Transcription
Second GradeAssessments andScoring Checklists,Common CoreState ornerCheckup4Checkup4Recordsheets(Replacingp.85- .p.31&32DRAFT Updated 0512
DRAFT Updated 0512 Deletepage57inthestudentbook Replacepage38inthestudentbook Replaceall4pageswithnewassessment NochangesmadetoassessmentEndofQuarter4EndofYear EndofQuarter3OrMarchEndofQuarter2ormid- oppingProblems5- ‐7onpages82- lemsolvingwithmulti- tMap
Grade 2 Bridges, Number CornerAugust & SeptemberAugust & September AssessmentASSESSMENTBaseline AssessmentOverviewSometime during the first week or two of school, students spend three Number Cornerperiods completing a five-page baseline assessment in place of regular workouts.Students complete the first page one day during Number Corner, pages 2–4 the next dayduring Number Corner, and page 5 the next.TimingWithin the first 2–3 weeks of schoolSkills counting by ones forward and backward from 1 to 100 counting by twos, fives, and tens to 100 writing, comparing, and ordering numbers to 100 quickly recalling addition facts and related subtraction facts for sums equal to 10 solving and creating word problems recognizing coins by name and valueYou’ll need Baseline Assessment, pages 1-5 (Blacklines NC 0.A – 0.E, run 1 copy of each sheet ona transparency; run a class set) Baseline Assessment Class Checklist (Blackline NC 0.F, run as needed)We recommend that you administer this assessment within the first two or three weeks ofschool to get a sense of students’ comfort level with key concepts and skills taught in firstgrade. This assessment may also prove useful if you don’t already have your own schoolor district instrument to use in gauging the skill level of your incoming second graders.Baseline Assessment, Part 1: page 1The first page is a set of 20 addition facts and a set of 20 subtraction facts. Werecommend that you conduct this part of the assessment as a timed test to get a sense ofchildren’s fluency with basic facts to 10. After you have distributed a copy of the sheet toeach student, look it over with the class. Explain that you are going to give them 2minutes to complete as many of the addition facts as they can. Then you will take a breakand give them 2 minutes to complete as many of the subtraction facts as they can. Afterthat, you will give them more time to finish any of the addition and subtractioncombinations they didn’t get to the first time around.When the students understand what is going to happen, start the 2-minute timing for theaddition section. At the end of 2 minutes, give students a calm and quiet signal to stop,and ask them to draw a vertical line on their paper directly after the last addition problemthey completed, so you can see how many they finished in the given time. Model this atBaseline AssessmentPage 1 of 5DRAFT Updated 051212/10
Grade 2 Bridges, Number CornerAugust & Septemberthe board, if necessary. Remind them that they will have time to complete any problemsthey didn’t finish in a few minutes.Before you have the class start the subtraction section, take a minute or two to be certainchildren understand these are subtraction, not addition combinations. Do a couple ofsimple subtraction problems on the board with the class as a warm-up before you beginthe 2-minute timing.When you have finished the 2-minute timing for the subtraction section, ask students todraw a vertical line on their paper directly after the last