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Standards\u003Cbr>Grade 2 |\n| --- |\n| \u003Cbr>Introduction: Summary of Goals\u003Cbr>GRADE TWO\u003Cbr>By the end of grade two, students understand place value and number relationships in addition and subtraction and they use simple concepts of multiplication. They measure quantities with appropriate units. They classify shapes and see relationships among them by paying attention to their geometric attributes. They collect and analyze data and verify the answers. |\n\nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \ni.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |\n| --- |\n| \u003Cbr>Number Sense\u003Cbr>1.1 a. Circle the number: three hundred four\u003Cbr>340 34 3004 304\u003Cbr>b. Circle the number: two hundred eleven\u003Cbr>121 221 211 212\u003Cbr>c. Circle the number: five hundred fourteen\u003Cbr>540 514 541 515\u003Cbr>d. Write these numbers:\u003Cbr>1. nine hundred two _________\u003Cbr>2. six hundred twelve _________\u003Cbr>3. three hundred thirty _________\u003Cbr>4. seven hundred eighty-four _________ |\n| 1.2 Write the expanded notation for these numbers:\u003Cbr>a . 564 = ______ + _______ + _____\u003Cbr>b. 720 = ______ + _______ + _____\u003Cbr>c . 902 = ______ + _______ + _____ |\n\nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n1.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |\n| --- |\n| 1.3 Fill in the missing symbol > or \u003C or =\u003Cbr>a. 207 ___ 92 d. 265 ___ 843\u003Cbr>b. 139 ___ 257 e . 412 ___ 261\u003Cbr>c . 347 ___ 300 + 40 + 7 |\n| 2.1 a. Make two addition and two subtraction number sentences with these numbers:\u003Cbr>4 6 10   +   =  \u003Cbr>  +   =  \u003Cbr>  –   =  \u003Cbr>  –   =  \u003Cbr>b. Here is how James worked a subtraction problem. Use addition to check to see if he worked the problem correctly. You will need to write the addition problem.\u003Cbr>26\u003Cbr>-12 +_____\u003Cbr>15 |\n\nNS  \nNS  \nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n2.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |  |  |\n| --- | --- | --- |\n| 2.2 |  | a. 34 b. 343 c. 457 d. 607\u003Cbr>+ 23 + 265 + 324 + 299\u003Cbr>e. 34 f. 748 g. 543 h. 807\u003Cbr>-23 -426 -178 -695 |\n| 2.3 | Solve these problems in your head and write the answers .\u003Cbr>a. 50 + 30 = ______ d. 50 + 40 = ______\u003Cbr>b. 80 – 20 = ______ e. 60 + 5 = ______\u003Cbr>c. 32 + 4 = ______ f. 70 – 1 = ______ |  |\n\nNS  \nNS  \nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n3.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |\n| --- |\n| 3.1 a. 1. Draw a picture of a classroom that has 5 desks across the front of the room and 4 desks in each row.\u003Cbr>\u003Cbr>front\u003Cbr>2. How many chairs are in the classroom?  \u003Cbr>b. Figure out and write the numbers you say when you count by 4s.\u003Cbr>4 8 |\n\nNS  \nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n4.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |\n| --- |\n| 3.2 Molly had 20 pieces of candy. She gave two pieces to her sister.\u003Cbr>a. How many did she have left?  \u003Cbr>b. If she gave away 2 pieces each to 4 more people, how many pieces would she have left?   |\n| 3.3 Write the answers:\u003Cbr>a. 5 x 3 = ____ b. 2 x 7 = ____ c. 5 x 8 = ____\u003Cbr>d. 10 x 6 = ____ e. 2 x 8 = ____ f. 10 x 4 = ____ |\n\nNS  \nNS  \nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n5.  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |\n| --- |\n| 4.1 Fill in the sign > or \u003C\u003Cbr>a. 1 1\u003Cbr>4 7\u003Cbr>|\n\nNS  \nLos Angeles County Office of Education: Mathematics National Center to Improve the Tools of Educators  \n6.  \nNS  \nNS  \nNS  \n\n| Assessment For The California Mathematics Standards\u003Cbr>Grade 2 |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 4.2 a. Write the fraction for the shaded area of this picture:\u003Cbr>=  \u003Cbr>b. How","cbCail3xcJxBVBN8","https://ap.wps.com/l/cbCail3xcJxBVBN8","pdf",206288,"English","# Introduction\n## Grade Two Goals\n# Number Sense\n# Addition and Subtraction\n# Multiplication\n## Classroom and Counting Activities\n# Problem Solving and Math Symbols\n# Fractions\n# Money and Measurement\n# Algebra and Functions","[{\"question\":\"What math topics are assessed in Grade 2?\",\"answer\":\"The assessment covers place value, number relationships for addition and subtraction, simple multiplication concepts, geometric shapes and attributes, and collecting/analyzing data, with basic fractions and algebra choices included.\"},{\"question\":\"How do students demonstrate number sense?\",\"answer\":\"Students circle correct numbers, write numbers in expanded notation, compare values using \\u003e \\u003c =, and complete tasks tied to hundreds and tens.\"},{\"question\":\"What types of word problems appear in the assessment?\",\"answer\":\"Students solve scenarios such as remaining candy after giving some away, determining products like 5 × 3, finding classroom totals from rows and desks, and choosing correct number sentences for story problems.\"}]","Assessment For The California Mathematics Standards - Grade 2 | PDF",1791785399]