Assessment

=Assessment for the California Mathematics Standard--Grade 2= The California Mathematics Assessment can be found at [|http://www.csun.edu/~vcmth00m/2nd.pdf]

=**Page 1**= 340 34 3004 304 b. Circle the number: __two hundred eleven__ 121 221 211 212 c. Circle the number: __five hundred fourteen__ 540 514 541 515 d. Write these numbers: 1. ** nine hundred two _ ** 2. ** six hundred twelve _ ** 3. ** three hundred thirty _ ** 4. ** seven hundred eighty-four _ **
 * NS 1.1** a. Circle the number: __three hundred four__

1. A, B, and C are age approriate and easy to solve. 2. D, simply states the numbers needed to answer.
 * Strengths:**

1. Prior knowledge of number placement is needed to solve this problem. 2. Student in unable to guess what numbers to write for D.
 * Weakness:**

Write the expanded notation for these numbers: a. 564 = ___+___ +_ __b. 720 =__ _++ c. 902 =++_
 * NS 1.2**

1. Properly worded and age appropriate for Grade 2. 2. Student is shown the correct number of numbers needed to solve the problem.
 * Strenghts:**

1. Prior knowledge of expanded notation is needed to solve this problem. 2. Students must show their work in order to solve this problem through deductive reasoning.
 * Weakness:**

=**Page 2**=

Fill in the missing symbols > or < or = a.20792 b.139257 c.347300+40+7 d.265843 e.412261
 * NS 1.3**

1. No hints or suggestions are used and age appopriate for Grade 2. 2. Critical thinking is required. This promotes a higher level of learning.
 * Strengths:**

1. Prior knowledge of greater than, less than, and equal to are needed to solve this problem. 2. Students are unable to only guess at the given information to fill in the answers.
 * Weakness:**

a. Make two addition and subtration number sentences with these numbers: 4 6 10 _+__=__ _+__=__ _-___=__ _-___=__
 * NS 2.1**

b. Here is how James worked a subtration problem. Use addition to check to see if he worked the problem correctly. You will need to write the addition problem: 26-12=15

+

1. Age appropriate for Grade 2. 2. Students are able to see the proper set up of the example of number sentence for addition and subtraction.
 * Strengths:**

1. A, shows a repeat of addition and subtration number sentences. This could be simplied for giving only one answer for each addition and subtration questions. 2. B, should omit "You will need to write the addition problem:" since the question is already asking to use addition to check the work. =Page 3= a.34+23= b.343+254= c.457+324= d.607+299= e.34-23= f.748-426= g.543-178= h.807-695=
 * Weakness:**
 * NS 2.2**

1. Simply constructed addition and subtraction problems. 2. Promotes higher level of thinking to solve these problems.
 * Strengths:**

1. Prior knowledge of varying degrees of placement value for addition and subtraction. 2. Students must be able to demonstrate how to carry and borrow correctly in order to solve the problems.
 * Weakness:**

Solve these problems in your head and write the answers. a.50+30= b.80-20= c.32+4= d.50+40= e.60+5= f.70-1= 1. Simply crafted addition and subtraction problems. 2. Students can display their knowldge of solving the problems by showing their work and answering the questions.
 * NS 2.3**
 * Strengths:**

1. Could be written "Solve these problems or Show your work and solve these problems" instead of "Solve these problems in your head". 2. Students may feel confused to not be able to show any type of work in solving these problem since the question states to solve "in your head".
 * Weakness:**

=Page 4=

a. 1. Draw a picture of a classroom that has 5 desks accross the front of the room and 4 desks in each row. front
 * NS 3.1**

2. How many chairs are in the classroom?

b. Figure out and write the numbers you say when you count by 4s.

4 8 _ _ _ _ _ ___

1. Question 1 is worded appropriately for Grade 2. 2. Students are able to demonstrate the skills needed to complete and solve the question by drawing a picture.
 * Strengths:**

1. Prior knowledge for the definitions of spatial terminology are needed in order to complete this answer for 1 and 2. 2. Splitting up the questions in this section would allow the students to focus more on the number sense component for counting by 4s. = Page 5 =
 * Weakness:**

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B. If she gave away 2 pieces each to 4 more people, how many pieces would she have left? ======

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1. Reword the problem “Solve the multiplication problems below. Write your answer on the line.” ======

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2. There is not a pattern with the multiplication facts. It would be better if there was a question involving all multiplication facts, not just some. For example, 2x6, 3x8, 4x5, 5x1, 6x7, 8x9, 9x10, 10x0. ======

= Page 6 =

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2. Students are required to use their knowledge to figure out which fraction is larger without any choices. ======

