Math Assessment Packet

2nd Grade Problem Solving with Money

Daniela Cupples

Table of Contents
Name the Coin Pretest ................................................................................................................................. 3
Pretest Rationale....................................................................................................................................... 4
Independent Student Activity used for Formative Assessment ................................................................. 5
Student Observation Checklist .................................................................................................................. 6
Rationale for Activity................................................................................................................................. 7
Shopping Journal Activity............................................................................................................................. 8
Journal Reflection Rubric........................................................................................................................... 9
Rationale for Activity ............................................................................................................................... 10
Exit Ticket ................................................................................................................................................... 11
Rationale for Activity ............................................................................................................................... 12
Formal Assessment Chapter Test.......................................................................................................... 13-17
Rationale for Activity ................................................................................................................................ 18
Report Card .................................................................................................................................... 19
Rationale for Activity ................................................................................................................................ 20
References....................................................................................................................................... 21

Pre-Test

Name: __________________________
Name the coin.

________

_________

________

________

________

Write the value of each coin and bill.

_____

$ _______

_____

_____

_____
3
Confessions of a Teachanista 2013

Fill in each circle with the <, >, or = symbol.

1.

2.

Write the value of the coins.

1.

= ____

2.

= ____
Write the answer to the problem.
Jeff has 1 dollar bill, 3 dimes, 1 nickel, and 2 pennies to
spend at the store. How much money can Jeff spend at
the store?

$ ___ . ___ ___

4
Confessions of a Teachanista 2013

Name the Coin Pretest Rationale

This activity serves as a pretest. The assessment is done before the lesson and serves as a tool to
analyze the students existing knowledge about coin identification and coin counting. The activity will be
used to assess if further instruction is needed to make sure students know how to identify the different
coins. This activity serves as a tool to guide my instructional practices and strategies. Based on the
assessment outcomes, I will modify instruction to best address the needs of the learners. If the need
arises, I will add an additional component that includes targeted coin identification activities for the
students that struggle with the concept.

Shopping Trip 2

Independent student activity, used as part of a formative informal

assessment, observation data will be recorded in the student observation
checklist.

2. A glittered notebook from the same store costs one dollar and 92 cents. What
money from your bag could you use to show four different ways to pay for this
notebook? You may use a dollar bill to show only one way.

Rev.5/1/16

Student Observation Checklist Shopping Trip

Student Name

Rev.5/1/16

Student
recognizes
all coins

Student
knows
all coin
values

Anecdotal student observation checklist, will be used to record

informal assessment data, during group and independent work.
Student is
able to
independently
solve
problems

Comments:

Rationale for Observation Log of Independent Coin Activity

The independent Coin Manipulation and Coin Rub activity will be used as a formative assessment
during instruction. As students are working on their coin rub activity, I will assess student competency in
the different areas of working with coins. I will observe the students as they solve problems and record
student competencies in the following areas:
1. Student can accurately and swiftly identify all coins.
2. Student knows coin values of all coins.
3. Student understands how to use problem-solving strategies to answer the coin problems in
the activity.
4. Comments areas of concern
I will use the student observation checklist to record my anecdotal notes. The purpose of the activity is
to check for understanding and identify which students need specific targeted instruction to increase
their understanding of the concepts. The assessment is also used to identify students who have already
mastered the concept and need to be challenged through a more challenging activity. I will provide a
shopping list for those students, in the activity students can select the items they want to buy.
This assessment will be used to direct the pacing of the remainder of the lesson. This tool serves
as authentic assessment that deepens my understanding of how students apply the concepts in a real
life situation.

Student Reflection, this journal activity serves as a formal assessment and will be assessed through
the attached rubric.

Shopping Reflection Journal

3. If you could buy both the toy car and the notebook, how much money will you have spent?
Show what you did to find your answer. You may use numbers, pictures, or words to share
your answer.

4.

Reflection Journal What did you learn today? Explain how you solved the money problems.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rev.5/1/16

Math Journal Rubric

Computation

3
Answer and
strategies
used to get to
the answer
are both
correct.

Visual
Includes
Representation detailed
visual
explanations
that support
understanding
of the
concept.
Explanation
Clearly
written an
explanation
of problemsolving
process
included.
Neatness
Work is neat,
organized and
clearly
legible.

