notes:
Score:
Solve each equation. Show your work and explain the strategy used to find the sum or difference.
{assessment three}
2.NBT.9
Explaining
Strategies
© www.CFClassroom.com
Numbers and Operations in Base Ten
664
333
Work:
_____________________________
_____________________________
_____________________________
_____________________________
+
983
279
Work:
_____________________________
_____________________________
_____________________________
_____________________________
75
32
Work:
_____________________________
_____________________________
_____________________________
_____________________________
97
58
Work:
_____________________________
_____________________________
_____________________________
_____________________________
-
+
-
Measurement
and Data
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
ruler
yardstick
tape measure
❷
ruler
yardstick
tape measure
❸
ruler
yardstick
tape measure
❹
ruler
yardstick
tape measure
❺
ruler
yardstick
tape measure
❻
1 yard
❼
1 foot
❽
6 inches
❾
6 centimeters
❿
Name something that is shorter
than a foot, but longer than 6
inches:
________________
Notes:
Score:
Circle the measurement tool you would use to
measure the following:
{assessment one}
2.MD.1
Measurement
Tools
© www.CFClassroom.com
Name something in the classroom that is close to
the measurements listed below.
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
centimeters
meters
❷
inches
feet
❸
centimeters
feet
❹
meters
inches
❺
centimeters
feet
❻
1 yard
❼
1 foot
❽
6 inches
❾
6 centimeters
❿
Name something that is shorter
than a foot, but longer than 4
inches:
________________
Notes:
Score:
Circle the unit of measure you would use to
measure the following:
{assessment two}
2.MD.1
Measurement
Tools
© www.CFClassroom.com
Name something in your home that is close to
the measurements listed below.
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
______________
❷
______________
❸
______________
❹
______________
❺
______________
❻
1 inch
❼
4 centimeters
❽
5 feet
❾
1 meter
❿
Name something that is shorter
than a yard, but longer than a
foot
________________
Notes:
Score:
How would you measure the following?
{assessment three}
2.MD.1
Measurement
Tools
© www.CFClassroom.com
Name something in the classroom that is close to
the measurements listed below.
Name:______________________________________________ Date:__________________________
➊
What is the measurement of the line in inches? _________
❷
What is the measurement of the line in centimeters? ________
❸
Explain why the answers are different. _________________
___________________________________________
___________________________________________
❹
What is the measurement of the line below in inches?
_________________
❺
If you were to measure it again using centimeters, do you predict
the number of centimeters would be greater or less than the
number of inches? _________________
Explain your thinking. _____________________________
___________________________________________
___________________________________________
Notes:
Score:
Measure the line to the nearest inch and also to the nearest centimeter. Use that information
to answer the questions below.
{assessment one}
2.MD.2
Measuring With
Different Units
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
What is the measurement of the line in inches? _________
❷
What is the measurement of the line in centimeters? ________
❸
Explain why the answers are different. _________________
___________________________________________
___________________________________________
❹
What is the measurement of the line below in inches?
_________________
❺
If you were to measure it again using centimeters, do you predict
the number of centimeters would be greater or less than the
number of inches? _________________
Explain your thinking. _____________________________
___________________________________________
___________________________________________
Notes:
Score:
Measure the line to the nearest inch and also to the nearest centimeter. Use that information
to answer the questions below.
{assessment two}
2.MD.2
Measuring With
Different Units
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
What is the measurement of the line in inches? _________
❷
What is the measurement of the line in centimeters? ________
❸
Explain why the answers are different. _________________
___________________________________________
___________________________________________
❹
What is the measurement of the line below in inches?
_________________
❺
If you were to measure it again using centimeters, do you predict
the number of centimeters would be greater or less than the
number of inches? _________________
Explain your thinking. _____________________________
___________________________________________
___________________________________________
Notes:
Score:
Measure the line to the nearest inch and also to the nearest centimeter. Use that information
to answer the questions below.
{assessment three}
2.MD.2
Measuring With
Different Units
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
about _______ inches
❷
about _______ feet
❸
about _______ inches
❹
about _______ feet
❺
about _______ yards
❻
about _______ centimeters
❼
about _______ meters
❽
about _______ inches
❾
about _______ feet
❿
About how many inches longer is
this paper than a postcard?
_____________________
Notes:
Score:
Estimate the length of the following objects:
{assessment one}
2.MD.3
Estimating
Lengths
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
about _______ inches
❷
about _______ centimeters
❸
about _______ inches
❹
about _______ centimeter
❺
about _______ yards
❻
about _______ centimeters
❼
about _______ inches
❽
about _______ inches
❾
about _______ feet
❿
About how many inches longer is
this paper than an envelope?
_____________________
Notes:
Score:
Estimate the length of the following objects if
they were their real-world size:
{assessment two}
2.MD.3
Estimating
Lengths
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
about _______ yards
❷
about _______ meters
❸
about _______ inches
❹
about _______ feet
❺
about _______ yards
❻
about _______ centimeters
❼
about _______ inches
❽
about _______ inches
❾
about _______ feet
❿
About how many inches longer is
this paper than a sticky note?