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Write the fraction for the shaded area of this picture. (Picture could not be posted into Wiki) ======

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How many faces out of the group are smiling? Write a fraction to show this. (Picture could not be posted into Wiki) ======

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1. The questions require higher level thinking skills, as no choices are provided for the students. ======

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1. The problem could be more specific “The following fractions are not complete. Fill in the missing numeral to complete the fraction.” ======

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2. The second question does not relate to the first question. Both questions should be interrelated to one another. ======

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Lee has a bag of nickels and dimes. What is a way that Lee could pay the exact amount for a box of pencils that costs 35 cents? ======

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1. There are no answers provided. The students must use prior knowledge and critical thinking to solve. ======

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2. There are multiple ways to solve this problem, which will produce a different answer for each student. ======

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1. The problem should be reworded “Lee has nickels and dimes. A box of pencils costs 35 cents. Show one way that Lee could pay the exact amount in nickels and dimes? ======

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2. Students should be provided an area on the page to draw out a picture or write out their response. ======

= Page 8 =

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1. There are no choices for the students. They must use their prior knowledge to solve the problem. ======

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2. Option B should be changed from $.32 to a different cent amount, as it is in the above problem and may confuse the students. ======

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2. Another object could be provided for students to choose a different form of measurement. Having only one question with three choices to choose from is quite easy. ====== =Page 9 = AF 1.1 ** What is the easiest way to find 27 + 69 + 1 ? A) Add 27 and 1 first, then add 69 to the sum. B) Add 69 and 1 first, then add 27 to the sum. C) Add 69 and 27 first, then add 1 to the sum. D) I don’t know
 * 

1. Options A), B), and C) are age appropriate and worded properly. 2. The answer is easily identified. 1. Reword the problem "What is the quickest way to find the sum of 69 + 27 +1 ?" 2. Eliminate option D). In doing so, the student is forced to mathematically solve the problem and find the correct answer.
 * Strengths: **
 * Weakness: **


 * AF 1.2 **
 * a. ** Three classes at your school will see a play together.


 * Room A has 18 students.
 * Room B has 34 students.
 * Room C has 19 students.
 * Room D has 29 students.


 * Write the number sentence you would use to find the ** **total number of chairs needed if rooms A,B, and C go to ** **<span style="font-family: Arial,Helvetica,sans-serif;">the play. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b **<span style="font-family: Arial,Helvetica,sans-serif;">. Jan is 12 years old. Her sister is 5 years younger than Jan. How old is Jan’s sister? Write a number sentence that will give the answer to the problem.

1. The question is age appropriate and applicable at the 2nd grade level. 2. Critical thinking is required. This promotes a higher level of learning. 1. The number of students requires students to borrow and carry over answer. The suggested numbers are not easily added together. 2. A directions in question A require addition and the directions in question B requires subtraction. I think being consistent in both problems would be more beneficial at this level (sample A - addition, sample B - addition or sample A -subtraction, sample B - subtraction).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Strengths: **<span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">Weakness: **<span style="font-family: Arial,Helvetica,sans-serif;">

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 10 =

This table shows how some children get to school.
 * <span style="font-family: Arial,Helvetica,sans-serif;">AF 1.3 **<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">a. How many children walk to school? b. How many more boys walk to school than girls? c. Are there more boys or girls on the bus?
 * || <span style="font-family: Arial,Helvetica,sans-serif;">Take the bus || <span style="font-family: Arial,Helvetica,sans-serif;">Walk to school ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Boys || <span style="font-family: Arial,Helvetica,sans-serif;">35 || <span style="font-family: Arial,Helvetica,sans-serif;">22 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Girls || <span style="font-family: Arial,Helvetica,sans-serif;">14 || <span style="font-family: Arial,Helvetica,sans-serif;">17 ||

1. A, B, and C are well written. No hints or suggestions are given or provided to find the answer. 2. Critical thinking is required. This promotes a higher level of learning. <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">1. The question could be more specific making it more approachable for students at this level. Example - "The following table shows how many student in the 2nd grade get home from school everyday. Answer the questions based on the number of boys and girls in this classroom." 2. These suggested numbers are quiet high for an average class, I would reduce the number to make it applicable for one classroom.
 * Strengths:**
 * Weakness**:

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 11 =

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Below is a picture of a house and a stick. About how many sticks wide is the picture? (Picture could not be copied and pasted to wiki)
 * <span style="font-family: Arial,Helvetica,sans-serif;">MG 1.1 **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">A. 3 sticks ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">B. ** **<span style="font-family: Arial,Helvetica,sans-serif;">4 sticks ****<span style="font-family: Arial,Helvetica,sans-serif;">C. 6 sticks ****<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">D. 9 sticks. **

