Math g2 m3 End of Module Assessment

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task
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Name Date
1. a. Represent 403 using place value disks.
403
b. Write 403 in expanded form. ________________________________________________
c. Write 403 in word form. _____________________________________________________
2. Write each number in standard form.
a. 2 hundreds 3 tens 5 ones = ________ b. 6 tens 1 hundred 8 ones =

________
c. 600 + 4 + 30 = ________ d. 80 + 400 = ________
e. Two hundred thirteen = ________ f. Seven hundred thirty = ________
3. Complete each statement.
a. 10 tens = _______ hundred b. 10 ones = _______ ten
c. ______ tens = 1 hundred d. 160 = _______ tens
Module 3: Place Value, Counting, and Comparison of Numbers to

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4. Write the total amount of money shown in each group in the space below.
a. $10 b. c.
$100 $10 $1 $1 $100
0
$10
$100 $10 $1 $1 $100
0
$10
$10 $10 $1 $1 $100
0
$10
$10 $10 $1 $1 $100
0
$10
$10 $10 $1 $1 $100
0
a. _________ b. _________ c.
_________
d. Write one way you can skip-count by tens and hundreds from 150 to 410.
5. Compare.
a. 456 465
b. 10 tens 99
c. 60 + 800 Eight hundred sixteen
d. 23 tens 7 ones 237
e. 50 + 9 + 600 9 ones 65 tens

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Minds. eureka math.org This file derived from G2-M3-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Unported License.
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End-of-Module Assessment Task Topics AG

Standards Addressed
Understand place value.
2.NBT.1 Understand that the three digits of a three-digit number represent
amounts of hundreds, tens and ones: e.g., 706 equals 7 hundreds, 0 tens
and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tenscalled a hundred.
b. The numbers 100900 refer to one, two, three, four, five, six, seven,
eight, or nine hundreds (and 0 tens and ones).
2.NBT.2 Count within 1000: skip-count by 5s, 10s and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form.
2.NBT.4 Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digits using <, =, and > symbols to record the
results of comparisons.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually
increasing understandings that students develop on their way to proficiency. In this
chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal
for students is to achieve Step 4 mastery. These steps are meant to help teachers and
students identify and celebrate what the students CAN do now and what they need to
work on next.

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A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4
Task Item Little Evidence of Evidence of Evidence of
evidence of some some solid
reasoning reasoning reasoning reasoning
without a without a with a with a
correct correct correct correct
answer. answer. answer or answer.
evidence of
solid
reasoning
with an
(1 Point) (2 Points) incorrect (4 Points)
answer.
(3 Points)
1 Student is unable Student solves Student solves Student correctly:

to solve any of one out of three two out of three Draws 403 in
the parts parts correctly. parts correctly. place value
correctly. disks.
2.NBT.3 Writes 403 in
expanded
form.
Writes 403 in
word form.
Accept various
representations of
403, such as
4 hundreds 3
ones or
40 tens 3 ones,
etc.
2 Student solves Student solves Student solves Student correctly

one or two out of three or four out five out of six answers:
six parts correctly. of six parts parts correctly. a. 235
correctly.
b. 168
2.NBT.3
c. 634
d. 480
e. 213
f. 730

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A Progression Toward Mastery

one out of four two out of four three out of four answers:
parts correctly. parts correctly. parts correctly. a. 1
b. 1
2.NBT.1
c. 10
d. 16
4 Student solves Student solves Student solves Student correctly:

one out of four two out of four three out of four a. $730
parts correctly. parts correctly. parts correctly.
b. $55
c. $505
2.NBT.2
d. Explains
the
answer
using
numbers,
words, or
pictures.

one out of five two or three out four out of five answers:
parts correctly. of five parts parts correctly. a. <
correctly.
b. >
2.NBT.4
c. >
d. =
e. =

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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task

1. a. Represent 403 using place value disks.

b. Write 403 in expanded form. ________________________________________________

c. Write 403 in word form. _____________________________________________________

2. Write each number in standard form.

a. 2 hundreds 3 tens 5 ones = ________ b. 6 tens 1 hundred 8 ones =

c. 600 + 4 + 30 = ________ d. 80 + 400 = ________

e. Two hundred thirteen = ________ f. Seven hundred thirty = ________

3. Complete each statement.

a. 10 tens = _______ hundred b. 10 ones = _______ ten

c. ______ tens = 1 hundred d. 160 = _______ tens

Module 3: Place Value, Counting, and Comparison of Numbers to

c. 60 + 800 Eight hundred sixteen

d. 23 tens 7 ones 237

e. 50 + 9 + 600 9 ones 65 tens

Module 3: Place Value, Counting, and Comparison of Numbers to

End-of-Module Assessment Task Topics AG

Evaluating Student Learning Outcomes

Module 3: Place Value, Counting, and Comparison of Numbers to

A Progression Toward Mastery

1 Student is unable Student solves Student solves Student correctly:

2 Student solves Student solves Student solves Student correctly

Module 3: Place Value, Counting, and Comparison of Numbers to

A Progression Toward Mastery

3 Student solves Student solves Student solves Student correctly

4 Student solves Student solves Student solves Student correctly:

5 Student solves Student solves Student solves Student correctly

Module 3: Place Value, Counting, and Comparison of Numbers to

Module 3: Place Value, Counting, and Comparison of Numbers to

Module 3: Place Value, Counting, and Comparison of Numbers to

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c. 600 + 4 + 30 = d. 80 + 400 =

e. Two hundred thirteen = f. Seven hundred thirty =

a. 10 tens = _ hundred b. 10 ones = _ ten

c. tens = 1 hundred d. 160 = _ tens