subtraction problem theycompleted, so you can see how many they finished in the given time. Next, give studentsanother 10 minutes or so to complete any remaining addition and/or subtractioncombinations. Then collect the papers, and reassure students that if they didn’t finish allthe combinations, or found some of them difficult, they’ll have many opportunities thisyear to develop more speed and proficiency.Baseline Assessment, Part 2: pages 2–4At the start Number Corner the second day of testing, distribute copies of pages 2–4 tostudents. Give them a minute to look through the pages and examine the tasks. Thenplace page 2 on display at the overhead, and direct students’ attention to the problem atthe top of the page, marked with a light bulb. Explain that this is a practice problem, andyou will all work together to solve it. Then work with input from the class to countforward by 1’s and fill in the numbers that are missing from the sequence.Baseline AssessmentPage 2 of 5DRAFT Updated 051212/10
Grade 2 Bridges, Number CornerAugust & SeptemberWhen students understand what to do, direct them through the tasks on pages 2 and 3,one by one. Use the small picture at the beginning of each task to help children navigate.Teacher Please find the row that starts with a spider and the row that starts with apresent. Put your fingertip on the spider. Put your fingertip on the present. In these tworows, you’ll need to count forward by ones to fill in the missing numbers. This is a taskfor you to do on your own. Put your pencil down when you have finished both rows.Give students adequate time to finish each task before you move on to the next, and keepthe group together; there is no need to time any of these tasks.When you reach page 4, read the two problems with the class and have them go to workindependently. Ask students to raise their hands if they need help as they’re working. Letthem know that you can help them read either of the problems again if they’re not surewhat the words say.Baseline AssessmentPage 3 of 5DRAFT Updated 051212/10
Grade 2 Bridges, Number CornerAugust & SeptemberBaseline Assessment, Part 3: page 5Look over page 5 of the Baseline Assessment with the students. Explain that they need tofill in the bubble to show the name and value of each of the coins at the top of the sheet.When they are finished with that, they need to write the numerals 1–31 in the boxes onthe lower part of the sheet as neatly as they can.You can use the checklist shown on the next page (Blackline NC 0.E) to compileassessment results and get an overview of students’ strengths, as well as areas in whichthey will need more work. The column labeled “CCSS” (Common Core State Standards)indicates which of the Common Core requirements for Grade 2 are addressed by each item.Although you will provide additional instruction in basic facts, counting, and wordproblems in the coming months, most of the skills on this assessment are typical of yearend expectations for first graders. If some of your students score less than half the pointspossible, you may want to refer to the support suggestions on the checklist to providethem with extra help in skills with which they may be struggling. Too, students whoscore less than a quarter of the possible points may be candidates for special services.Baseline AssessmentPage 4 of 5DRAFT Updated 051212/10