<span style="font-family: 'Comic Sans MS',cursive; font-weight: normal;"><span style="font-family: Arial,Helvetica,sans-serif;">**Strengths:** 1. This is an important topic and students need to know the difference between height and width. 2. Options C and D are exaggerated, this will cause students to closely measure the house to determine if the answer is A or B. 1. There is a picture of a tree in front of the house. I would omit this feature. This would be confusing to a student and I can see the mistake of a student being caused by this distracting feature in the picture. 2. The word "about" can be controversial, I would omit this word as well.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">:

<span style="font-family: 'Comic Sans MS',cursive; font-weight: normal;">**<span style="font-family: Arial,Helvetica,sans-serif;">MG 1.2 ** <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> Measure the length of your desk with a new crayon and with a new pencil. Which is greater, the number of crayon units or the number of pencil units?

<span style="font-family: 'Comic Sans MS',cursive; font-weight: normal;">**<span style="font-family: Arial,Helvetica,sans-serif;">Strengths ** <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">: 1. All desks should be the same length and therefore all students should have the same answer. 2. There are no options to choose from, students must do this hands on assessment without answers to guide them. <span style="font-family: 'Comic Sans MS',cursive; font-weight: normal;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">: <span style="font-family: Arial,Helvetica,sans-serif;"> 1. This question is not worded correctly. It needs to be more specific. "Does it take more crayons or pencils to measure the length of your desk. 2 The crayons and pencils should be supplied for the students, for both can vary in size.

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 12 =

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">About how many inches long is the line? <span style="font-family: 'Comic Sans MS',cursive; font-size: 10pt;">**<span style="font-family: Arial,Helvetica,sans-serif;">(Line could not be copied and pasted to wiki) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">MG 1.3 **

1. This is a standard ruler that students should have experience using. 2. There are no options to choose from, students must do all the measuring without answers to guide them. 1. The unit of measurement is not specified in the question nor on the rule. 2. Instead of using the word "about," I would omit that word that word and that word only.
 * Strengths:**
 * Weakness:**

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 13 = <span style="font-family: Arial,Helvetica,sans-serif;"> A. What time is it on this clock? <span style="font-family: Arial,Helvetica,sans-serif;">B. 1. How many minutes in one hour? 2. How many days in one week? C. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Circle the greater amount of time <span style="font-family: Arial,Helvetica,sans-serif;">a. 3 weeks or 19 days b. 27 days or 4 weeks c. 85 seconds or 1 minute d. 1 day or 20 hours
 * MP 1.4**
 * <span style="font-family: Arial,Helvetica,sans-serif;">(Clock could not be copied and pasted to wiki) **

<span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Strengths ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. All questions are important and age appropriate. 2. Critical thinking is required, not all answers are provided. Students need to identify answer on their own using prior knowledge. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. This is a lot of of questions in one problem, I would split up the directions into separate questions. 2. The questions do not follow a pattern. First you need to identify a time, options not given. Then the student is asked to fill in the blank, no options given. Finally the last question provides multiple answers for the student to circle correctly.

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 14 = <span style="font-family: Arial,Helvetica,sans-serif;"> Anna started work at 10:00 a.m. It took her three hours to do her work. What time did Anna finish her work?
 * MG 1.5**

<span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Strengths ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The students are being asked to manipulate the data and use it to figure out a very practical question. 2. The students are required to interpret the information and use their knowledge of time to figure out the appropriate (and correct) answer without being prompted by any choices. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. It is not specifically written as to whether or not the children must include a.m. or p.m. in their answer and some students may lose points for not correctly labeling the time. 2. Should be worded as such: "At what time did Anna finish her work? Label your answer with either a.m. or p.m."

a. How many sides does a triangle have? b. How many vertices does a rectangle have? c. How many faces on a cube?
 * MG 2.1**

1. The students are required to recall information without the aid of a diagram. 2. The students have to demonstrate their knowledge of specific terminology.
 * Strengths:**

1. The answer lines provided are not of equal length and therefore lead the children to question their responses. 2. The third question is not worded in the same manner as the first two and something needs to be reworded so that all three parts of this question are written similarly. =<span style="font-family: Arial,Helvetica,sans-serif;">Page 15 = <span style="font-family: Arial,Helvetica,sans-serif;"> Which two triangles can be put together to form a rectangle? <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;"> Strengths ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The students are asked to think about shapes and rotate them without having any manipulatives. 2. The students have to demonstrate their knowledge of the methods and procedures used during geometry lessons. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The triangles are not situated at the same angels. It seems as if the correct answer would be very easy to select. 2. A little more background knowledge could be provided for the students. It could possibly say, "Some shapes can be rotated, flipped, turned, and put together to make new shapes. Using this information, which two triangles can be put together to form a rectangle?"
 * Weakness:**
 * MG 2.2**
 * (pictures could not be copied and pasted into wiki)**