Rev.5/1/16

2
The answer
includes
strategy used
to get to
answer. The
answer is
incorrect.
Visual
representations
are unclear.

1
The answer
does not
show the
strategies
used. Correct
answer not
included.
No visual
representation
included.

The
explanation is
unclear.

No written
explanation
included.

Work appears
somewhat
organized.

Work not
neat, difficult
to read.

Journal rubric, will be used to assess

student reflections.

10

Rationale for Shopping Journal Activity

The activity serves as a formal assessment; it will be used to check the students problem-solving
skills. Students need to think about and reflect upon how they solved the problems. The activity also
serves as an assessment tool for the language objectives of the lesson. Students demonstrate their
understanding of the content through the application of the concept in writing. The activity deepens the
students understanding of the concepts learned and makes them engage in reflection.
To best assess this activity I will use the attached rubric. The rubric serves as a tool to guide the
reflection of the students and provide clear guidelines of what is expected of them.

11

Lesson 6 Exit Ticket 27

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Count or add to find the total value of each group of coins.

1.

2.

______________
3.

_______________
4.

______________

Lesson 6:
Date:

_______________

Recognize the value of coins and count up to find their total value.
1/24/14

7.B.12
12

2014 Common Core, Inc. Some rights reserved. commoncore.org

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Exit Ticket Rationale

The Exit ticket serves as a quick formative assessment that is used to identify the students
readiness for the chapter test. I will use this assessment to identify further instructional needs before
students take the chapter test. It is one of the many ways I include in the lesson to check for
understanding.

13

NYS COMMON CORE MATHEMATICS CURRICULUM

27
Mid-Module Assessment Task Lesson
23
Formal Assessment Chapter Test

Name

Date

1. Hank emptied his pockets and found these coins.

a. How much money does Hank have? Write the answer using the $ or symbol. Explain your thinking
using pictures, numbers, or words.

b. Hank gave his brother Luke a quarter and some more coins. Now, Luke has 57 cents. Draw and label
one possible picture of Lukes coins.

c. Hanks sister Maria found a dollar bill under her bed and used it to buy an iced tea for 45 cents. How
much change will Maria get back? Write the answer using the $ or symbol. Explain your thinking
using pictures, numbers, or words.

Module 7:
Date:
2014 Common Core, Inc. Some rights reserved. commoncore.org

Problem Solving with Length, Money, and Data

1/30/15
14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

7.S.1

NYS COMMON CORE MATHEMATICS CURRICULUM

27
Mid-Module Assessment Task Lesson
23

2. Karen has 1 twenty-dollar bill, 2 ten-dollar bills, 4 five-dollar bills, and 8 one-dollar bills.
a. How much money does Karen have? Write the answer using the $ or symbol. Explain your thinking
using pictures, numbers, or words.

b. Karen buys a book for 12 dollars and a fruit smoothie for 4 dollars. Karen gives the cashier the twenty
dollar bill. How much change will she receive? Write the answer using the $ or symbol. Explain
your thinking using pictures, numbers, or words.

3. Alex sorted the fruits in his shopping basket. The table below shows what he bought.
Oranges

Lemons

Bananas

Pears

a. Draw and label a picture graph to represent the fruits in Alexs shopping basket.
Title ________________________________

Legend: _______________________________________

Module 7:
Date:
2014 Common Core, Inc. Some rights reserved. commoncore.org

Problem Solving with Length, Money, and Data

1/30/15
15
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

7.S.2

NYS COMMON CORE MATHEMATICS CURRICULUM

27
Mid-Module Assessment Task Lesson
23

4. Denise found 4 nickels in the car, 32 cents in her room, and 21 pennies and 1 quarter in her desk drawer.
a. How much money did Denise find in all? Write the answer using the $ or symbol.

b. Denise spent 42 cents on one banana and lost 19 cents. How much money does Denise have left?
Write the answer using the $ or symbol. Explain your thinking using pictures, numbers, or words.