_____________________
Notes:
Score:
Estimate the length of the following objects:
{assessment three}
2.MD.3
Estimating
Lengths
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
What is the measurement, in inches, of line A? __________________
❷
What is the measurement, in inches, of line B? __________________
❸
Which line is longer? __________________
❹
How much longer is it? __________________
Notes:
Score:
{assessment one}
2.MD.4
Comparing
Lengths
© www.CFClassroom.com
Measurement and Data
Line A
Line B
Line C
Line D
❺
What is the measurement, in centimeters, of line C? ____________
__________________
❻
What is the measurement, in centimeters, of line D? ____________
__________________
❼
Which line is shorter? __________________
❽
How much shorter is it? __________________
➒
How much longer, in centimeters, is line F than line E? ____________
__________________
➓
How much shorter, in inches, is line H than line G? _________________
Line E
Line F
Line G
Line H
Name:______________________________________________ Date:__________________________
➊
What is the measurement, in inches, of line A? __________________
❷
What is the measurement, in inches, of line B? __________________
❸
Which line is longer? __________________
❹
How much longer is it? __________________
Notes:
Score:
{assessment two}
2.MD.4
Comparing
Lengths
© www.CFClassroom.com
Measurement and Data
Line A
Line B
Line C
Line D
❺
What is the measurement, in centimeters, of line C? ____________
__________________
❻
What is the measurement, in centimeters, of line D? ____________
__________________
❼
Which line is shorter? __________________
❽
How much shorter is it? __________________
➒
How much longer, in centimeters, is line F than line E? ____________
__________________
➓
How much shorter, in inches, is line H than line G? _________________
Line E
Line F
Line G
Line H
Name:______________________________________________ Date:__________________________
➊
What is the measurement, in inches, of line A? __________________
❷
What is the measurement, in inches, of line B? __________________
❸
Which line is longer? __________________
❹
How much longer is it? __________________
Notes:
Score:
{assessment three}
2.MD.4
Comparing
Lengths
© www.CFClassroom.com
Measurement and Data
Line A
Line B
Line C
Line D
❺
What is the measurement, in centimeters, of line C? ____________
__________________
❻
What is the measurement, in centimeters, of line D? ____________
__________________
❼
Which line is shorter? __________________
❽
How much shorter is it? __________________
➒
How much longer, in centimeters, is line F than line E? ____________
__________________
➓
How much shorter, in inches, is line H than line G? _________________
Line E
Line F
Line G
Line H
Name:______________________________________________ Date:__________________________
➊
Jordan measured her teacher’s desk. It was 6 feet long. She measured her own desk. It
was 3 feet long. How much longer is her teacher’s desk?
❷
The students are making signs for the school bake sale. Ella and Marcus cut a large piece
of paper into two pieces so they could each make a sign. Ella’s sign is 36 inches long.
Marcus’ sign is 27 inches long. How long was the paper before they cut it?
❸
The second grade classes measured the length of the gym and the cafeteria at their
school. The gym measured 82 meters. The cafeteria measured 64 meters. How much
longer is the gym?
❹
The Kindergarten hallway in Foxville Elementary measures 48 yards. The Fifth Grade
hallway is 52 yards long. What is the combined length of both hallways.
❺
Oliver lined up all of the crayons in his crayon box and measured them. They measured 97
centimeters. Riley lined up all of her crayons and measured them. They measured 78
centimeters. What is the difference between the length of Riley’s crayons and Oliver’s
crayons?
Notes:
Score:
Solve each word problem:
{assessment one}
2.MD.5
Measurement
Word Problems
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
Jordan measured her teacher’s desk. It was 7 feet long. She measured her own desk. It
was 4 feet long. How much longer is her teacher’s desk?
❷
The students are making signs for the school bake sale. Ella and Marcus cut a large piece
of paper into two pieces so they could each make a sign. Ella’s sign is 37 inches long.
Marcus’ sign is 26 inches long. How long was the paper before they cut it?
❸
The second grade classes measured the length of the gym and the cafeteria at their
school. The gym measured 83 meters. The cafeteria measured 65 meters. How much
longer is the gym?
❹
The Kindergarten hallway in Foxville Elementary measures 49 yards. The Fifth Grade
hallway is 51 yards long. What is the combined length of both hallways.
❺
Oliver lined up all of the crayons in his crayon box and measured them. They measured 98
centimeters. Riley lined up all of her crayons and measured them. They measured 79
centimeters. What is the difference between the length of Riley’s crayons and Oliver’s
crayons?
Notes:
Score:
Solve each word problem:
{assessment two}
2.MD.5
Measurement
Word Problems
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
Jordan measured her teacher’s desk. It was 5 feet long. She measured her own desk. It
was 2 feet long. How much longer is her teacher’s desk?
❷
The students are making signs for the school bake sale. Ella and Marcus cut a large piece
of paper into two pieces so they could each make a sign. Ella’s sign is 35 inches long.
Marcus’ sign is 28 inches long. How long was the paper before they cut it?
❸
The second grade classes measured the length of the gym and the cafeteria at their
school. The gym measured 85 meters. The cafeteria measured 67 meters. How much
longer is the gym?
❹
The Kindergarten hallway in Foxville Elementary measures 47 yards. The Fifth Grade
hallway is 53 yards long. What is the combined length of both hallways.
❺
Oliver lined up all of the crayons in his crayon box and measured them. They measured 98
centimeters. Riley lined up all of her crayons and measured them. They measured 79
centimeters. What is the difference between the length of Riley’s crayons and Oliver’s
crayons?
Notes:
Score:
Solve each word problem:
{assessment three}
2.MD.5
Measurement
Word Problems
© www.CFClassroom.com
Measurement and Data
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
❺
❻
73 + 8 = ____
❼
69 - 7 = ____
❽
58 + 6 = ____
❾
16 + 22 = ____
❿
87 - 20 = ____
Notes:
Score:
Fill in the missing numbers on the number line.
{assessment one}
2.MD.6
Number Line
Numbers
© www.CFClassroom.com
Measurement and Data
23
24
25
?
27
?
29
30
31
32
33
68
69
?
71
72
73
74
?
76
77
78
16
__
__
__
__
21
32
__
__
__
__
37
86
__
__
__
__
91
Use the number line to solve the following
equations:
73
69
58
16
87
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
❺
❻
73 + 7 = ____
❼
69 - 6 = ____
❽
58 + 7 = ____
❾
17+ 23 = ____
❿
86 - 29 = ____
Notes:
Score:
Fill in the missing numbers on the number line.
{assessment two}
2.MD.6
Number Line
Numbers
© www.CFClassroom.com
Measurement and Data
33
34
35
?
37
?
39
40
41
42
42
78
79
?
81
82
83
84
?
86
87
88
17
__
__
__
__
22
33
__
__
__
__
38
87
__
__
__
__
92
Use the number line to solve the following
equations:
73
69
58
16
87
Name:______________________________________________ Date:__________________________
➊
❷
❸
❹
❺
❻
73 + 9 = ____
❼
64 - 8 = ____
❽
58 + 5 = ____
❾
16 + 42 = ____
❿
87 - 51 = ____
Notes:
Score:
Fill in the missing numbers on the number line.
{assessment three}
2.MD.6
Number Line
Numbers
© www.CFClassroom.com
Measurement and Data
48
49
50
?