Grade 2 Bridges, Number CornerBaseline AssessmentPage 5 of 5DRAFT Updated 0512August & September12/10
Blackline NC 0.ANAMEDATEBaseline Assessment page 1 of 51. Add2 25 34 03 31 87 34 22 33 48 22 56 34 42 66 4 1 9 5 5 7 2 5 4 8 0 2. –28–410–79–28–62–19 – 3 7 – 5 10 – 8 7 – 1 9 – 4 7 – 4 The Math Learning CenterDRAFT Updated 0512Grade 2 Number Corner
Blackline NC 0.BNAMEDATEBaseline Assessment page 2 of 53. Counting PatternsPractice5, 6, 7, , , 10, ,a. Count forward to fill in the missing numbers.15, 16, , 18, , ,88, 89, , , 92, , 94b. Count backward to fill in the missing numbers.25, 24, 23, 22, , ,100, , 98, , 96, 95,c. Count by 2 s to fill in the missing numbers.2, 4, , 8, , 12,80, 82, 84, , , 90, The Math Learning CenterDRAFT Updated 0512Grade 2 Number Corner
Blackline NC 0.CNAMEDATEBaseline Assessment page 3 of 53. Counting Patterns, continuedd Count by 5 s to fill in the missing numbers.5, 10, , 20, , , 3565, 70, , , 85, , 95,4. Circle the number in each pair that is more.a.b.4836c.5115277281185. Circle the number in each pair that is less.a.b.2473c.63366. These numbers are mixed up! Write them from least to most on the lines below.34Practice1943least65least The Math Learning CenterDRAFT Updated 0512186most79813625mostGrade 2 Number Corner
Blackline NC 0.DNAMEDATEBaseline Assessment page 4 of 57. Draw a picture and write a word problem to match the equation.9–4 58. Solve the problem. Show your work with numbers, pictures, and/or words. Writethe answer on the line.Maria had 3 flowers. Her mom gave her some more flowers. Now Maria has 11flowers. How many flowers did Maria s mom give her?Maria s mom gave her flowers. The Math Learning CenterDRAFT Updated 0512Grade 2 Number Corner
Blackline NC 0.ENAMEDATEBaseline Assessment page 5 of 59. Fill in the bubble to show the name and value of each of the coins below.penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 10. Write the numbers 1 through 31 in the boxes below. The Math Learning CenterDRAFT Updated 0512Grade 2 Number Corner
DRAFT Updated 05121.NBT.1Grade 2, Number Corner Baseline Assessment Class Checklist (1 sheet)* Meeting Standard: 42 – 56 points (75–100% correct)Strategic: 14 – 27 points (25–49% correct)SupportG1 Supplement Set A3, Addition &Subtraction on the Number Line, Act. 1 & 2G1 Supplement Set B1, Properties &Relationships, Activities 1–3, Ind. WS 1–3Bridges Practice Workbook, pages 4, 5, 8, 9,20, 25, 26, 44, 45, 47, 62–64, 69, 70, 71, 72SupportG1 Support Activities 1B, 4A, 4B, 5A, 8A,10ASupportSee the Kindergarten and Grade 1 PracticeBooks for lots of pages that will provide morepractice with numeral writing.SupportG1 Student Support 7A (NC Vol. 2, pgs.298–300)G1 Student Support 8B & 8C (NC Vol. 2,pgs. 349–351)G1 Student Support 10C & 10D (NC Vol. 2,pgs. 430–431)G1 Supplement Set A1, Numbers to 120,Activities 2 and 4G1 Supplement Set A5, Place Value,Activities 1, 2 & 3G1 Practice Book, pages 1, 2, 3, 9, 11, 16,19, 20, 23, 27, 30, 33, 36, 42, 43, 46, 48, 70SupportG1 Practice Workbook, pages 7, 12, 14, 15,17, 18, 31, 32, 34, 35, 38, 40, 53, 54, 56G1 Student Support 3C (NC Vol. 1, pg. 122)G1 Bridges, Unit 4: Travel GamesSupportApproaching Standard: 28 – 41 points (50–74% correct)Intensive: 13 points or fewer (24% or less correct)2 pts possible (1 pt forwriting the correct numeralsin the correct order; 1 pt forwriting them without anyreversals)56 pts2.MD.89 Identifies the name and value of 4 different coins(Choice 3: dime/10 ; Choice 4: quarter/25 ; Choice 1:penny/1 ; Choice 2: nickel/5 10 Writes numerals from 1–31Total Score/Level of Proficiency*4 pts (1 for each correctresponse)1.OA.18 Solves a word problem that involves finding themissing addend (Answer: 8)1.OA.11.NBT.31.NBT.31.NBT.32.NBT.21.NBT.17 pts (1 pt for each correctnumber in the sequence)3 pts (1 pt for each correctresponse)3 pts (1 pt for each correctresponse)6 pts (1 pt for each correctnumber in the sequence)2 pts (1 pt for a picture thatmatches the equation; 1 ptfor a written story problem,that matches the equation.)2 pts (1 pt for showing work;1 pt for the correct answer)1.NBT.13d Counts by fives forward from 1 to 10015, 25, 3075, 80, 90, 1004 Compares numbers to 100 (identifies the number ineach pair that is more) 48, 51, 725 Compares numbers to 100 (identifies the number ineach pair that is less) 24, 36, 186 Orders numbers to 10018, 25, 36, 65, 79, 817 Draws a picture and writes a word problem to match9–4 57 pts (1 pt for each correctnumber in the sequence)6 pts (1 pt for each correctnumber in the sequence)6 pts (1 pt for each correctnumber in the sequence)1.OA.62 Completes out of 20 subtraction facts in 2 min.5, 3, 3, 5, 1, 0, 12, 2, 4, 3, 7, 2, 16, 2, 26, 5, 33a Counts by ones forward from 1 to 10017, 19, 20, 2190, 91, 933b Counts by ones backward from 10021, 20, 1999, 97, 943c Counts by twos forward from 1 to 1006, 10, 1486, 88, 921.NBT.14 pts possible4 pts: 18 – 20 correct OR3 pts: 16 – 17 correct OR2 pts: 14 – 15 correct OR1 pt: 12 – 13 correct OR0 pts: 11 or fewer correct4 pts possible (see Item 1for scoring description)1.OA.61 Completes out of 20 addition facts in 2 minutes4, 8, 4, 6, 9, 10, 65, 7, 10, 7, 9, 8, 810, 10, 109, 9, 8Points PossibleCCSSItemGrade 2 Number Corner Baseline Assessment Class Checklist10/11Studentsʼ Names
Student Number CornerNAMEDATENumber Corner Check-Up 1 sheet 1Add9 19 013 11 715 117 00 183 33 44 44 56 66 78 85 10 3 10 10 7 4 10 10 6 10 2 1 10 10 10 ��22–16–34–310–56–516–8Write the number to show how many Unifix cubes there are, in each of the foursections below. The Math Learning CenterDRAFT Updated 0512Bridges in Mathematics 9
Student Number CornerNumber Corner Check-Up 1 sheet 2Finish writing the time for each clock.3:1:5:Count the money in each box. Draw 2 different ways to make 26 with coins.26 26 10Bridges in Mathematics DRAFT Updated 0512 The Math Learning Center
DRAFT Updated 05121 pt1 .82.MD.82.MD.88 Tells time to 5-minute increments (1:20)9 Tells time to the quarter hour (5:15).10 Counts dimes & pennies (31 ).11 Counts dimes & nickels (30 ).12 Counts dimes, nickels & pennies (27 ).13 Counts quarters, dimes, nickels, and pennies (61 ).14 Shows 2 different ways to make 26 .Grade 2, Number Corner Checkup 1 Class Checklist (1 sheet)* Meeting Standard: 16 – 21 points (75–100% correct)Strategic: 5 – 10 points (25–49% correct)Total Score/Level of Proficiency*1 pt1.NBT.2SupportG1 Practice Book, pages 3, 16, 19, 20, 23,25, 26, 27, 30, 33, 42, 57, 68, 69, 70, 71G1 Number Corner Teacherʼs Guide, Vol. 1,Student Support Activity 4C (p. 168)G1 Number Corner Teacherʼs Guide, Vol. 2Student Support Activities 7B (pp. 300–301), 10B (p. 429)SupportG1 Practice Book, pages 28, 61G1 Number Corner Teacherʼs Guide, Vol. 1,Student Support Activity 3A (pp. 120–121)G1 Number Corner Teacherʼs Guide, Vol. 2Student Support Activities 6C (pp. 252–253), 7A (pp. 298–300)SupportG1 Practice