2nd Grade Number and Operations Name
1. Fill in the numbers to complete each pattern:
813, 814, 815, ____, ____, ____
40,___, 60, 70, ___, ___
300, 400, ____, ____, 700, ____
2. Write the number sixty-three: ______
3. Which of the following means 132:
a)
b)
c)
4. Use < or > to show which number is larger.
78 ____ 98
250 ___ 112
5. Complete these number patterns orally:
0, 3, 6, 9, ___, ___, ___
20, 25, 30, ___, ___, ___
6. Use base ten blocks to show the number 842.
7. Which of the following is a correct addition pair for 100?
a) 91+ 5
b) 97+ 4
c) 92 + 8
8. Which of the following is a correct addition pair for 100?
a) 45 + 55
b) 30 + 60
c) 64 + 46
9. Find the distance between 41 and 54 on a number line.
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
a) 12
b) 13
c) 16
10. Fill in the missing number. Show your work.
25 + ___ = 47
Find the answer for each problem:
11. 47 12. 57 – 28 =
+ 39
13. Bill has 25 marbles and his brother Tom has 13 marbles. How many marbles do they have altogether?
Draw a picture or use objects to show this situation.
Write this situation in numbers and symbols.
Solve the problem to tell how many marbles they have altogether.
14. Janet has 31 pencils. Her sister Elisha has 16 pencils. How many more pencils does Janet have than Elisha?
Draw a picture or use objects to show this situation.
Write this situation in numbers and symbols.
Solve the problem to tell how many more pencils Janet has than Elisha.
15. Estimate the sum of these two numbers:
164 + 122 =
a) 200
b) 250
c) 300
16. Jim wants 500 trading cards. He has 50 cards. How many more cards does he need? (Do this in your head, without pencil and paper or calculator.)
a) 400
b) 450
c) 550
17. Sam is making 5 apple pies. He uses 4 apples in each pie. How many apples will Sam use altogether? Draw a picture to show your work.
Picture:
Answer:
18. Which of these pictures shows 3 times 5 (3 x 5)?
a)b)
c)
19. A pack of gum has five sticks. How many sticks are in three packs of gum? Use objects or draw a picture to show this situation.
What is the answer?
a) 5
b) 8
c) 15
Write the number sentence for this situation:
20. There are six juice boxes in a pack. How many packs are needed for 18 students? Use objects or draw a picture to show this situation.
What is the answer?
a) 3
b) 6
c) 18
Write the number sentence for this situation:
21. A whole pizza had 4 equal pieces. David ate 1 piece.
Draw the whole pizza and shade the part David ate.
What fraction of the pizza did David eat?
a) b) c)
22. The following picture represents which fraction?
a)
b)
c)
23. Place 0 and 1 on this number line.
1 3
24. Two students were arguing about fractions.
Pat said that is more than .
Chris said they were equal.
Who do you agree with? (Circle one choice.)
I agree with Chris I agree with Pat
Draw a picture to explain your answer.
Answer Key
1 / 816, 817, 818
50 … 80, 90
500, 600 … 800 / N.ME.02.01 Count to 1000 by 1s, 10s and 100s starting from any number in the sequence.
2 / 63 / N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent.
3 / a / N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent.
4 / N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <.
5 / 12, 15, 18
35, 40, 45 / N.ME.02.04 Count orally by 3s and 4s starting with 0, and by 2s, 5s and 10s starting from any number.
6 / 8 hundreds, 4 tens, 2 ones / N.ME.02.05 Express numbers up to 1000 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials.
7 / c / N.FL.02.06 Decompose 100 into addition pairs, e.g., 100 = 99 + 1 = 98 + 2…
8 / a / N.FL.02.06 Decompose 100 into addition pairs, e.g., 100 = 99 + 1 = 98 + 2…
9 / b / N.MR.02.07 Find the distance between numbers on the number line, e.g., how far is 79 from 26?
10 / 22 / N.MR.02.08 Find missing values in open sentences, e.g.,
42 + ? = 57; use relationship between addition and subtraction.