52
?
54
55
56
57
58
38
39
?
41
42
43
44
?
46
47
48
46
__
__
__
__
51
62
__
__
__
__
67
56
__
__
__
__
61
Use the number line to solve the following
equations:
73
64
58
16
87
Name:______________________________________________ Date:__________________________
➊
___________
❷
___________
❸
___________
❹
___________
❺
___________
❻
8:55
❼
10:05
❽
3:45
❾
Do you eat breakfast in the A.M.
or the P.M.?
___________________
❿
Do you eat dinner in the A.M. or
the P.M.?
___________________
Notes:
Score:
Write the analog time in digital form.
{assessment one}
2.MD.7
Time to the
5 Minute
© www.CFClassroom.com
Measurement and Data
Draw hands on the analog clock to match the
time written in digital form.
Name:______________________________________________ Date:__________________________
➊
___________
❷
___________
❸
___________
❹
___________
❺
___________
❻
8:40
❼
11:05
❽
9:15
❾
Do you go to school in the A.M. or
the P.M.?
___________________
❿
Do you go to bed in the A.M. or
the P.M.?
___________________
Notes:
Score:
Write the analog time in digital form.
{assessment two}
2.MD.7
Time to the
5 Minute
© www.CFClassroom.com
Measurement and Data
Draw hands on the analog clock to match the
time written in digital form.
Name:______________________________________________ Date:__________________________
➊
___________
❷
___________
❸
___________
❹
___________
❺
___________
❻
9:40
❼
11:010
❽
6:15
❾
Do you watch the sunset in the
A.M. or the P.M.?
___________________
❿
Do you see the sunrise in the A.M.
or the P.M.?
___________________
Notes:
Score:
Write the analog time in digital form.
{assessment three}
2.MD.7
Time to the
5 Minute
© www.CFClassroom.com
Measurement and Data
Draw hands on the analog clock to match the
time written in digital form.
Name:______________________________________________ Date:__________________________
➊
coin:___________
value:___________
❷
coin:___________
value:___________
❸
coin:___________
value:___________
❹
coin:___________
value:___________
❺
Corey had $4.75 in his pocket. But,
his pocket had a hole in it. He
dropped 4 nickels on his way to
school. How much money does he
still have?
________________
❻
Tober has 5 quarters, 4 dimes and 3
nickels. How much money does he
have?
________________
❼
Hailey has 4 dimes, 22 pennies and 5
nickels. How much money does she
have?
________________
❽
Brooke had $1.50. Then her mom
gave her 4 quarters, 5 nickels and 2
pennies. How much money does she
have now? _____________
❾
James is saving his money to buy a
book. It costs $5.00. He has $2.50
in his piggy bank. How much more
money does he need?
________________
❿
Ty has 5 nickels. Kylee has 10 dimes.
How much money do they have
altogether?
________________
Notes:
Score:
Name each coin and it’s value.
{assessment one}
2.MD.8
Money
© www.CFClassroom.com
Measurement and Data
Solve:
Name:______________________________________________ Date:__________________________
➊
coin:___________
value:___________
❷
coin:___________
value:___________
❸
coin:___________
value:___________
❹
coin:___________
value:___________
❺
Jacob had $4.50 in his pocket. But,
his pocket had a hole in it. He
dropped 4 nickels on his way to
school. How much money does he
still have?
________________
❻
Tony has 6 quarters, 5 dimes and 3
nickels. How much money does he
have?
________________
❼
Bailey has 5 dimes, 23 pennies and 6
nickels. How much money does she
have?
________________
❽
Casey had $1.40. Then her mom
gave her 4 quarters, 8 nickels and 2
pennies. How much money does she
have now? _____________
❾
Luke is saving his money to buy a
book. It costs $5.50. He has $2.50 in
his piggy bank. How much more
money does he need?
________________
❿
Tyler has 10 nickels. Kylee has 5
dimes. How much money do they
have altogether?
________________
Notes:
Score:
Name each coin and it’s value.
{assessment two}
2.MD.8
Money
© www.CFClassroom.com
Measurement and Data
Solve:
Name:______________________________________________ Date:__________________________
➊
coin:___________
value:___________
❷
coin:___________
value:___________
❸
coin:___________
value:___________
❹
coin:___________
value:___________
❺
Calvin had $1.50 in his pocket. But,
his pocket had a hole in it. He
dropped 8 nickels on his way to
school. How much money does he
still have?
________________
❻
Hank has 8 quarters, 5 dimes and 3
nickels. How much money does he
have?
________________
❼
Maria has 6 dimes, 23 pennies and 6
nickels. How much money does she
have?
________________
❽
Briana had $1.20. Then her mom
gave her 2 quarters, 3 nickels and 2
pennies. How much money does she
have now? _____________
❾
Lucas is saving his money to buy a
book. It costs $3.50. He has $2.50 in
his piggy bank. How much more
money does he need?
________________
❿
Tim has 8 nickels. Kay has 8 dimes.
How much money do they have
altogether?
________________
Notes:
Score:
Name each coin and it’s value.
{assessment three}
2.MD.8
Money
© www.CFClassroom.com
Measurement and Data
Solve:
Name:______________________________________________ Date:__________________________
➊
Make a line plot to show the measurements of
Marcus’ colored pencils.
❷
How long was Marcus’ longest
pencil? ________________
❸
What is the most common length
for the pencils? _____________
❹
What is the least common length
for the pencils?_____________
❺
How many pencils are less than 9
inches long?_______________
❻
Mr. J’s class measured the heights of each student
in the class. Make a line plot to show their heights.
❼
What is the most common height in
the class? ________________
❽
How many students are taller than
44 inches? ________________
❾
How many students participated in
the activity?________________
❿
How tall is the shortest student?
________________
Notes:
Score:
Use the data to complete the line plot and the
answer the questions:
{assessment one}
2.MD.9
Line Plots
© www.CFClassroom.com
Measurement and Data
Length of Pencils
10 in
8 in
9 in
9 in
7 in
10 in
9 in
8 in
Height of Students
42 in
44 in
45 in
46 in
46 in
43 in
43 in
44 in
45 in
45 in
43 in
45 in
45 in
45 in
45 in
Name:______________________________________________ Date:__________________________
➊
Make a line plot to show the measurements of
Matthew’s colored pencils.