Book, pages 16, 23, 27, 33,57, 68G1 Number Corner Teacherʼs Guide, Vol. 1,Student Support Activities 1B (p. 74), 4A &4B (pp. 166–167), 5A (pp. 206–207)G1 Number Corner Teacherʼs Guide, Vol. 2Student Support Activities 8A (pp. 348–349), 10A (p. 428)SupportG1 Practice Book, pages 7, 12, 14, 15, 17,18, 31, 32, 34, 35, 38, 40, 53, 54, 56G1 Number Corner Teacherʼs Guide, Vol. 1,Student Support Activity 3C (p. 122)G1 Number Corner Teacherʼs Guide, Vol. 2Student Support Activities 6D (pp. 253–254), 7C (pp. 302–303)SupportApproaching Standard: 11 – 15 points (50–74% correct)Intensive: 4 points or fewer (24% or less correct)2 pts (1 for each validresponse)21 pts1 pt1 pt1 pt1 pt1 pt1 pt1 pt1.NBT.22.OA.23 Writes 35 to represent 3 stacks of 10 and 5 individualUnifix cubes.4 Writes 18 to represent 1 stack of 10 and 8 individual Unifixcubes.5 Writes 15 to represent 1 stack of 10 and 5 individual Unifixcubes.6 Writes 21 to represent 2 stacks of 10 and 1 individualUnifix cubes.7 Tells time to the half hour (3:30).2.OA.21 Completes out of 22 addition facts correctly.Row 1: 10, 9, 14, 8, 16, 17, 18Row 2: 6, 7, 8, 9, 12, 13, 16Row 3: 15, 13, 17, 14Row 4: 16, 12, 11, 202 Completes out of 14 subtraction facts correctly.Row 1: 3, 11, 6, 17, 10, 18, 16Row 2: 2, 1, 3, 1, 5, 1, 820 – 22 correct: 4 pts.18 – 19 correct: 3 pts.16 – 17 correct: 2 pts.14 – 15 correct: 1 pt.13 or fewer correct: 0 pts.13 – 14 correct: 4 pts.11 – 12 correct: 3 pts.9 – 10 correct: 2 pts.7 – 8 correct: 1 pt.6 or fewer correct: 0 pts.1 ptCCSS Points PossibleItemGrade 2 Number Corner Checkup 1 Class ChecklistNote: Manipulatives are okay if studentsask to use them.4/11Studentsʼ Names
Student Number CornerNAMEDATENumber Corner Check-Up 2 sheet 1Add9 19 913 07 77 810 43 103 26 66 79 59 68 88 74–115–59–017– –58–8SubtractCount by 100’s, 10’s, and 1’s to find the total in each section below.36Bridges in Mathematics DRAFT Updated 0512 The Math Learning Center
Student Number CornerNumber Corner Check-Up 2 sheet 2Use a centimeter ruler to measure each of these lines.cmcmcmcmWrite the times.:::Draw the hands to show the times.6:15 The Math Learning CenterDRAFT Updated 05129:251:50Bridges in Mathematics37
Choose two of the adding problems below. Pick the ones that seem best for you – not toohard, and not too easy. Use Unifix cubes, base ten pieces, pictures, or number sentences tosolve the problem. Show all of your work in the boxes. (Attach another piece of paper if youneed more room.)DRAFT Updated 0512
DRAFT Updated 05121 pt.1 .32.MD.12.MD.12.MD.12.MD.12.MD.72.MD.72.MD.73 Counts by 10ʼs and 1ʼs to get 43, and records thedigits correctly in the boxes provided.4 Counts by 100ʼs, 10ʼs, and 1ʼs to get 108, andrecords the digits correctly in the boxes provided.5 Counts by 100ʼs, 10ʼs, and 1ʼs to get 175, andrecords the digits correctly in the boxes provided.6 Counts by 100ʼs, 10ʼs, and 1ʼs to get 116, andrecords the digits correctly in the boxes provided.7 Measures a line correctly in centimeters (10 cm)8 Measures a line correctly in centimeters (8 cm)9 Measures a line correctly in centimeters (4 cm)10 Measures a line correctly in centimeters (5 cm)11 Tells time to 5-minute increments (8:35)12 Tells time to 5-minute increments (10:05)13 Tells time to 5-minute increments (7:20)14 Draws the hands to show time to a 5-minute2.MD.7increment (6:15)15 Draws the hands to show time to a 5-minute2.MD.7increment (9:25)16 