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 16 =

Here is a table to record the number of students whose favorite sport is one of the five below: Ten students gave answers. Juan, Bob, and Judy like running the best. Mu-lan and Carlos like swimming the most. Angel and Tom like soccer the most. Julia likes baseball the most. Bobby and Jack like basketball the most. What number should be written below "Swimming"? a. 0 b. 1 c. 2 d. 3 e. I don't know <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;"> Strengths ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The student is required to think about multiple pieces of information. They must analyze and organize the data so as to answer the posed question. 2. There are many cultural and ethnic names that are used in the question. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. Eliminate option d. In doing so, the student is forced to think about the problem and find the correct answer. 2. It would be interesting to say something a little more abstract, like "5 children like a sport played on grass the best." This would require the children to use higher-order thinking. They would have to think about the fact that "swimming" is one of the events that cannot be played on grass and fill in the table without providing the exact numbers.
 * S 1.1**
 * (table could not be copied and pasted into wiki)**

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 17 = <span style="font-family: Arial,Helvetica,sans-serif;"> This tally shows how many students were absent this week. Which bar graphs shows the same data? a. **(graph could not be copied and pasted into wiki)** b. **(graph could not be copied and pasted into wiki)** c. **(graph could not be copied and pasted into wiki)** d. **(graph could not be copied and pasted into wiki)**
 * S 1.2**
 * (tallies could not be copied and pasted into wiki)**

1. The students are required to take numerical data and transform it into a bar graph. 2. The students have to be able to interpret the tally marks and know how to properly develop a graph. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The first two selections can be eliminated as soon as the children look at the tally marks for Monday. It actually leaves them with only two bar graphs that they have to analyze and interpret. 2. In second grade, the children are expected to be able to interpret more in-depth graphs. They could very easily have created a bar graph with a scale of 2 in order to provide another level of difficulty.
 * Strengths**:

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 18 = <span style="font-family: Arial,Helvetica,sans-serif;"> a. Miguel had a party. Eight children were at the party. If each one got two balloons, how many balloons did the children have altogether?
 * S 1.3**

1. This problem inadvertently requires the children to think about the operation of multiplication. If the children have not yet mastered multiplication, it is written in a way that allows the children to think about the problem in the way of groups. 2. The students are required to deomonstrate their understanding of equal groups and to perform a simple numerical problem. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. It is a little bit confusing with the wording saying, "If each ONE got TWO balloons..." It would be better if it said, "If each CHILD got two balloons..." That would eliminate confusion for the young second grade readers.
 * Strengths**<span style="font-family: Arial,Helvetica,sans-serif;">:

b. What will the missing numbers be if the numbers increase by the same amount? 1, 4, _, 10, _, 16 <span style="font-family: Arial,Helvetica,sans-serif;"> 1. The students are required to analyze the pattern that presented to them and figure out the missing pieces. 2. The students must have knowledge of the relationship between the numbers provided and be able to perform the operations to see how the numbers are connected. <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. I think the wording of this question is very confusing for the children. 2. The question should be reworded very simply, by saying, "Complete the pattern."
 * Strengths**:

=<span style="font-family: Arial,Helvetica,sans-serif;">Page 19 = <span style="font-family: Arial,Helvetica,sans-serif;"> c. Here are the scores that children received on a test. 90-Jerry, Sam, Alicia, Ramon, Teresa 80-Alexander, Charlene, Susan, Thomas, Sandra, Teresa 65-Arthur, Betsy 50-David
 * S 1.3**

1. What score did the most children earn? 2. What was the highest score? 3. What was the lowest score? <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;"> Strengths ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The students are asked to look a set of data and interpret the information to answer three different questions. 2. The students have to demonstrate that they understand the concepts of number value (higher/lower). <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Arial,Helvetica,sans-serif;">Weakness ** <span style="font-family: Arial,Helvetica,sans-serif;">: 1. The scores are not presented to the students in a very organized or neat fashion. If they were placed in a simple two column table where the scores are listed on one side and the names on another, at least the information would be more organized and easier to read. 2. The question does not actually push the children into any higher-order thinking. It just requires the children to read a list. It would be more effective to push the children beyond their limits with at least one additional question that asks something like "How many more children scored a 90 than a 65?" At least then the children have to compare the data all together.