❷
How long was Matthew’s longest
pencil? ________________
❸
What is the most common length
for the pencils? _____________
❹
What is the least common length
for the pencils?_____________
❺
How many pencils are less than 9
inches long?_______________
❻
Mr. John’s class measured the heights of each
student in the class. Make a line plot to show their
heights.
❼
What is the most common height in
the class? ________________
❽
How many students are taller than
44 inches? ________________
❾
How many students participated in
the activity?________________
❿
How tall is the shortest student?
________________
Notes:
Score:
Use the data to complete the line plot and the
answer the questions:
{assessment two}
2.MD.9
Line Plots
© www.CFClassroom.com
Measurement and Data
Length of Pencils
11 in
9 in
10 in
10 in
8 in
11 in
10 in
9 in
Height of Students
42 in
44 in
45 in
46 in
46 in
43 in
43 in
44 in
45 in
45 in
Name:______________________________________________ Date:__________________________
➊
Make a line plot to show the measurements of
Justin’s crayons.
❷
How long was Justin’s longest
crayon? ________________
❸
What is the most common length
for the crayons?
_____________
❹
What is the least common length
for the crayons?_____________
❺
How many crayons are less than 4
inches long?_______________
❻
Mr. John’s class measured the height of their bean
plants. Make a line plot to show their data.
❼
What is the most common height in
the plants? ________________
❽
How many plants are taller than 7
centimeters? ______________
❾
How many plants were involved in
the activity?________________
❿
How tall is the shortest plant?
________________
Notes:
Score:
Use the data to complete the line plot and the
answer the questions:
{assessment three}
2.MD.9
Line Plots
© www.CFClassroom.com
Measurement and Data
Length of Crayons
5 in
2 in
4 in
4 in
2 in
5 in
4 in
3 in
Height of Bean Plants
5 cm
6 cm
7 cm
10 cm
6 cm
7 cm
7 cm
9 cm
7 cm
7 cm
5 cm
5 cm
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
How many students like apple crisp
the best? _______
❷
How many more students prefer
apple pie to apple juice?______
❸
How many fewer students prefer
apple crisp than apple pie?_____
❹
How many students participated in
the survey? _______
❺
Complete the picture graph to show
that 3 students like applesauce the
best.
❻
Ed surveyed his school to find out
which special class they liked best.
7 like gym, 5 like art, and 6 like
music.
❼
How many more students prefer
gym to art?_______
❽
How many fewer students prefer
music than gym? _______
❾
How many total children chose
gym or music? _______
❿
How many students participated in
the survey? _______
Notes:
Score:
Use the picture graph to answer the questions:
pie
crisp
juice
Favorite Apple Products
In the space below complete
a bar graph using the following information:
Title:________________________
{assessment one}
2.MD.10
Picture and Bar
Graphs
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
How many students like apple crisp
the best? _______
❷
How many more students prefer
apple juice to apple pie?______
❸
How many fewer students prefer
apple crisp than apple pie?_____
❹
How many students participated in
the survey? _______
❺
Complete the picture graph to show
that 5 students like applesauce the
best.
❻
Ed surveyed his school to find out
which special class they liked best.
8 like gym, 6 like art, and 5 like
music.
❼
How many more students prefer
gym to art?_______
❽
How many fewer students prefer
music than gym? _______
❾
How many total children chose
gym or music? _______
❿
How many students participated in
the survey? _______
Notes:
Score:
Use the picture graph to answer the questions:
pie
crisp
juice
Favorite Apple Products
In the space below complete
a bar graph using the following information:
Title:________________________
{assessment two}
2.MD.10
Picture and Bar
Graphs
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Measurement and Data
➊
How many students like apple crisp
the best? _______
❷
How many more students prefer
apple pie to apple juice?______
❸
How many fewer students prefer
apple crisp than apple pie?_____
❹
How many students participated in
the survey? _______
❺
Complete the picture graph to show
that 3 students like applesauce the
best.
❻
Ed surveyed his school to find out
which special class they liked best.
8 like gym, 4 like art, and 5 like
music.
❼
How many more students prefer
gym to art?_______
❽
How many fewer students prefer
music than gym? _______
❾
How many total children chose
gym or music? _______
❿
How many students participated in
the survey? _______
Notes:
Score:
Use the picture graph to answer the questions:
pie
crisp
juice
Favorite Apple Products
In the space below complete
a bar graph using the following information:
Title:________________________
{assessment three}
2.MD.10
Picture and Bar
Graphs
© www.CFClassroom.com
Geometry
Name:______________________________________________ Date:__________________________
Geometry
➊
_____________
❷
_____________
❸
_____________
❹
_____________
❺
_____________
❻
pentagon:
❼
trapezoid:
❽
List 3 attributes of a triangle:
__________________
__________________
__________________
❾
How many angles does a hexagon
have?
____________
❿
How many edges does a cube have?
____________
Notes:
Score:
Name the geometric figures below: Draw the following:
{assessment one}
2.G.1
Geometric
Attributes
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Geometry
➊
_____________
❷
_____________
❸
_____________
❹
_____________
❺
_____________
❻
rhombus:
❼
triangular prism:
❽
List 3 attributes of a rectangle:
__________________
__________________
__________________
❾
How many sides does a hexagon
have?
____________
❿
How many vertices does a cube have?
____________
Notes:
Score:
Name the geometric figures below: Draw the following:
{assessment two}
2.G.1
Geometric
Attributes
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Geometry
➊
_____________
❷
_____________
❸
_____________
❹
_____________
❺
_____________
❻
triangle:
❼
cylinder:
❽
List 3 attributes of a square:
__________________
__________________
__________________
❾
How many vertices does a hexagon
have?
____________
❿
How many faces does a cube have?
____________
Notes:
Score:
Name the geometric figures below: Draw the following:
{assessment three}
2.G.1
Geometric
Attributes
© www.CFClassroom.com
Name:______________________________________________ Date:__________________________
Geometry
➊
How many rows? ______
❷
How many columns? ______
❸
How many square tiles in all?
