Grade 2: Performance Task Unit 12: Lia’s Number World

Name ______Date ______

Lia’s has four number cards.

  1. Explain to Lia how she can make the greatest value three-digit number with her cards. What number would she write?

______

  1. What is the least value three-digit number Lia can make with her cards?

______

  1. Which digit (s) did you use in both numbers? ______How did the value of the digit change in Lia’s two numbers? ______
  2. Lia and her friend Daryl like to collect buttons. They each have three big baskets of buttons. They wrote down the number of buttons they had in each basket. Use the symbols < , >, or = to compare the number of buttons they have.

Lia’s buttons / < > = / Daryl’s buttons
631 / 613
705 / 750
873 / 879
  1. Lia had thirty-seven cents. She earned a dime each week in April. Use the number line to show how Lia could count her money as she earns four more dimes.

37

Rubric: Partial credit may be awarded for multi-step items.

Student Name ______

Item Descriptor / Scoring
1.a.) Explanation should convey the understanding of having the highest value digit in the greatest place value. Vocabulary to monitor for full credit: place value, hundreds place, or greatest value place.
1.b.) The number 875 should be written. / 2 pts.(Partial credit for conveying meaning without precise vocabulary)
1 pt. / Item total: 3 pts.
2.) The number 257 should be written. / 1 pt. / Item total: 1 pt.
3.) Accept either (or both) the 5 or the 7.
Explanation should convey the understanding of the value of the digit changed depending upon its place. Full credit should include a reference to the digit’s value in both numbers. For example: The 5 means 5 ones in one of the numbers and means 50 in the other number. / 1pt.
2 pts. (partial credit for identifying only one place value change) / Item total: 3 pts.
4.) For full credit all three inequalities must be correct: 631 > 613 ; 705 < 750; 873 < 879 / 1 pt. / Item total: 1 pt.
5.) The number line should show the numbers 37, 47, 57, 67, 77 reasonably spaced apart with a representation of the skip count by tens; either by writing +10, drawing an arrow to show the skip count, counting dots between the numbers, etc. / 2 pts. (Partial credit for showing the correct digits without the notation/symbolism for a change in value by ten) / Item total: 2pts.
Total Score: