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7.35 MB | 59 pages

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7.35 MB | 59 pages

This packet contains eleven tasks that give a general overview of concepts/skills taught during the school year. It is intended to prepare students for the standardized assessment given by the Department of Public Instruction.

• Task One: Part A: This task involves using three given digits to create the largest three-digit number possible. Students must also tell the value of digits in the created numbers, add and subtract from the created number, and explain their responses.

Number and Operations in Base Ten (Understand Place Value) 2.NBT.1 and 2.NBT.4; (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.8

• Task One: Part B: This task involves using three given digits to create the smallest three-digit number possible. Students must also tell the value of digits in the created numbers, add and subtract from the created number, and explain their responses.

Number and Operations in Base Ten (Understand Place Value) 2.NBT.1 and 2.NBT.4; (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.8

• Task Two: This task involves using <, >, or = to make equations true. Standard form, expanded form, and word form of numbers are included. Number and Operations in Base Ten

(Understand Place Value) 2.NBT.1, 2.NBT.3, and 2.NBT.4

• Task Three: This task involves determining and explaining if a set of four double-digit addends equals another set of four double-digit addends.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.6; (Understand Place Value) 2.NBT.4

• Task Four: Part A: This task involves showing two strategies for solving a word problem about how much more money is needed to purchase a computer.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.7

• Task Four: Part B: This task involves showing two strategies for solving a word problem about how many popsicles were purchased for field day.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.7

• Task Five: Part A: This task involves measuring to the nearest inch and centimeter, and recording answers on a table. Students must also explain how each line can have two different numbers for its measurement.

Measurement and Data (Measure and Estimate Lengths in Standard Units) 2.MD.2; (Represent and Interpret Data) 2.MD.9

• Task Five: Part B: This task involves plotting the length of each line in inches on a line plot.

Measurement and Data (Measure and Estimate Lengths in Standard Units) 2.MD.2; (Represent and Interpret Data) 2.MD.9

• Task Six: This task involves determining how many inches farther one paper airplane is thrown than another paper airplane. Students must use an open number line and explain their reasoning.

Measurement and Data (Relate Addition and Subtraction to Length) 2.MD.5 and 2.MD.6

• Task Seven: This task involves determining if a consumer has enough money to buy a product. Students must determine how much money the consumer has, explain how they know the consumer does or does not have enough money to purchase a product, and give the difference between the amount of money the consumer has and the amount the consumer needs.

Measurement and Data (Work with Time and Money) 2.MD.8

• Task Eight: This task involves determining how many books two students have when given numeric clues. Students must solve the problem using words, numbers, and/or pictures. They must also write an equation that represents the problem, using a symbol for the unknown number.

Operations and Algebraic Thinking (Represent and Solve Problems Involving Addition and Subtraction) 2.OA.1

• Task Nine: This task involves drawing an even number and an odd number, writing an equation with equal addends to show the even number, and explaining how the odd number was determined.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.3

• Task Ten: Part A: This task involves looking at an array and determining the total number of objects. An equation must also be written to show how the objects are arranged in rows or columns.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.4; Geometry (Reason with Shapes and Their Attributes) 2.G.2

• Task Ten: Part B: This task involves drawing an array to represent a given situation. Students must also determine, based on information given, the total number of objects.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.4; Geometry (Reason with Shapes and Their Attributes) 2.G.2

• Task Eleven: This task involves partitioning a rectangle into four equal parts (fourths). This must be done three different ways. Students must also explain how they know the rectangles are partitioned into fourths.

Geometry (Reason with Shapes and Their Attributes) 2.G.3

Enjoy, and thanks bunches! :) ~Mindi

• Task One: Part A: This task involves using three given digits to create the largest three-digit number possible. Students must also tell the value of digits in the created numbers, add and subtract from the created number, and explain their responses.

Number and Operations in Base Ten (Understand Place Value) 2.NBT.1 and 2.NBT.4; (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.8

• Task One: Part B: This task involves using three given digits to create the smallest three-digit number possible. Students must also tell the value of digits in the created numbers, add and subtract from the created number, and explain their responses.

Number and Operations in Base Ten (Understand Place Value) 2.NBT.1 and 2.NBT.4; (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.8

• Task Two: This task involves using <, >, or = to make equations true. Standard form, expanded form, and word form of numbers are included. Number and Operations in Base Ten

(Understand Place Value) 2.NBT.1, 2.NBT.3, and 2.NBT.4

• Task Three: This task involves determining and explaining if a set of four double-digit addends equals another set of four double-digit addends.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.6; (Understand Place Value) 2.NBT.4

• Task Four: Part A: This task involves showing two strategies for solving a word problem about how much more money is needed to purchase a computer.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.7

• Task Four: Part B: This task involves showing two strategies for solving a word problem about how many popsicles were purchased for field day.

Number and Operations in Base Ten (Use Place Value Understanding and Properties of Operations to Add and Subtract) 2.NBT.7

• Task Five: Part A: This task involves measuring to the nearest inch and centimeter, and recording answers on a table. Students must also explain how each line can have two different numbers for its measurement.

Measurement and Data (Measure and Estimate Lengths in Standard Units) 2.MD.2; (Represent and Interpret Data) 2.MD.9

• Task Five: Part B: This task involves plotting the length of each line in inches on a line plot.

Measurement and Data (Measure and Estimate Lengths in Standard Units) 2.MD.2; (Represent and Interpret Data) 2.MD.9

• Task Six: This task involves determining how many inches farther one paper airplane is thrown than another paper airplane. Students must use an open number line and explain their reasoning.

Measurement and Data (Relate Addition and Subtraction to Length) 2.MD.5 and 2.MD.6

• Task Seven: This task involves determining if a consumer has enough money to buy a product. Students must determine how much money the consumer has, explain how they know the consumer does or does not have enough money to purchase a product, and give the difference between the amount of money the consumer has and the amount the consumer needs.

Measurement and Data (Work with Time and Money) 2.MD.8

• Task Eight: This task involves determining how many books two students have when given numeric clues. Students must solve the problem using words, numbers, and/or pictures. They must also write an equation that represents the problem, using a symbol for the unknown number.

Operations and Algebraic Thinking (Represent and Solve Problems Involving Addition and Subtraction) 2.OA.1

• Task Nine: This task involves drawing an even number and an odd number, writing an equation with equal addends to show the even number, and explaining how the odd number was determined.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.3

• Task Ten: Part A: This task involves looking at an array and determining the total number of objects. An equation must also be written to show how the objects are arranged in rows or columns.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.4; Geometry (Reason with Shapes and Their Attributes) 2.G.2

• Task Ten: Part B: This task involves drawing an array to represent a given situation. Students must also determine, based on information given, the total number of objects.

Operations and Algebraic Thinking (Work with Equal Groups of Objects to Gain Foundations for Multiplication) 2.OA.4; Geometry (Reason with Shapes and Their Attributes) 2.G.2

• Task Eleven: This task involves partitioning a rectangle into four equal parts (fourths). This must be done three different ways. Students must also explain how they know the rectangles are partitioned into fourths.

Geometry (Reason with Shapes and Their Attributes) 2.G.3

Enjoy, and thanks bunches! :) ~Mindi

Total Pages

59

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