______
❹
❺
How many square tiles fit inside
the rectangle? ______
❻
Divide the shape above into 16 equal
square tiles.
❼
How many rows did you create?
______
❽
How many columns did you
create? ______
❾
Divide the rectangle into 3 rows
and four columns.
❿
How many total
squares did you
create? ______
Notes:
Score:
{assessment one}
© www.CFClassroom.com
Complete the lines to form rows and columns.
Use the figure to answer question 5.
2.G.2
Partitioning
Rectangles
Name:______________________________________________ Date:__________________________
Geometry
➊
How many rows? ______
❷
How many columns? ______
❸
How many square tiles in all?
______
❹
❺
How many square tiles fit inside
the rectangle? ______
❻
Divide the shape above into 9 equal
square tiles.
❼
How many rows did you create?
______
❽
How many columns did you
create? ______
❾
Divide the rectangle into 3 rows
and five columns.
❿
How many total
squares did you
create? ______
Notes:
Score:
{assessment two}
© www.CFClassroom.com
Complete the lines to form rows and columns.
Use the figure to answer question 5.
2.G.2
Partitioning
Rectangles
Name:______________________________________________ Date:__________________________
Geometry
➊
How many rows? ______
❷
How many columns? ______
❸
How many square tiles in all?
______
❹
❺
How many square tiles fit inside
the rectangle? ______
❻
Divide the shape above into 25
equal square tiles.
❼
How many rows did you create?
______
❽
How many columns did you
create? ______
❾
Divide the rectangle into 2 rows
and two columns.
❿
How many total
squares did you
create? ______
Notes:
Score:
{assessment three}
2.G.2
Partitioning
Rectangles
© www.CFClassroom.com
Complete the lines to form rows and columns.
Use the figure to answer question 5.
Name:______________________________________________ Date:__________________________
Geometry
➊
❷
❸
❹
❺
❻
half
❼
whole
❽
one third
❾
two fourths
❿
Circle the shape below that shows
thirds. Explain how you know.
__________________
__________________
__________________
__________________
Notes:
Score:
Do the images below show halves, thirds, or
fourths?
{assessment one}
2.G.3
Fractions
© www.CFClassroom.com
Partition the shapes below into fourths:
Color the shape to match the words:
Name:______________________________________________ Date:__________________________
Geometry
➊
❷
❸
❹
❺
❻
whole
❼
three fourths
❽
two thirds
❾
one fourth
❿
Circle the shape below that shows
fourths. Explain how you know.
__________________
__________________
__________________
__________________
Notes:
Score:
Do the images below show halves, thirds, or
fourths?
{assessment two}
2.G.3
Fractions
© www.CFClassroom.com
Partition the shapes below into thirds:
Color the shape to match the words:
Name:______________________________________________ Date:__________________________
Geometry
➊
❷
❸
❹
❺
❻
fourth
❼
half
❽
two thirds
❾
three fourths
❿
Circle the shape below that shows
halves. Explain how you know.
__________________
__________________
__________________
__________________
Notes:
Score:
Do the images below show halves, thirds, or
fourths?
{assessment three}
2.G.3
Fractions
© www.CFClassroom.com
Partition the shapes below into halves:
Color the shape to match the words:
Answer
Keys
{Assessment One}
Answer Keys
Operations and Algebraic Thinking 2.OA.1
1)
42 students
6)
56 crayons
2)
21 crayons
7)
39 students
3)
54 rocks
8)
50 pages
4)
33 cupcakes
9)
26 books
5)
55 children
10)
43 pencils
Operations and Algebraic Thinking 2.OA.3
1)
odd
6)
even
2)
even
7)
odd
3)
even
8)
even
4)
even
9)
odd
5)
odd
10)
yes
Operations and Algebraic Thinking 2.OA.4
1)
visually assess
6)
3+3+3=9
2)
visually assess
7)
2+2+2+2+2=10
3)
visually assess
8)
2+2+2+2=8
4)
15 coins
9)
visually assess
5)
8 seashells
10)
visually assess
Answer Guide for: Assessment One
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.2
1)
70, 80, 90
6)
990, 995, 1000
2)
700, 800, 900
7)
470, 480, 490
3)
95, 105, 115, 125
8)
700, 800, 900, 1000
4)
565, 570,575
9)
330, 335, 340, 345
5)
580, 590, 600
10)
680, 690, 700, 710
Number and Operations in Base Ten 2.NBT.1
1)
55
6)
3-0-8
2)
50
7)
6-9-2
3)
800
8)
7 hundreds 2 tens 9 ones
4)
30
9)
4 hundreds 8 tens 2 ones
5)
4
10)
442
Number and Operations in Base Ten 2.NBT.3
1)
700 + 10 + 3
6)
four hundred thirty two
2)
100 + 9
7)
five hundred twenty
3)
500 + 60 + 4
8)
211
4)
465
9)
200 + 10 + 1
5)
581
10)
two hundred eleven
Number and Operations in Base Ten 2.NBT.4
1)
<
6)
=
2)
>
7)
<
3)
>
8)
>
4)
=
9)
Sabrina
5)
>
10)
Jane
Operations and Algebraic Thinking 2.OA.2
4
4
8
18
15
12
10
8
12
5
6
9
10
15
16
13
11
6
10
3
7
13
8
5
8
9
9
12
0
9
6
9
11
6
11
16
4
13
15
5
14
18
5
9
12
13
6
14
7
16
Measurement and Data 2.MD.1
1)
ruler
6)
answers will vary
2)
answers may vary, but still be
acceptable
7)
answers will vary
3)
answers may vary, but still be
acceptable
8)
answers will vary
4)
answers may vary, but still be
acceptable
9)
answers will vary
5)
answers may vary, but still be
acceptable
10)
answers will vary
Answer Guide for: Assessment One
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.9
1)
997
2)
684
3)
107
4)
39
Number and Operations in Base Ten 2.NBT.8
1)
933
6)
381
2)
723
7)
944
3)
103
8)
555
4)
937
9)
385
5)
523
10)
852
Number and Operations in Base Ten 2.NBT.7
1)
980
6)
246
2)
914
7)
790
3)
180
8)
977
4)
179
9)
385
5)
802
10)
289
Number and Operations in Base Ten 2.NBT.6
1)
97
6)
82
2)
93
7)
98
3)
94
8)
77
4)
92
9)
96
5)
96
10)
79
Number and Operations in Base Ten 2.NBT.5
1)
72
6)
46
2)
100
7)
78
3)
18
8)
97
4)
18
9)
39
5)
79
10)
44
Measurement and Data 2.MD.2
1)
6 inches
2)
16 centimeters
3)
answers will vary
4)
5 inches
5)
12 centimeters
Measurement and Data 2.MD.3
1)
check for acceptable answers
6)
check for acceptable answers
2)
check for acceptable answers
7)
check for acceptable answers
3)
check for acceptable answers
8)
check for acceptable answers
4)
check for acceptable answers
9)
check for acceptable answers
5)
check for acceptable answers
10)
check for acceptable answers
Measurement and Data 2.MD.4
1)
2 in
6)
8 cm
2)
4 in
7)
line c
3)
line B
8)
2 cm
4)
2 inches
9)
7 cm
5)
6 cm
10)
2 in
Measurement and Data 2.MD.6
1)
26 and 28
6)
81
2)
70 and 75
7)
62
3)
17, 18, 19, 20
8)
64
4)
33, 34, 35, 36
9)
38
5)
87, 88, 89, 90
10)
67
Measurement and Data 2.MD.10
1)
4 students
6)
visually assess
2)
1 student
7)
2 students
3)
3 students
8)
1 student
4)
17 students
9)
13 students
5)
visually assess
10)
18 students
Measurement and Data 2.MD.5
1)
3 feet
2)
63 inches
3)
18 meters
4)
100 yards
5)
19 centimeters
Measurement and Data 2.MD.7
1)
10:15
6)
visually assess
2)
6:10
7)
visually assess
3)
3:05
8)
visually assess
4)
8:35
9)
A.M.
5)
2:50
10)
P.M.
Geometry 2.G.1
1)
square
6)
visually assess
2)
cone
7)
visually assess
3)
rectangle
8)
3 of the following: closed figure,
3 sides, 3 angles,
3 vertices
4)
triangular prism
9)
6
5)
rhombus
10)
12
Answer Guide for: Assessment One
Common Core Math Assessments
© www.CFClassroom.com
Measurement and Data 2.MD.8
1)
quarter $0.25
6)
$1.68
2)
nickel $0.05
7)
$0.87
3)
dime $0.10
8)
$2.77
4)
penny $0.01
9)
$2.50
5)
$4.55
10)
$1.25
Measurement and Data 2.MD.9
1)
visually assess
6)
visually assess
2)
10 inches
7)
45 inches
3)
9 inches
8)
9 students
4)
7 inches
9)
15 students
5)
3 pencils
10)
42 inches
Geometry 2.G.2
1)
5
6)
visually assess
2)
5
7)
4
3)
25
8)
4
4)
visually assess
9)
visually assess
5)
20
10)
12
Answer Guide for: Assessment One
Common Core Math Assessments
© www.CFClassroom.com
Geometry 2.G.3
1)
thirds
6)
visually assess
2)
halves
7)
visually assess
3)
fourths
8)
visually assess
4)
visually assess
9)
visually assess
5)
visually assess
10)
answers will vary
{Assessment Two}
Answer Keys
Operations and Algebraic Thinking 2.OA.1
1)
42 students
6)
56 crayons
2)
21 crayons
7)
38 students
3)
56 rocks
8)
53 pages
4)
33 cupcakes
9)
26 books
5)
54 children
10)
43 pencils
Operations and Algebraic Thinking 2.OA.3
1)
even
6)
odd
2)
odd
7)
even
3)
odd
8)
odd
4)
odd
9)
even
5)
even
10)
no
Operations and Algebraic Thinking 2.OA.4
1)
visually assess
6)
4+4+4=12
2)
visually assess
7)
3+3+3=9
3)
visually assess
8)
4+4+4=12
4)
24 coins
9)
visually assess
5)
15 seashells
10)
visually assess
Answer Guide for: Assessment Two
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.2
1)
60, 70, 80
6)
440, 445, 450
2)
800, 900, 1000
7)
370, 380, 390
3)
105, 115, 125, 135
8)
400, 500, 600, 700
4)
665, 670, 675
9)
490, 495, 500, 505
5)
790, 795, 800
10)
780, 790, 800, 810
Number and Operations in Base Ten 2.NBT.1
1)
54
6)
4 hundreds 3 tens 5 ones
2)
49
7)
5 hundreds 8 tens 1 one
3)
700
8)
6 hundreds 3 tens 8 ones
4)
20
9)
5 hundreds 9 tens 3 ones
5)
3
10)
553
Number and Operations in Base Ten 2.NBT.3
1)
600 + 10 + 3
6)
five hundred thirty two
2)
200 + 9
7)
six hundred twenty
3)
700 + 60 + 4
8)
222
4)
665
9)
200 + 20 + 2
5)
481
10)
two hundred twenty two
Number and Operations in Base Ten 2.NBT.4
1)
<
6)
=
2)
>
7)
<
3)
>
8)
>
4)
=
9)
Joan
5)
>
10)
Jan
Operations and Algebraic Thinking 2.OA.2
6
9
10
15
16
13
11
6
10
3
7
13
8
5
8
9
9
12
0
9
6
9
11
6
11
16
4
13
15
5
14
18
5
9
12
13
6
14
7
16
4
4
8
18
15
12
10
8
12
5
Measurement and Data 2.MD.1
1)
centimeters
6)
answers will vary
2)
feet
7)
answers will vary
3)
feet
8)
answers will vary
4)
inches
9)
answers will vary
5)
feet
10)
answers will vary
Answer Guide for: Assessment Two
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.9
1)
997
2)
684
3)
107
4)
39
Number and Operations in Base Ten 2.NBT.8
1)
833
6)
281
2)
623
7)
844
3)
93
8)
455
4)
837
9)
285
5)
423
10)
752
Number and Operations in Base Ten 2.NBT.7
1)
980
6)
246
2)
914
7)
990
3)
180
8)
977
4)
179
9)
385
5)
1000
10)
289
Number and Operations in Base Ten 2.NBT.6
1)
97
6)
82
2)
93
7)
98
3)
94
8)
77
4)
92
9)
96
5)
96
10)
79
Number and Operations in Base Ten 2.NBT.5
1)
72
6)
46
2)
100
7)
78
3)
16
8)
95
4)
18
9)
39
5)
79
10)
44
Measurement and Data 2.MD.2
1)
5 inches
2)
12 centimeters
3)
answers will vary
4)
6 inches
5)
answers will vary
Measurement and Data 2.MD.3
1)
check for acceptable answers
6)
check for acceptable answers
2)
check for acceptable answers
7)
check for acceptable answers
3)
check for acceptable answers
8)
check for acceptable answers
4)
check for acceptable answers
9)
check for acceptable answers
5)
check for acceptable answers
10)
check for acceptable answers
Measurement and Data 2.MD.4
1)
4 in
6)
7 cm
2)
1 in
7)
line D
3)
line A
8)
3 cm
4)
3 in
9)
7 cm
5)
10 cm
10)
4 inches
Measurement and Data 2.MD.6
1)
36 and 38
6)
80
2)
80 and 85
7)
63
3)
18, 19, 20, 21
8)
65
4)
34, 35, 36, 37
9)
40
5)
88, 89, 90, 91
10)
57
Measurement and Data 2.MD.10
1)
4 students
6)
visually assess
2)
2 students
7)
2 students
3)
1 student
8)
3 students
4)
16 students
9)
13 students
5)
visually assess
10)
19 students
Measurement and Data 2.MD.5
1)
3 feet
2)
63 inches
3)
18 meters
4)
100 yards
5)
19 centimeters
Measurement and Data 2.MD.7
1)
2:50
6)
visually assess
2)
10:15
7)
visually assess
3)
6:10
8)
visually assess
4)
3:05
9)
A.M.
