Los Angeles Unified School District
Grade 2: Mathematics
Sample Assessment Items
The purpose of these sample assessment items is to provide teachers with examples of questions
that address the assessed standards. Although the assessment items will not be identical to
these samples, the test format, level of rigor, and type of questions will be similar. Not all
assessed standards are represented. The intent is not to create a pretest or to layer an additional
assessment.
MULTIPLE CHOICE QUESTIONS
Sample Item #1
Strand:
Number Sense
Standard Set:
1.0
*Standard:
1.3
Students understand the relationship between numbers, quantities,
and place value in whole numbers up to 1,000.
Order and compare whole numbers to 1,000 by using the symbols
<, =, >.
[Which of these numbers is between twenty-six and thirty-eight?]
26 <
A 16
B 23
< 38
C 36
D 41
Answer: C
Sample Item #2
Strand:
Number Sense
Standard Set:
2.0
*Standard:
2.1
Students estimate, calculate, and solve problems involving addition and
subtraction of two- and three-digit numbers:
Understand and use the inverse relationship between addition and
subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 – 6
= 8) to solve problems and check solutions.
[Look at the number sentences. Which number sentence below belongs with the set?]
48 - 36 = 12
12 + 36 = 48
A
B
C
D
18 + 30 = 48
48 -16 = 32
36 + 13 = 49
48 -12 = 36
Answer: D
*Assessed Standard
key standard
Los Angeles Unified School District
Grade 2: Mathematics
Sample Assessment Items
Sample Item #3
Strand:
Number Sense
Standard Set:
1.0
*Standard:
1.1
Students understand the relationship between numbers, quantities, and place
value in whole numbers up to 1,000.
Count, read, and write whole numbers to 1,000 and identify the place value
for each digit.
What is another name for the number shown?
A 352
B 3,052
C 30,052
D 300,502
Answer: A
Sample Item #4
Strand:
Number Sense
Standard Set:
5.0
*Standard:
5.1
Students model and solve problems by representing, adding, and
subtracting amounts of money:
Solve problems using combinations of coins and bills.
[How much money is shown?]
A 43 cents
Answer: B
*Assessed Standard
key standard
B 48 cents
C 58 cents
D 85 cents
Los Angeles Unified School District
Grade 2: Mathematics
Sample Assessment Items
Sample Item #5
Strand:
Number Sense
Standard Set:
2.0
*Standard:
2.2
Students estimate, calculate, and solve problems involving addition and
subtraction of two- and three-digit numbers:
Find the sum or difference of two whole numbers up to three digits long.
[Some friends caught fifty-six fish. Nineteen had to be thrown back because they were too small.
How many fish were kept?]
56 fish
19 fish
A 35 fish
B 37 fish
C 43 fish
D 47 fish
Answer: A
Sample Item #6
Strand:
Number Sense
Standard Set:
4.0
*Standard:
4.2
Students understand that fractions and decimals may refer to parts of
a set and parts of a whole:
Recognize fractions of a whole and parts of a group (e.g., one-fourth
of a pie, two-thirds of 15 balls).
What fraction of the figure is shaded?
A
2
5
B
2
3
C
1
2
D
3
2
Answer: A
Sample Item #7
Strand:
Number Sense
Students model and solve simple problems involving multiplication
and division:
*Standard:
3.2
Use repeated subtraction, equal sharing, and forming equal groups
with remainders to do division.
[Pencils are sold in packs of eight. What is the least number of packs of pencils that Ms. Weber
must buy so that each of her twenty-seven students will get one pencil?]
Standard Set:
3.0
A 3 packs
Answer: B
*Assessed Standard
key standard
B 4 packs
C 5 packs
D 6 packs
Los Angeles Unified School District
Grade 2: Mathematics
Sample Assessment Items
CONSTRUCTED RESPONSE
Strand:
Grade 2 – Algebra and Functions
Standard Set:
1.0
*Standard:
1.3
Students model, represent, and interpret number relationships to create and
solve problems involving addition and subtraction:
Solve addition and subtraction problems by using data from simple charts,
picture graphs, and number sentences.
The students in Mr. Lamm’s class made a graph of the ways they get to school.
