All Categories

FEATURED

MAIN CATEGORIES

Subjects

Grade Levels

Resource Types

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

7.74 MB | 20 pages

Be sure that you have an application to open this file type before downloading and/or purchasing.

7.74 MB | 20 pages

This end of the year 50 question test is TEKS and Common Core aligned to cover Second Grade standards. For Texas teachers it has an accompanying bubble answer sheet in the ABC/FGH format to help prepare students for the upcoming STAAR format they will encounter in Third Grade and is compatible to DMAC coding. Bubble Answer Sheet provided.

2ND GRADE EOY TEKS STANDARDS

2.2(A)* use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

2.2(B)* use standard, word, and expanded forms to represent numbers up to 1,200 2.2(D)* use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

2.3(B)* explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

2.2(E)* locate the position of a given whole number on an open number line

2.2(F)* name the whole number that corresponds to a specific point on a number line

2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

2.3(C)* use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

2.3(D) identify examples and non-examples of halves, fourths, and eighths

2.4(C)* solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

2.4(D)* generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

2.4(A) recall basic facts to add and subtract within 20 with automaticity

2.4(B)* add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

2.6(A)* model, create

2.7(A)* determine whether a number up to 40 is even or odd using pairing of objects to represent the number

2.7(B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200 2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

2.8(B)* classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language

2.8(C)* classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices

2.9(E)* determine a solution to a problem involving length, including estimating lengths

2.9(G)* read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

2.8(A) create two-dimensional shapes based on given attributes, including number of sides and vertices

2.8(D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes

2.8(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

2.9(A)* find the length of objects using concrete models for standard units of length

2.9(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object 2.9(C)* represent whole numbers as distances from any given location on a number line

2.9(F)* use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

2.5(A) determine the value of a collection of coins up to one dollar

2.10(C)* write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

2.10(B)* organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more 2.10(D)* draw conclusions and make predictions from information in a graph

The bubble sheet 50 answer sheet still simplifies grading for CCSS End of Year testing and includes the following Common Core State Standards:

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Understand the following as special cases:

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

2.MD.10 Draw a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2ND GRADE EOY TEKS STANDARDS

2.2(A)* use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

2.2(B)* use standard, word, and expanded forms to represent numbers up to 1,200 2.2(D)* use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

2.3(B)* explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

2.2(E)* locate the position of a given whole number on an open number line

2.2(F)* name the whole number that corresponds to a specific point on a number line

2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

2.3(C)* use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

2.3(D) identify examples and non-examples of halves, fourths, and eighths

2.4(C)* solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

2.4(D)* generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

2.4(A) recall basic facts to add and subtract within 20 with automaticity

2.4(B)* add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

2.6(A)* model, create

2.7(A)* determine whether a number up to 40 is even or odd using pairing of objects to represent the number

2.7(B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200 2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

2.8(B)* classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language

2.8(C)* classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices

2.9(E)* determine a solution to a problem involving length, including estimating lengths

2.9(G)* read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

2.8(A) create two-dimensional shapes based on given attributes, including number of sides and vertices

2.8(D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes

2.8(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

2.9(A)* find the length of objects using concrete models for standard units of length

2.9(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object 2.9(C)* represent whole numbers as distances from any given location on a number line

2.9(F)* use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

2.5(A) determine the value of a collection of coins up to one dollar

2.10(C)* write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

2.10(B)* organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more 2.10(D)* draw conclusions and make predictions from information in a graph

The bubble sheet 50 answer sheet still simplifies grading for CCSS End of Year testing and includes the following Common Core State Standards:

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Understand the following as special cases:

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

2.MD.10 Draw a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Total Pages

20

Answer Key

Included

Teaching Duration

N/A

$4.95

Digital Download

Follow Me (130 Followers)

Advertisement:

Advertisement:

$4.95

Digital Download