5)
8:35
10)
P.M.
Geometry 2.G.1
1)
square
6)
visually assess
2)
pentagon
7)
visually assess
3)
rectangle
8)
3 of the following: closed figure,
3 sides, 3 angles,
3 vertices
4)
hexagon
9)
6
5)
cylinder
10)
8
Answer Guide for: Assessment Two
Common Core Math Assessments
© www.CFClassroom.com
Measurement and Data 2.MD.8
1)
nickel $0.05
6)
$2.15
2)
dime $0.10
7)
$1.03
3)
penny $0.01
8)
$2.82
4)
quarter $0.25
9)
$3.00
5)
$4.30
10)
$1.00
Measurement and Data 2.MD.9
1)
visually assess
6)
visually assess
2)
11 inches
7)
45 inches
3)
10 inches
8)
5 students
4)
8 inches
9)
10 students
5)
1 pencil
10)
42 inches
Geometry 2.G.2
1)
4
6)
visually assess
2)
5
7)
3
3)
20
8)
3
4)
visually assess
9)
visually assess
5)
30
10)
15
Answer Guide for: Assessment Two
Common Core Math Assessments
© www.CFClassroom.com
Geometry 2.G.3
1)
halves
6)
visually assess
2)
fourths
7)
visually assess
3)
thirds
8)
visually assess
4)
visually assess
9)
visually assess
5)
visually assess
10)
answers will vary
{Assessment Three}
Answer Keys
Operations and Algebraic Thinking 2.OA.1
1)
51 students
6)
47 crayons
2)
16 crayons
7)
38 students
3)
58 rocks
8)
70 pages
4)
33 cupcakes
9)
24 books
5)
69 children
10)
45 pencils
Operations and Algebraic Thinking 2.OA.3
1)
odd
6)
odd
2)
even
7)
even
3)
even
8)
odd
4)
even
9)
odd
5)
odd
10)
no
Operations and Algebraic Thinking 2.OA.4
1)
visually assess
6)
2+2+2=6
2)
visually assess
7)
2+2+2+2=8
3)
visually assess
8)
4+4+4+4=16
4)
16 coins
9)
visually assess
5)
18 seashells
10)
visually assess
Answer Guide for: Assessment Three
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.2
1)
50, 60, 70
6)
590, 595, 600
2)
500, 600, 700
7)
170, 180, 190
3)
85, 90, 95, 100
8)
500, 600, 700, 800
4)
765, 770, 775
9)
130, 135, 140, 145
5)
890, 895, 900
10)
880, 890, 900, 910
Number and Operations in Base Ten 2.NBT.1
1)
53
6)
6 hundreds 5 tens 6 ones
2)
48
7)
4 hundreds 7 tens 9 ones
3)
600
8)
5 hundreds 2 tens 7 ones
4)
10
9)
6 hundreds 8 tens 2 ones
5)
2
10)
748
Number and Operations in Base Ten 2.NBT.3
1)
700 + 20 + 3
6)
eight hundred thirty two
2)
100 + 7
7)
seven hundred twenty
3)
500 + 60 + 2
8)
223
4)
468
9)
200 + 20 + 3
5)
582
10)
two hundred twenty three
Number and Operations in Base Ten 2.NBT.4
1)
<
6)
=
2)
>
7)
<
3)
>
8)
>
4)
=
9)
Jane
5)
>
10)
Jane
Operations and Algebraic Thinking 2.OA.2
7
13
8
5
8
9
9
12
0
9
6
9
11
6
11
16
4
13
15
5
14
18
5
9
12
13
6
14
7
16
4
4
8
18
15
12
10
8
12
5
6
9
10
15
16
13
11
6
10
3
Measurement and Data 2.MD.1
1)
answers will vary
6)
answers will vary
2)
answers will vary
7)
answers will vary
3)
answers will vary
8)
answers will vary
4)
answers will vary
9)
answers will vary
5)
answers will vary
10)
answers will vary
Answer Guide for: Assessment Three
Common Core Math Assessments
© www.CFClassroom.com
Number and Operations in Base Ten 2.NBT.9
1)
997
2)
704
3)
107
4)
39
Number and Operations in Base Ten 2.NBT.8
1)
943
6)
391
2)
733
7)
954
3)
113
8)
565
4)
947
9)
395
5)
533
10)
862
Number and Operations in Base Ten 2.NBT.7
1)
980
6)
446
2)
944
7)
790
3)
180
8)
977
4)
179
9)
385
5)
802
10)
289
Number and Operations in Base Ten 2.NBT.6
1)
97
6)
82
2)
93
7)
98
3)
94
8)
77
4)
92
9)
96
5)
96
10)
79
Number and Operations in Base Ten 2.NBT.5
1)
72
6)
46
2)
100
7)
82
3)
16
8)
98
4)
18
9)
38
5)
81
10)
37
Measurement and Data 2.MD.2
1)
7 inches
2)
18 centimeters
3)
answers will vary
4)
3 inches
5)
answers will vary
Measurement and Data 2.MD.3
1)
check for acceptable answers
6)
check for acceptable answers
2)
check for acceptable answers
7)
check for acceptable answers
3)
check for acceptable answers
8)
check for acceptable answers
4)
check for acceptable answers
9)
check for acceptable answers
5)
check for acceptable answers
10)
check for acceptable answers
Measurement and Data 2.MD.4
1)
2 in
6)
8 cm
2)
5 in
7)
line C
3)
line B
8)
2 cm
4)
3 in
9)
7 cm
5)
6 cm
10)
3 inches
Measurement and Data 2.MD.6
1)
51 and 53
6)
82
2)
40 and 45
7)
56
3)
47, 48 ,49, 50
8)
63
4)
63, 64, 65, 66
9)
58
5)
57, 58, 59, 60
10)
36
Measurement and Data 2.MD.10
1)
3 students
6)
visually assess
2)
2 students
7)
4 students
3)
4 students
8)
3 students
4)
15 students
9)
13 students
5)
visually assess
10)
17 students
Measurement and Data 2.MD.5
1)
3 feet
2)
63 inches
3)
18 meters
4)
100 yards
5)
19 centimeters
Measurement and Data 2.MD.7
1)