12
11
10
9
8
7
6
5
4
3
2
1
•
Write a number sentence that shows how many students walk and ride in a car to school.
•
Solve the number sentence.
•
Explain your answer using numbers or words. You may also use pictures.
•
Write a number sentence that shows how many more students take the bus than ride a bike
to school.
•
Solve the number sentence.
Explain your answer using numbers or words. You may also use pictures.
*Assessed Standard
key standard
Los Angeles Unified School District
Grade 2: Mathematics
Sample Assessment Items
Rubric:
4-point response: The response indicates advanced proficiency of solving addition and subtraction
problems by using data from simple charts, picture graphs, and number sentences by doing all of the
following:
•
•
Writes the math problem 3 + 5 = 8 or 3 + 5 =
•
•
Writes the math problem 8 − 2 = 6 or 8 − 2 =
and solves for the unknown.
Explains using words, numbers, or pictures that 3 students walk and 5 students ride in a car so
3 + 5 = 8.
and solves for the unknown.
Explains using words, numbers, or pictures that 8 students ride the bus and 2 students ride a bike
so 8 − 2 = 6.
3-point response: The response indicates proficiency of solving addition and subtraction problems by
using data from simple charts, picture graphs, and number sentences by doing three of the following:
•
•
Writes the math problem 3 + 5 = 8 or 3 + 5 =
•
•
Writes the math problem 8 − 2 = 6 or 8 − 2 =
and solves for the unknown.
Explains using words, numbers, or pictures that 3 students walk and 5 students ride in a car so
3 + 5 = 8.
and solves for the unknown.
Explains using words, numbers, or pictures that 8 students ride the bus and 2 students ride a bike
so 8 − 2 = 6.
2-point response: The response indicates limited proficiency of solving addition and subtraction
problems by using data from simple charts, picture graphs, and number sentences by doing two of the
following:
•
•
Writes the math problem 3 + 5 = 8 or 3 + 5 =
•
•
Writes the math problem 8 − 2 = 6 or 8 − 2 =
and solves for the unknown.
Explains using words, numbers, or pictures that 3 students walk and 5 students ride in a car so
3 + 5 = 8.
and solves for the unknown.
Explains using words, numbers, or pictures that 8 students ride the bus and 2 students ride a bike
so 8 − 2 = 6.
1-point response: The response indicates little or no proficiency of solving addition and subtraction
problems by using data from simple charts, picture graphs, and number sentences by doing the following:
• Writes a number sentence that does not correspond to the graph.
• Makes an attempt to explain the number sentence, but the explanation is flawed, incomplete or
inaccurate.
OR
•
Does not attempt the problem.
*Assessed Standard
key standard
LOS ANGELES UNIFIED SCHOOL DISTRICT
Instructional Support Services
District Mathematics Program
GRADE TWO
BLUEPRINT: 2004-05 Quarter 1
Multiple
Choice
STANDARD
NS1.1
Count, read, and write numbers to 1000 (100) and
identify place value for each digit.
5
NS1.2
Use words, models and expanded forms (e.g.,
45=4 tens +5 ones to represent numbers (to 1000
100).
2
NS1.3
Order/compare whole numbers to 1000 (100)
using the symbols <,>, =.
4
NS2.1
Understand and use the inverse relationship
between addition and subtraction (e.g., an
opposite number sentence for 8+6=14 is 14-6=8)
to solve problems and check solutions.
5
AF1.1
Use the commutative and associative rules to
simplify mental calculations and to check results.
4
AF1.3
Solve addition and subtraction problems by using
data from simple charts, picture graphs, and
number sentences.
2
SDAP1.1 Record numerical data in systematic ways,
keeping track of what has been counted
2
SDAP1.3 Identify features of data sets (range and mode).
2
SDAP1.4 Ask and answer simple questions related to data
representations.
2
SDAP2.1 Recognize, describe, and extend patterns and
determine a next term in linear patterns (e.g., 4, 8,
12…; the number of ears on one horse, two
horses, three horses, four horses).