11 / 86 / N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each; simple regrouping only.
12 / 29 / N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each; simple regrouping only.
13 / Pictures should show two groups, one of 25 marbles and one of 13 marbles.
25 + 13 = 38 (answer is 38) / N.MR.02.09 Given a contextual situation that involves addition and subtraction for numbers up to two digits: model using objects or pictures; explain in words; record using numbers and symbols; solve.
14 / Pictures should show two groups, one of 31 pencils and one of 16 pencils.
31 – 16 = 15 (answer is 15) / N.MR.02.09 Given a contextual situation that involves addition and subtraction for numbers up to two digits: model using objects or pictures; explain in words; record using numbers and symbols; solve.
15 / c / N.FL.02.11 Estimate and calculate the sum of two numbers with three digits that do not require regrouping.
16 / b / N.FL.02.12 Calculate mentally sums and differences involving: three-digit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds.
17 / Pictures should show 5 groups of 4. Answer is 20. / N.MR.02.13 Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 x 5 gives the number of objects in 3 groups of 5 objects, ie., 3 x 5 = 5 + 5 + 5 = 15.
18 / b / N.MR.02.14 Represent multiplication using area and array models.
19 / Pictures should show 3 groups of 5 objects. Answer is c.
5 x 3 = 15 / N.MR.02.16 Given a simple situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols, and solve.
20 / Pictures should show groups of 6 that total 18. Answer is a. 18 ÷ 3 = 6 or 6 x 3 = 18 / N.MR.02.16 Given a simple situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols, and solve.
21 / Pictures should show a pizza cut into 4 pieces with one missing or shaded. Answer is b. / N.ME.02.18 Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model 1/2, 1/3, and 1/4 by folding strips.
22 / b / N.ME.02.19 Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4.
23 / 0 should be at far left end point. 1 ½ should be between the 1 and the tick mark for 2. / N.ME.02.20 Place 0 and halves, e.g., ½, 1 ½, 2 ½, on the number line; relate to a ruler.
24 / Picture should show that Chris is right, because both fractions are equal to 1 (even if the “whole” is larger in one case or the other). Acceptable pictures could show circles or rectangles divided into thirds and sixths, with all sections of each circle or rectangle shaded to show 3/3 and 6/6. / N.ME.02.22 Recognize that fractions such as 2/2, 3/3 and 4/4 are equal to the whole (one).
1 / c. Several types of explanations are possible, such as “dividing ‘undoes’ multiplying.” See the GLCE. / N.MR.02.15 Understand division (÷) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division “undoes” multiplication, e.g., 2 x 3 = 6 can be rewritten as 6 ÷ 2 = 3 or 6 ÷ 3 = 2.
2 / c. Explanations should include something about four groups of four. / N.FL.02.17 Develop strategies for fluently multiplying numbers up to 5 x 5.
3 / Explanation should tell why ½ is larger than 1/6 or 1/10. “c” is the correct choice. / N.ME.02.21 For unit fractions from 1/12 to 1/2, understand the inverse relationship between the size of the denominator; compare unit fractions from 1/12 to 1/2.
Shaded items indicate Future Core GLCEs. These will not be tested on the MEAP until 2009. Those items follow this answer key.
1. The multiplication 3 x 4 = 12 can also be written as:
a) 3 x 12 = 4
b) 4 ÷ 12 = 3
c) 12 ÷ 3 = 4
Why can a multiplication be rewritten in this way?
2. What is 4 x 4 ?
a) 8
b) 14
c) 16
Explain how you found your answer.
3. Bob wanted to share his candy bar with his friend Mark. He offered Mark the following choices:
a. You can have of my candy bar.
b. You can have of my candy bar.
c. You can have of my candy bar.
Mark wants to choose the biggest piece. Tell which fraction Mark should choose and tell why.
Mid-Michigan Consortium DRAFT – FOR PILOT TESTING ONLY v1.3 09/12/05 p. 10