8:35
6)
visually assess
2)
2:50
7)
visually assess
3)
10:15
8)
visually assess
4)
6:10
9)
P.M.
5)
3:05
10)
A.M.
Geometry 2.G.1
1)
triangular prism
6)
visually assess
2)
pentagon
7)
visually assess
3)
cylinder
8)
3 of the following: closed figure,
3 sides, 3 angles,
3 vertices
4)
hexagon
9)
6
5)
rhombus
10)
6
Answer Guide for: Assessment Three
Common Core Math Assessments
© www.CFClassroom.com
Measurement and Data 2.MD.8
1)
dime $0.10
6)
$2.65
2)
penny $0.01
7)
$1.13
3)
quarter $0.25
8)
$1.87
4)
nickel $0.05
9)
$1.00
5)
$1.10
10)
$1.20
Measurement and Data 2.MD.9
1)
visually assess
6)
visually assess
2)
5 inches
7)
7 cm
3)
4 inches
8)
2 plants
4)
3 inches
9)
12 plants
5)
3 crayons
10)
5 centimeters
Geometry 2.G.2
1)
4
6)
visually assess
2)
3
7)
5
3)
12
8)
5
4)
visually assess
9)
visually assess
5)
16
10)
4
Answer Guide for: Assessment Three
Common Core Math Assessments
© www.CFClassroom.com
Geometry 2.G.3
1)
fourths
6)
visually assess
2)
halves
7)
visually assess
3)
thirds
8)
visually assess
4)
visually assess
9)
visually assess
5)
visually assess
10)
answers will vary
Data
Notebooks
Data notebooks are an excellent tool for helping students take ownership of
their learning. They provide teachers with a means for planning instruction
and allow parents to track their child’s progress. Although data can be
cumbersome and overwhelming, if kept simple you’ll find it to be a useful
addition to your classroom.
How to Use Them:
1. Print a copy of each tracking sheet for every child along with a cover.
I use the boy cover for my boys and the girl for my girls.
2. Each tracking sheet has 3 columns for every standard. I designed
them so that they could be used with my Common Core
Assessments. Since there are 3 versions of each assessment, they
use one column per assessment. However, if a student demonstrates
proficiency on assessment one or two, I do not reassess them.
3. I like to have my students color-code their bars. We use red for
September, orange for October, yellow for November, etc. I find this
helps to get a better overall picture of their progress.
Data Notebooks
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Tracking My
Math Progress
Data Collected By:
____________
Tracking My
Math Progress
Data Collected By:
____________
100
90
80
70
60
50
40
30
20
10
0
2.OA.1
2.OA.2
2.OA.3
2.OA.4
Operations and Algebraic Thinking
100
90
80
70
60
50
40
30
20
10
0
2.NBT.1
2.NBT.2
2.NBT.3
Number and Operations in
Base Ten
2.NBT.4 2.NBT.5
2.NBT.6 2.NBT.7
2.NBT.8
2.NBT.9
100
90
80
70
60
50
40
30
20
10
0
2.MD.1 2.MD.2
2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.7
2.MD.8
Measurement and Data
2.MD.9
2.MD.10
100
90
80
70
60
50
40
30
20
10
0
2.G.1
2.G.2
Geometry
Notes & Observations
2.G.3
My Math Goals
Steps For Meeting the Goal
Date
Common
Core Math
Grade Book
I found that it was important to keep data specific to the Common Core
Standards to help me keep track of the status of the class. I created these
printables specifically to go with the three assessments in this packet, but
you could certainly use them with any lessons that align with the standards.
Common Core Grade Book
write
student
names
or numbers
record
grades for
each of
the three
assessments
in the
appropriate
column
Data-Driven
Instruction
Lesson
Planning
Organizers
These have been an amazing tool for planning small group lessons during
my math workshop. After grading each assessment I record each student’s
name in one of the four columns to form focus groups. Some students
require interventions, others simply need me to clarify misconceptions and
some need me to extend and enrich them,
Lesson Planning Sheets
One set of organizers is just
for forming groups or tracking
student status. The other
includes space for notes on
lessons.
copyright information:
with gratitude:
Thank you for downloading this packet. I hope that you and your student(s) enjoy this resource. If you are
pleased with this product, I would appreciate if you would leave feedback. If you have any questions or
concerns, please let me know. My email address is [email protected].
credits: Commercial Graphics used with permission from the following:
Copyright © 2013 Clutter-Free Classroom, LLC
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.
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