Module 7:
Date:
2014 Common Core, Inc. Some rights reserved. commoncore.org

Problem Solving with Length, Money, and Data

1/30/15
16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

7.S.4

2nd Grade Report Card

Yucaipa-Calimesa Joint Unified

REPORT TO PARENTS - SECOND GRADE

School: Ridgeview Elementary School

Student:

Year:

Principal: Giovanni Bernier

Teacher:

2015-2016
2

Grade:

Stu #:

EXPLANATION OF MARKS

BirthDate:
Effort
O

Outstanding

Achievement
4
Thorough Understanding

Satisfactory

Competent Understanding

Needs Improvement

Partial Understanding

Unsatisfactory

Minimal Understanding

NE Not Evaluated This Trimester

Reporting Period
Language Arts
Reading Standards
Reading/Comprehension: Literature (Fiction)
Reading/Comprehension: Informational Text (NonFiction/Expository)
Reading: Foundational Skills (Phonics/word recognition,
fluency)
Writing Standards
Writing Content (Opinion, Narrative,
Informative/Expository )
Language Standards
Writing Conventions (capitalization, punctuation )

Reporting Period

Other Curricular Areas

Art / Performing Arts Effort
Penmanship Effort
Science Effort
Social Studies Effort
Physical Education
Physical Education Effort
Student Behavior
Uses time effectively to produce quality work
Approaches challenges using a variety of strategies
Takes responsibility for own learning
Organizes self and materials

Respects others rights, feelings, and property

Spelling
Grammar
Speaking and Listening Standards
Speaking and Listening
Language Arts Effort
Mathematics
Operations and Algebraic Thinking
Understand addition and subtraction to 100
Fluently add/subtract within 20
Demonstrate foundations of multiplication
Number and Operations in Base Ten
Understand and use place value within 1000
Measurement and Data
Measures, tell/write time, work with money,
represent/interpret data
Geometry
Reason with shapes and their attributes

Observes school and playground rules

Follows directions
Fulfills homework responsibility
Additional Information
Special Education/Individual Education Program (IEP)
English Language Development (ELD)
Response to Intervention (RtI)
Section 504 Plan
At Risk of Retention
ELD Prof Level - v = Current Level
ELD Prof Level -v- Current Level
Advanced - Level 5
Early Advanced - Level 4
Intermediate - Level 3
Early Intermediate - Level 2
Beginning - Level 1
ELD v=Area Needs Improvement
ELD -v- Area Needs Improvement
W. Strategies and Application
R. Vocabulary Development
R. Word Analysis and Fluency
LS. Comprehension
LS. Oral Communication

Mathematics Effort

17

Chapter Test Rationale

The chapter test is a formal summative assessment which is done at the end of the
lesson. This assessment identifies which students have mastered the concepts of lesson. The
assessment incorporates different representation of examples used during the different practice
activities and shows the students level of understanding of the concepts. It is one of the many
assessment tools I will use to gain a clear understanding of the students mastery of the
concepts.

18

Teacher:

Student:

ATTENDANCE

Grade:

Days Enrolled
Days Absent
Days Tardy

TEACHER COMMENTS

2nd Trimester

19

Report Cart Rationale

The concept of working with money is included in the report card, which indicates that this is
one of the core concepts that students need to master in second grade. I included the report card to
emphasize the importance of the concept. The report card includes spaces for comments. In the
comment section, I will include comments about areas of strength the students exhibited in their
learnings about money and areas of need. I will use my anecdotal notes as reference points for these
comments. The inclusion of the report card also emphasizes the interconnectedness of instruction. The
activities, strategies, and tools used during the instructional process need to be sequenced to lead
students to success in the key areas of instruction.

Since assessment drives instruction, the goal is to provide continuous assessment before,
throughout, and after the lesson. The different assessment pieces provide different insights and
perspectives into student learning; the goal is to get the best possible picture of the students
understanding of the concepts learned.

20

References

Grade 2 Mathematics Module 7. (n.d.). Retrieved June 09, 2016, from

https://www.engageny.org/resource/grade-2-mathematics-module-7
2nd Grade Common Core Money Pre-Assessment. (n.d.). Retrieved June 09, 2016, from
https://www.teacherspayteachers.com/Product/2nd-Grade-Common-Core-Money-PreAssessment-547044

Sample 2nd Grade Report Card. (n.d.). Retrieved June 6, 2016, from
http://ycjusd.schoolfusion.us/modules/groups/homepagefiles/cms/138422/File/Second
Grade Report Card.pdf?sessionid=2459b319d01e69669672f6e39633d7ef

21