Second Grade Mathematics and Science Assessments
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(Measurement) (Inquiry – Tools of the Scientist)
Mathematics Academic Standard: TLW measure, compare, and add &
subtract lengths of objects in meters, centimeters, yards, feet, and inches to
solve problems.
Science Academic Standard: TLW demonstrate an understanding that scientific inquiry and reasoning involves observing, questioning, investigating,
recording, and developing solutions to problems by using measurement tools to
investigate the natural world.
A. TLW measure the pictured objects to the nearest centimeter and record and label the
answer.
1.
2.
(Include the carrot “tops”
in your measurement.)
3.
4.
Criteria:
(Continued on next page)
KC 4 Mathematics and Science
Accurate responses,
including the label
Proficiency: 100%
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 2 of 8
(continued)
B. TLW measure the pictured objects to the nearest inch and record and label the answer.
1.
2.
(Include the carrot “tops”
in your measurement.)
3.
4.
Criteria:
Accurate responses,
including the label
Proficiency: 100%
(Continued on next page)
KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 3 of 8
(continued)
C. TLW use a measuring device to measure the length of common objects in standard units
and record, using the correct label.
Directions: Use a meter stick, yard stick, or measuring tape to measure lengths of at least three
appropriate objects (measure one object in yards, one in meters, one in feet).
Examples of objects: chalkboard or whiteboard, length or width of classroom, tabletop, bookshelf, classroom door, etc.
Name of Object
Length of Object
Criteria:
Measurements are to the nearest
unit with reasonable precision and
include label.
Proficiency: 100%
D. Given an object, TLW determine what standard measurement unit is appropriate.
Directions:
Choose an appropriate unit (meters, centimeters, yards, feet, inches) for measuring
an object and tell why you think it is best.
1. Height of a cup.
2. Width of your classroom.
3. Your height.
4. The distance between first and second base on a baseball diamond.
5. The length of a piece of paper.
Criteria:
Appropriate unit for measurements
are identified with reasonable
justifications.
Proficiency: 100%
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KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
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(continued)
E. TLW use addition or subtraction to solve problems or compare lengths.
Directions: For #1-3, fill in the circle next to the correct answer. Show your work. Your
teacher may read you the questions. Some problems may need regrouping.
1. Monica is 39 inches tall. Her doctor says that within the next year, she will be
six inches taller. How tall will Monica be?
33 inches tall
45 inches tall
35 inches tall
2. Sean has a piece of red rope candy that is 36 inches in length. He eats 19 inches
of the candy after lunch. How many inches of candy does he have left?
17 inches
23 inches
55 inches
3. The flagpole is 45 feet from the school door. The big pine tree is 32 feet from
the school door. How much farther is the flagpole from the door than the pine
tree?
3 feet
13 feet
77 feet
* Note: This assessment addresses the mathematics expectations of this academic standard (not the science
expectations).
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KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 5 of 8
(continued)
Directions: For items # 4-6, write the correct answer, including the label. Show your work.
Your teacher may read you the questions. Some problems may need regrouping.
4. Devon has a board that is 42 cm long. He cuts off a piece of the board that is 7
cm long. How long is the other piece?
5. Latisha has a rope 95 inches long that she wants to use as a jump rope, but it is
too long. She wants it to be 78 inches long. How much should she cut off?
6. Jose walked 124 inches to Emma’s desk to pick up her paper. Then he walked
105 inches to the teacher’s desk to hand in his paper and Emma’s. How many
inches did Jose walk? What measurement unit would have been better?
Criteria:
Appropriate unit for measurements
are identified with reasonable
justifications.
Proficiency: 100%
(Continued on next page)
KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 6 of 8
(continued)
F. TLW use a balance and non-standard units to weigh common objects to the nearest
non-standard unit.
Directions: Students will use a balance and unifix cubes (non-standard unit) to weigh common
objects to the nearest number of units. (Examples of objects: glue stick, child’s
scissors, roll of tape, etc.)
Criteria:
Students weigh at least 2 objects. Using
non-standard units, measurement will be
to the nearest unit using a balance.
Proficiency: 100%
G. Using a balance, TLW compare the weight of two objects to explain which is heavier,
which is lighter, and which are the same weight.
Directions: Show a pair of objects with different weights for #1-2. Provide the objects for #3.
For #4, provide a small set of several objects that contains two different objects
that weigh the same but do not look identical.
1. Predict which is heavier.
2. Predict which is lighter.
3. Use a balance and the objects to decide if your predictions were correct and
explain how the two objects compare.
4. Use a small set of objects and use the balance to find the two objects that weigh
the same.
Criteria:
Accept any prediction for #1 and the
analogous prediction for #2. Correct use
of the balance and explanation for #3.
Correct use of the balance and identification
of objects for #4.
Proficiency: 100%
KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 7 of 8
(continued)
G. Given a container, TLW measure its capacity.
Directions: Students will measure the capacity of a given object. Teachers may use objects of
their choice to measure. Use a measuring cup for #1 and a tablespoon for #2. Or
teacher may demonstrate while students observe, count, and record the answer.
1. How many measuring cups of water does this jar hold?
2. How many tablespoons of sand does this margarine container hold?
Criteria:
Correct answers
Proficiency: 100%
KC 4 Mathematics and Science
© 2009 Kent ISD
Second Grade Mathematics and Science Assessments
page 8 of 8
(Answer Key)
A. 1.
2.
3.
4.
6 cm
10 cm (include carrot “tops” in measurement)
8 cm
9 cm
B. 1.
2.
3.
4.
2 in
4 in (include carrot “tops” in measurement)
3 in
4 in
C. Answers will vary, depending on the objects given. Should be at least three measurments, one
in yards, one in meters, and one in feet.
D. Answers will vary. More than one answer could be acceptable, depending on the justification
used and the system of measurement (common or metric).
1. Height of a cup – inches or cm – small size unit is best for small object
2. Width of your classroom – feet or yards or meters – larger size requires larger unit of
measurement.
3. Your height – inches or feet – Many children use inches for their height.
4. The distance between first and second base on a baseball diamond - feet (traditional measure
used in baseball), or yards or meters – the long distance requires a larger unit.
5. The length of a piece of paper - inches or cm or feet – the fairly small size requires a small
unit of measurement; the standard 8.5” x 11” paper or 9” x 12” construction paper could be
measured in feet (one foot long).
E. 1.
2.
3.
4.
5.
45 inches
17 inches
13 feet
42 cm – 7 cm = 35 cm
95 inches – inches = 78 inches
95 inches – 78 inches = 17 inches or
95 inches – 17 inches = 78 inches
6. 124 inches + 105 inches = 229 inches, Feet or yds/meters would have been better (more
efficient).
F. Answers will vary, depending on the objects provided by the teacher.
G. Answers will vary, depending on the objects provided by the teacher.
H. Answers will vary, depending on the objects provided by the teacher.
KC 4 Mathematics and Science
© 2009 Kent ISD