Draws the hands to show time to a 5-minute2.MD.7increment (1:50)Grade 2, Number Corner Checkup 2 Class Checklist (2 sheets)1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.1 pt.13 – 14 correct: 4 pts.11 – 12 correct: 3 pts.9 – 10 correct: 2 pts.7 – 8 correct: 1 pt.6 or fewer correct: 0pts.1 pt.2.OA.22 Completes out of 14 subtraction factscorrectly.Row 1: 3, 10, 9, 7, 5, 8, 8Row 2: 6, 1, 3, 7, 10, 1, 013 – 14 correct: 4 pts.11 – 12 correct: 3 pts.9 – 10 correct: 2 pts.7 – 8 correct: 1 pt.6 or fewer correct: 0pts.2.OA.2CCSS Points Possible1 Completes out of 14 addition factscorrectly.Row 1: 10, 18, 13, 14, 15, 14, 13Row 2: 5, 12, 13, 14, 15, 16, 15ItemNote: Use revised edition of NumberCorner Checkup 2 in this collection,rather than the edition in the G2 NumberCorner Student Book.Grade 2 Number Corner Checkup 2 Class ChecklistSupportG1 Practice Book, pages 28, 61G2 Supplement Set D5, Telling Time, Activities 1& 2 and Ind. Worksheets 1, 2 & 4G2 Work Place 3BG2 Practice Book, pages 39, 90, 97, 103, 115,135, 142SupportG1 Practice Book, pages 3, 16, 19, 20, 23, 25, 26,27, 30, 33, 42, 57, 68, 69, 70, 71G2 Supplement Set A4, Place Value, Activities 1–6 and Ind. Worksheets 1 & 2G2 Work Places 8F, 9AG2 Practice Book, pages 29, 48, 60, 67, 72, 87,89, 91, 93, 95, 101, 107, 109, 113SupportG2 Supplement Set D3, Length in Metric Units,Activities 1–3G2 Practice Book, pages 30, 44, 124, 126SupportG1 Practice Book, pages 7, 12, 14, 15, 17, 18, 31,32, 34, 35, 38, 40, 53, 54, 56G2 Supplement Set A1, Addition & Subtraction,Activities 2, 3 & 4G2 Supplement Set A2, Solving Equations,Activities 1 & 2 and Ind. Worksheets 1 & 2G2 Work Places 4B, 4C, 4D, 5A, 5B, 5DG2 Practice Book, pages 3, 5, 9, 11, 13, 14, 17,23, 27, 31, 33, 35, 41, 45, 49, 51, 53, 55, 56, 57,59, 63, 64, 69, 71, 73, 77, 79, 85SupportStudentsʼ Names4/11
DRAFT Updated 05121 pt.1 pt.1 pt.1 pt.4 pts (2 pts perproblem) 1 pt for the correctanswer 1 pt for showing work(i.e. a viable strategythat could lead to theanswer)30 pts2.MD.82.MD.82.MD.82.MD.82.NBT.517 Counts quarters, dimes, nickels & pennies tomake a total of 36 18 Counts quarters, dimes, nickels & pennies tomake a total of 27 19 Counts quarters, dimes, nickels & pennies tomake a total of 65 20 Counts quarters, dimes, nickels & pennies tomake a total of 25 21 Solves two double-digit addition problems(26, 53, 60, 61, 92)Grade 2, Number Corner Checkup 2 Class Checklist (2 sheets)* Meeting Standard: 23 – 30 points (75–100% correct)Strategic: 8 – 14 points (25–49% correct)Total Score/Level of Proficiency*CCSS Points PossibleItemApproaching Standard: 15 – 22 points (50–74% correct)Intensive: 7 points or fewer (24% or less correct)SupportG1 Practice Book, pages 16, 23, 27, 33,57, 68G2 Supplement Set A6, Money, Activities 1 & 2and Independent Worksheet 1G2 Work Places 2B, 8A, 8E, 9EG2 Practice Book, pages 15, 25, 68, 76, 87, 90,115, 144SupportG2 Supplement Set A5, Multi-Digit Addition &Subtraction, Activities 1–4G2 Work Places 9B, 9C, 9DG2 Practice Book, pages 81, 87, 93, 97, 99, 101,102, 107, 109, 111, 113SupportStudentsʼ Names4/11
Student Number CornerNAMEDATENumber Corner Check-Up 3 sheet 1Fill in the rest of the calendar markers, all the way to 31. Don’t forget to write inthe ay12345678910111213141516SundayAdd8 18 816 09 98 910 78 105 67 77 89 67 54 96 6 The Math Learning Center REV 6/11DRAFT Updated 0512Bridges in Mathematics55
Student Number CornerNumber Corner Check-Up sheet 2Subtract8–117–76–018– 1012–614–218–915– 108–416–814–713–312– 1125– 25How many boxes have been colored on each grid?Color in 74 boxes on this grid.56Bridges in Mathematics DRAFT Updated 0512Color in 56 boxes on this grid. The Math Learning Center
Student Number CornerNumber Corner Check-Up sheet 3Add. Show your work.34 3448 2669 12Subtract. Show your work.37–957Bridges in MathematicsDRAFT Updated 051225– 1548– 24 The Math Learning Center
DRAFT Updated 05121 pt if the boxes are coloredin an organized manner (i.e.,by 10ʼs & 1ʼs) OR0 pts if the boxes are coloredin at T.22.NBT.22 Writes the numbers from 17 through 31 correctly.3 Completes out of 14 addition facts correctly.Row 1: 9, 16, 16, 18, 17, 17, 18Row 2: 11, 14, 15, 15, 12, 13, 124 Completes out of 14 subtraction facts correctly.Row 1: 7, 10, 6, 8, 6, 12, 9Row 2: 5, 4, 8, 7, 10, 1, 05 Counts the number of boxes that have been colored in onthe grid accurately (67)6 Counts the number of boxes that have been colored in onthe grid accurately (44)7 Counts the number of boxes that have been colored in onthe grid accurately (96)8 Colors in 74 boxes on a 100ʼs Grid.9 Colors in 56 boxes on a 100ʼs Grid.Grade 2, Number Corner Checkup 3 Class Checklist (2 sheets)1 ptNA1 Completes a growing shape pattern correctly. (4 squares, 5circles, 5 squares, 4 circles)1 pt if the boxes are coloredin an organized manner (i.e.,by 10ʼs & 1ʼs) OR0 pts if the boxes are coloredin at random1 pt1 pt13 – 14 correct: 4 pts. OR11 – 12 correct: 3 pts. OR9 – 10 correct: 2 pts. OR7 – 8 correct: 1 pt. OR6 or fewer correct: 0 pts.13 – 14 correct: 4 pts. OR11 – 12 correct: 3 pts. OR9 – 10 correct: 2 pts. OR7 – 8 correct: 1 pt. OR6 or fewer correct: 0 pts.1 pt1 ptCCSS Points PossibleItemGrade 2 Number Corner Checkup 3 Class Checklist4/11SupportG1 Practice Book, pages 3, 16, 19, 20, 23, 25, 26, 27, 30, 33, 42, 57, 68, 69, 70, 71G2 Supplement Set A4, Place Value, Activities 1–6 and Ind. Worksheets 1 & 2G2 Work Places 8F, 9A,G2 Practice Book, pages 29, 48, 60, 67, 72, 87, 89, 91, 93, 95, 101, 107, 109, 113SupportG1 Practice Book, pages 36, 43, 46, 70, 72G2 Work Places 2A, 3A, 3C, 3FG2 Practice Book, pages 7, 9, 13, 19, 21, 29, 43, 49, 50, 143SupportG1 Practice Book, pages 1, 2, 3, 11, 13, 19, 23, 24, 30, 33, 36, 39, 42, 43, 46SupportG1 Practice Book, pages 7, 12, 14, 15, 17, 18, 31, 32, 34, 35, 38, 40, 53, 54, 56G2 Supplement Set A1, Addition & Subtraction, Activities 2, 3 & 4G2 Supplement Set A2, Solving Equations, Activities 1 & 2 and Ind. Worksheets 1 & 2G2 Work Places 4B, 4C, 4D, 5A, 5B, 5DG2 Practice Book, pages 3, 5, 9, 11, 13, 14, 17, 23, 27, 31, 33, 35, 41, 45, 49, 51, 53,55, 56, 57, 59, 63, 64, 69, 71, 73, 77, 79, 85Support
DRAFT Updated 05122.NBT.52.NBT.52.NBT.52.NBT.52.NBT.515 Solves a 2-digit addition problem (48 26 74)16 Solves a 2-digit addition problem (69 12 81)17 Solves a 2-digit subtraction problem (37 – 9 28)18 Solves a 2-digit subtraction problem (25 – 15 10)19 Solves a 2-digit subtraction problem (48 – 24 10)Grade 2, Number Corner Checkup 3 Class Checklist (2 sheets)* Meeting Standard: 21 – 27 points (75–100% correct)Strategic: 7 – 13 points (25–49% correct)Total Score/Level of Proficiency*2.NBT.510 Solves a 2-digit addition problem (34 34 68)4/11SupportG2 Supplement Set A5, Multi-Digit Addition & Subtraction, Activities 1–4G2 Work Places 8B, 8C, 8D, 9B, 9C, 9D, 9FG2 Practice Book, pages 