1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths record in fraction form.. 1.04 Develop fluency wi[r]
(1)North Carolina Department of Public Instruction Grade Mathematics Assessment This Mathematics book is the work of _ Grade Year-End Assessment Mathematics Form BB Teacher Name School Name Student ID Number Grade Summative Assessment Component Form BB Page 395 (2) North Carolina Department of Public Instruction 1.01 Grade Mathematics Assessment Develop number sense for whole numbers through 999 a) Connect model, number word, and number using a variety of representations b) Read and write numbers The teacher reads all directions aloud Students work on their own The teacher may reread directions as many times as necessary but not coach or teach a student how to an item Which number is shown here? Draw a circle around the number 397 316 379 319 Draw a circle around the number word three hundred seventy-nine three hundred sixteen three hundred ninety-seven three hundred nineteen Grade Summative Assessment Component A B C Form BB Page 396 (3) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.01 Develop number sense for whole numbers through 999 d) Rename This flag needs to show three ways to name the same number Two ways are shown here In the blank space write or draw another way to show the same number five hundred sixty 560 Grade Summative Assessment Component Form BB A C Page 397 (4) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.01 Develop number sense for whole numbers through 999 c) Compare and order Write these numbers in order from greatest to least 306 975 97 579 , , , < greatest least 1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts a) Represent fractions (halves, thirds, fourths) concretely and symbolically 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds Carson, Amy and Sara shared these 12 pears equally How many pears will Carson get? What fraction of the pears will each friend get? Grade Summative Assessment Component A C Form BB A B C Page 398 < (5) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) Zachary has 19 baseball trading cards to give to his friends He wants to give equal shares to each friend How many cards will each friend get? Show your work with pictures, words, or numbers Each friend will get cards Will Zachary have any cards left over? If your answer is yes, how many? Grade Summative Assessment Component A B C D Yes No _ Form BB A C Page 399 (6) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds 5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities Lisa has seven packs of gum There are five sticks of gum in each pack How many sticks of gum does Lisa have in all? Show your work with pictures, words, or numbers Lisa has sticks of gum Write a number sentence for this story problem Grade Summative Assessment Component A B C D Form BB Page 400 (7) North Carolina Department of Public Instruction Grade Mathematics Assessment Mike has some red and blue pencils in his pack Seven of the pencils are red There are five more blue pencils than red pencils How many pencils does Mike have? Show your work with pictures, words, or numbers Mike has _pencils Grade Summative Assessment Component Form BB A B C D Page 401 (8) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds Sammy watched motorcycles and cars on the racetrack He told Juan that there were 14 wheels on the racetrack What could be on the track? Show your work with pictures, words, or numbers There could be _ motorcycles and cars on the racetrack Grade Summative Assessment Component A B C D Form BB Page 402 (9) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a) Strategies for adding and subtracting numbers b) Estimation of sums and differences in appropriate situations c) Relationships between operations 5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities 10 Bob played basketball for 46 minutes this morning This afternoon he played basketball for 22 minutes After dinner he played basketball for 15 minutes more How many minutes did Bob play basketball today? Show your work with pictures, words, or numbers Bob played basketball for _minutes today Write a number sentence for this story problem Grade Summative Assessment Component Form BB 10 A B C D Page 403 (10) North Carolina Department of Public Instruction 1.04 Grade Mathematics Assessment Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a) Strategies for adding and subtracting numbers b) Estimation of sums and differences in appropriate situations c) Relationships between operations 11 Look at these two problems 6 + or 234 84 + 91 = Circle the problem that has the greater sum In the box below explain how you know Grade Summative Assessment Component 10 11 A B C Form BB Page 404 (11) North Carolina Department of Public Instruction 1.06 Grade Mathematics Assessment Define and recognize odd and even numbers 12 Karen has 17 marbles Is this number odd or even? Explain your answer using pictures, words, or numbers Circle your answer Grade Summative Assessment Component Odd Form BB 12 A B C Even Page 405 11 (12) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a) Strategies for adding and subtracting numbers b) Estimation of sums and differences in appropriate situations c) Relationships between operations 5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities Fill in each box with the number that makes each number 13 sentence true = 69 + 28 14 483 + 275 = 15 + 44 = 88 16 560 - 215 = Grade Summative Assessment Component 12 13 A C 14 A C Form BB 15 A C Page 406 16 A C (13) North Carolina Department of Public Instruction Grade Mathematics Assessment 17 18 + 22 + = 18 45 + 21 = + 21 19 135 - = 125 20 81 - 27 = Grade Summative Assessment Component 17 A C 18 A C Form BB 19 A C Page 407 20 A C 13 (14) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.01 Develop number sense for whole numbers through 999 f) Use a variety of models to build understanding of place value (ones, tens, hundreds) 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a) Strategies for adding and subtracting numbers b) Estimation of sums and differences in appropriate situations c) Relationships between operations 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds 21 Martin’s mother was saving money When she counted it she had $1 bills $5 bills 10 $10 bills How much money has she saved? Show your work with pictures, words, or