2
TOTAL
30
Key standard
Constructed
Response
1
1
LOS ANGELES UNIFIED SCHOOL DISTRICT
Instructional Support Services
District Mathematics Program
GRADE TWO
BLUEPRINT: 2004-05 Quarter 2
Multiple Constructed
Choice
Response
STANDARD
NS1.1
Count, read, and write numbers to 500 and identify place value for
each digit.
3
NS1.2
Use words, models (e.g., 45=4 tens +5 ones) to represent numbers (to
500).
1
NS1.3
Order/compare whole numbers to 500 using the symbols <,>,=.
2
NS2.1
Understand and use the inverse relationship between addition and
subtraction (e.g., an opposite number sentence for 8+6=14 is 14-6=8)
to solve problems and check solutions.
2
NS2.2
Find the sum or difference of two whole numbers.
3
NS5.1
Solve problems using combinations of coins and bills.
3
MG1.4
Tell time to the nearest quarter hour and know relationships of time
(e.g., minutes in an hour, days in a month, weeks in a year).
2
MG2.1
Describe and classify plane and solid geometric shapes (e.g., circle,
triangle, square, rectangle, sphere, pyramid, cube, rectangular prism)
according to the number and shape of faces, edges, and vertices.
(include vocabulary--angle, side)
4
MG2.2
Put shapes together and take them apart to form other shapes (e.g.,
two congruent right triangles can be arranged to form a rectangle).
4
SDAP1.4 Ask and answer simple questions related to data representations.
1
SDAP2.1 Recognize, describe, and extend patterns and determine a next term in
linear patterns (e.g., 4, 8, 12…; the number of ears on one horse, two
horses, three horses, four horses).
Linking Items from Quarter 1
3
2
TOTAL
30
Key standard
1
1
LOS ANGELES UNIFIED SCHOOL DISTRICT
Instructional Support Services
District Mathematics Program
GRADE TWO
BLUEPRINT: 2004-05 Quarter 3
STANDARD
Multiple
Choice
1
NS1.1
Count, read, and write numbers to 1000 and identify place
value for each digit.
NS1.3
Order/ compare whole numbers to 1000 by using the
symbols <, =, >.
1
NS2.2
Find the sum or difference of two whole numbers up to
three digits long.
3
NS3.1
Use repeated addition, arrays, and counting by multiples to
do multiplication.
3
NS3.2
Use repeated subtraction, equal sharing, and forming equal
groups with remainders to do division.
3
NS3.3
Know the multiplication tables of 2s, 5s, and 10s (to “times
10”) and commit them to memory.
2
NS4.1
Recognize, name and compare unit fractions from 1/12 to
½.
3
NS4.2
Recognize fractions of a whole and parts of a group (e.g.,
one-fourth of a pie, two-thirds of 15 balls).
2
NS4.3
Know that when all fractional parts are included, such as
four-fourths, the result is equal to the whole and to one.
2
NS5.1
Solve problems using combinations of coins and bills.
3
NS5.2
Know and use the decimal notation and the dollar and cent
symbols for money.
2
MG1.3
Measure the length of an object to the nearest inch and/or
centimeter.
3
Key standard
Linking Items from Quarter 2
2
TOTAL
30
Constructed
Response
1
1
LOS ANGELES UNIFIED SCHOOL DISTRICT
Instructional Support Services
District Mathematics Program
GRADE TWO
BLUEPRINT: 2004-05 Quarter 4
STANDARD
Multiple
Choice
NS1.3
Order/compare whole numbers to 1000 by using the
symbols <,>, =.
3
NS2.2
Find the sum or difference of two whole numbers up to
three digits long.
3
NS3.1
Use repeated addition, arrays, and counting by multiples to
do multiplication.
3
NS3.2
Use repeated subtraction, equal sharing, and forming equal
groups with remainders to do division.
3
NS3.3
Know the multiplication tables of 2s, 5s, and 10s (to "times
10") and commit them to memory.
3
AF1.1
Use the commutative and associative rules to simplify
mental calculations and to check results.
5
MG1.3
Measure to nearest inch or centimeter.
3
MG2.2
Put shapes together and take them apart to form other
shapes (e.g., two congruent right triangles can be arranged
to form a rectangle).
5
Key standard
Linking Items from Quarter 3
2
TOTAL
30
Constructed
Response
1
1