Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)

Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
Self-Grading Google Classroom | 2nd Grade Math Review Task Cards (Digital)
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(413 MB|780 Self-Graded Task Cards)
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26 Products in this Bundle
26 products
    1 file
    Download This Clickable Table of Contents For Easy Task Card Access!
    • Bundle Description
    • StandardsNEW

    This year go green, have more fun covering 2nd Grade math standards, and let Google's powerful engine do the grading for you! Simply click, assign, and you are all set to provide highly-engaging math practice to your students for every single math standard you need to cover throughout the year. Best of all, your students are going to enjoy working on these practice problems! All that is left is to figure out is what you are going to do with all your free-time, because these differentiated, digital assessments correct themselves!



    78 differentiated sets of math problems composed of a 780 self-graded digital task cards that cover all the CCSS math standards in the 2nd Grade. This set of Google Classroom-ready, self-graded assessments and practice questions cover the following standards:


    The Differentiation Advantage*

    There are 30 questions written for each standard. Those 30 questions have been spread out into 3 groups of 10 questions. Here's what you should expect, in terms of academic rigor, from each group of 10:

    1. The first quiz in each standard is composed of 10 questions. These questions are intended to cover the basic fundamentals of the standard they are aligned to. The intention here is to build confidence in your students so that they don't become discouraged.

    2. The next 10 questions, being slightly more challenging, are a mix of word problems and problems which target standard-specific expectations of the student.

    3. The last 10 questions are higher-order thinking word problems that require more real-world application than the first 2 groups of 10.

    *Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.

    The Efficiency Advantage

    With these self-graded task cards you'll be able to completely eliminate prep-work and grading while allowing your students to get instant feedback and scoring upon completion of their practice problems / assessments. With all the extra time you'll be saving, you can spend more time reviewing which concepts may need intervention, or enjoy having more personal time to catch your breath and decompress. In short, you'll have more time to do whatever it is you love to do inside or outside the classroom!

    Methodology - How We Designed the Problems

    Each question is aligned to the (CCSS) Common Core state standards, and is specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released state-sanctioned math tests. The questions can be used for guided practice and independent practice. See more suggested uses below.


    Suggested Classroom Uses:

    ★ Digital stations for your math centers

    ★ Easy & rewarding integration of technology into the classroom

    ★ Differentiated practice

    ★ Individual practice

    ★ Assessments

    ★ Review / Intervention

    ★ Easily identify trouble spots/concepts

    ★ SBAC and PARCC Test Prep

    ★ Fast Finishers / Enrichment

    ★ Scaffolding struggling students up to rest of class

    ★ Saving teacher time

    ★ Increasing classroom efficiency

    ★ Perfect station activity for the flipped classroom

    ★ Making math more fun and interactive

    ★ Self-graded activities

    ★ No prep activities

    ★ SUPERIOR alternative to Nearpod / Boom Cards (as no yearly fees)

    ... and MORE


    More About NUMBEROCK

    NUMBEROCK products are the culmination of 5th grade teacher, Mr. Hehn, developing his artistic skills by night in order to creatively develop his students' minds by day. Mr. Hehn has been a public school teacher for seven years and four of those have been as an instructional lead teacher. He has his Masters degree from UMass and studied Mathematics Education at Tufts University. He has also served as the supervising teacher for one year and half year appointments for Tufts and Harvard University student teachers. Songwriting and curriculum design are his two greatest passions and he intertwines the two as the founder of NUMBEROCK.

    We cordially extend an invitation to explore our math video library at ★

    Log in to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
    Total Pages
    780 Self-Graded Task Cards
    Answer Key
    Teaching Duration
    1 Year
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