numbers Martin’s mother has saved $ _ Grade Summative Assessment Component 14 Form BB 21 A B C D Page 408 (15) North Carolina Department of Public Instruction Grade Mathematics Assessment 22 Circle two items Martin can buy with the savings $18 $90 $8 $110 $40 $75 Show your work with pictures, words, or numbers Grade Summative Assessment Component Form BB 22 A C Page 409 15 (16) North Carolina Department of Public Instruction Grade Mathematics Assessment 1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form) 1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies a) Strategies for adding and subtracting numbers c) Relationships between operations 1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds 23 Mr Spearman’s class collected 938 cans of food They gave 562 cans to the Postal Service Food Drive They gave the rest of the cans to the local food bank How many cans of food did Mr Spearman’s class give to the food bank? Show your work with pictures, words, or numbers He used They gave _ cans to the food bank Grade Summative Assessment Component 16 23 A B C D Form BB Page 410 (17) North Carolina Department of Public Instruction 2.01 Grade Mathematics Assessment Estimate and measure using appropriate units a) Length (meters, centimeters, feet, inches, yards) 24 Greg used a ruler to measure some items in his bedroom He did not write the unit of measurement he used Write the unit he used on the line The length of his bed is _ centimeters, feet, meters The width of a poster is 25 _ meters, inches, yards The height of his door is centimeters, meters, feet The width of a CD is 12 _ centimeters, yards, feet Grade Summative Assessment Component Form BB 24 A B C Page 411 17 (18) North Carolina Department of Public Instruction 2.01 Grade Mathematics Assessment Estimate and measure using appropriate units a) Length (meters, centimeters, feet, inches, yards) 25 Caleb the Caterpillar took this path to get to a leaf How far did Caleb crawl to reach the leaf? Caleb crawled inches Grade Summative Assessment Component 18 25 A C Form BB Page 412 (19) North Carolina Department of Public Instruction 2.01 Grade Mathematics Assessment Estimate and measure using appropriate units b) Temperature (Fahrenheit) 26 Ms Columbia’s class wants to go outside The class can go outside if the temperature is greater than 320F 100 Look at the thermometer 90 Will the class be able to go outside? 80 70 Circle: Yes or No 60 How you know? 50 40 30 20 10 Grade Summative Assessment Component Form BB 26 A B C Page 413 19 (20) North Carolina Department of Public Instruction 2.02 Grade Mathematics Assessment Tell time at the five-minute intervals 27 Write the time shown on these clocks 11 12 10 11 12 10 11 12 10 Grade Summative Assessment Component 20 Form BB 27 A B C Page 414 (21) North Carolina Department of Public Instruction 3.01 Grade Mathematics Assessment Combine simple figures to create a given shape 28 Use more than two pattern blocks to make a hexagon Trace, draw or stamp your hexagon in the box How you know your shape is a hexagon? Grade Summative Assessment Component Form BB 28 A B C Page 415 21 (22) North Carolina Department of Public Instruction 3.02 Grade Mathematics Assessment Describe the change in attributes as two- and three-dimensional figures are cut and rearranged 29 Draw a line from point A to point C •C B A• D If you cut along that line what new shapes will you have? I will have _ Grade Summative Assessment Component 22 29 A C Form BB Page 416 (23) North Carolina Department of Public Instruction 3.03 Grade Mathematics Assessment Identify and make: a) Symmetric figures 30 Draw one line of symmetry for each shape Grade Summative Assessment Component 30 A B C Form BB Page 417 23 (24) North Carolina Department of Public Instruction 3.03 Grade Mathematics Assessment Identify and make: b) Congruent figures 31 Draw a shape that is congruent to Shape A Shape A Grade Summative Assessment Component 24 31 A C Form BB Page 418 (25) North Carolina Department of Public Instruction 5.01 Grade Mathematics Assessment Identify, describe, translate, and extend repeating and growing patterns 32 What are the next three numbers in this pattern? 319, 317, 315, 313, , , _ 33 Look at this pattern What shapes come next? ▲▲❍▲▲❍▲▲❍ _ _ Circle the letters that name this pattern unit RST RSST Grade Summative Assessment Component 32 A C RSTS Form BB 33 A B C RTSS Page 419 25 (26) North Carolina Department of Public Instruction Grade Mathematics Assessment 4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2’s, 5’s, 10’s) Miss Hart’s class surveyed 2nd graders at Tate School Students were asked for their favorite flavor of candy This is what they found: Cherry Pineapple Orange Lime Grape |||| |||| || ||| |||| |||| |||| || 34 Use the grid your teacher gives you to make a pictograph to show the favorite candy flavors ) Each will represent votes Grade Summative Assessment Component 26 Form BB 34 A B C D Page 420 (27) North Carolina Department of Public Instruction Grade Mathematics Assessment 35 Use the pictograph you made to answer these questions What flavor was chosen most often? What flavor was chosen least often? How many students chose orange or pineapple? _ How many students were surveyed? Grade Summative Assessment Component Form BB 35 A B C Page 421 27 (28) North Carolina Department of Public Instruction 4.02 Grade Mathematics Assessment Conduct simple probability experiments; describe the results and make predictions Look at these two spinners Blue Red Red Yellow Blue Yellow X Y 36 On which spinner is it more likely to spin red? _ Spin each spinner 10 times and record the results spinner X 10 10 color spinner Y color Grade Summative Assessment Component 28 Form BB 36 A C Page 422 (29) North Carolina Department of Public Instruction Grade Mathematics Assessment 37 Based on your results, which is true? Circle one: Spinner A Spinner X landed on red more times than Spinner Y B Spinner Y landed on red more times than Spinner X C Spinner X and Spinner Y landed on red the same number of times Did this match your prediction? 38 If you spun each spinner 50 more times, what is most likely to happen? Explain your thinking Grade Summative Assessment Component 37 A C Form BB Page 423 38 A C 29 (30) North Carolina Department of Public Instruction Grade Summative Assessment Component Grade Mathematics Assessment Form BB Page 424 (31)