81, 87, 93, 95, 97, 99, 101, 102, 105, 107, 108, 109, 111,113, 119, 120, 129, 130, 132, 141Approaching Standard: 14 – 20 points (50–74% correct)Intensive: 6 points or fewer (24% or less correct)2 pts 1 pt for the correct answer 1 pt for showing work2 pts 1 pt for the correct answer 1 pt for showing work2 pts 1 pt for the correct answer 1 pt for showing work2 pts 1 pt for the correct answer 1 pt for showing work2 pts 1 pt for the correct answer 1 pt for showing work2 pts 1 pt for the correct answer 1 pt for showing work27 pts
Student Number CornerNAMEDATENumber Corner Check-Up 4, Revised sheet ednesday ThursdayFridaySaturdayUse the calendar pattern to answer these questions:cWhat shape would you see on the 20th?b What shape would you see on the 23rd?What shape would you see on the 4thThursday?d What shape would you see on the 5thMonday?2Write the numbers in the box in order on the lines from least to greatest.342314293308423392least The Math Learning CenterDRAFT Updated 0512greatestBridges in Mathematics
Student Number CornerNumber Corner Check-Up 4, Revised sheet 23aWhat does this part of the number3bWhat does this part of the number 6 72 mean? Draw or write.3cWhat does this part of the number 672 mean? Draw or write.67 2mean? Draw or write.4 Fill in the bubble to show the correct expanded notation for each number.a36230 60 2300 6 2300 60 2b418400 1 8400 10 840 10 80c108100 8d450Bridges in MathematicsDRAFT Updated 0512400 510 8400 501 0 845 0 The Math Learning Center
Student Number CornerNumber Corner Check-Up 4, Revised sheet 35Add. Show your work.54 29662 34Subtract. Show your work.65– 34757 5782– 3958– 19Write the times.: The Math Learning CenterDRAFT Updated 0512::Bridges in Mathematics
Student Number CornerNumber Corner Check-Up 4, Revised sheet 48 Fill in the bubble to show the name and value of each coin.penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 penny1 nickel5 dime10 quarter25 9 Circle the correct amount of money.89 Circle enough moneyto pay for 1 duck.Bridges in MathematicsDRAFT Updated 051215 eachCircle enough moneyto pay for 3 pencils. The Math Learning Center
Student Number CornerNumber Corner Check-Up 4, Revised sheet 510aSolve the story problems below. Use numbers, pictures, and/or words toshow how you got the answer.The pet store has 2 fish tanks. There are 49 fish in one of the tanks and28 fish in the other tank. How many fish are there in all? Show your work.b The pet store had 71 cans of cat food. They sold 48 cans of cat food. Howmany cans of cat food do they have left? Show your work.DRAFT Updated 0512
DRAFT Updated 0512Grade 2, Number Corner Checkup 4 (2 sheets)2.NBT.56 Solve 3 double-digit subtraction problems. Showswork for each (31, 43. 39)6 pts, 1 pt for each number placedcorrectly in the sequence2.NBT.32.NBT.51 ptNA5 Solve 3 double-digit addition problems. Showswork for each (81, 96, 114)1 ptNA6 pts2 pts for each problem: 1 for the correct answer 1 pt for work that reflects anefficient strategy for subtracting 2digit numbers6 pts2 pts for each problem: 1 for the correct answer 1 pt for work that reflects anefficient strategy for adding 2-digitnumbers)4 pts, 1 for each correct response1 pt1 pt1 pt1 ptNA2.NBT.12.NBT.32.NBT.1
Grade 2 Bridges, Number Corner August & September Baseline Assessment 12/10 Page 4 of 5 Baseline Assessment, Part 3: page 5 Look over page 5 of the Baseline Assessment with the students.
