Mars Grade2

MARS Tasks | Grade 2
Page Name of MARS Task Year Math Strand Notes

* Peanuts and Ducks 2003 NP, NO Determine if enough peanuts for ducks
* Symmetry Drawings 2003 GM Draw shapes with symmetry, mark line
* Chopsticks 2003 NP, NO Find # of chopsticks needed, explain
* Raisin Boxes 2003 DA Line plot, predict, explain prediction
* Marble Rows 2003 PFA, NP Extend growing pattern, explain
* Teeth 2004 DA, NO Bar graph, find teeth lost in all

* Footsteps on the Rug 2004 GM Find # of footsteps of diff size feet
* Which Shape? 2004 GM Identify shapes, 2 attributes of triangles
* Agree or Disagree 2004 PFA Whether 2 quantities are equal, explain
* Student Store 2004 NO Find 2 items under $.70, calculate change
2 Pictures 2005 GM Visualize lines of symmetry

5 Pencils and Erasers 2005 NO, NP Amount spent at store, combinations
9 Reading Books 2005 DA, NO Frequency table, bar graph
13 Growing Necklaces 2005 PFA Find, describe growing pattern, explain
17 Half and Half 2005 NP, GM Draw half of geom. shape, how you know
21 Overview of 2006 Tasks

22 Our Class Graphs 2006 DA Prediction-2 graphs, defend choice
25 In One Minute 2006 NO Find values on chart, justify answer
28 Describing Shapes 2006 GM Identify attributes of shapes
31 Pam’s Shopping Trip 2006 NO Calculate buying items, repeated + & -
34 The Track Team 2006 GM Find # of jumps from start to finish line

37 Sheep and Ducks 2007 PFA Calc. # of legs, poss. combos for 32 legs
39 Backpack Colors 2007 DA Complete bar graph & give 2 facts
42 Addition Shapes 2007 NO Use addends 3 and/or 5 to reach sum
45 Making Designs 2007 GM Name ident. shapes inside larger design
48 Incredible Equations 2007 NO Find missing parts of equations to 16

51 Pocket Money 2008 NO Use numbers in flexible ways, + -
54 Our Pets 2008 DA Tally table, bar graph, explain reason
56 Don’s Shapes 2008 GM Identify shapes in larger one, sort
59 Building Walls 2008 PFA Identify extend growing pattern
62 Carol’s Numbers 2008 NO, NP Arrange digits into largest/sm, n line

66 Same Shape/Number 2009 PFA Variables/unknowns in + - sentences
69 Apple Farm Field Trip 2009 NO 2-digit +- in story context, justify
72 Top Lunch Choices 2009 DA Pictograph, make math. statements
74 High Horse 2009 GM Measure horse w/diff. hand sizes
77 Auntie Em’s Cookies 2009 NO, GM Halving shapes/numbers, symmetry
NP=Number Properties * Tasks from 2003 and 2004 are not included in this packet due to
NO=Number Operations copyright restrictions. However, if you click on the name of the
PFA=Patterns Functions Algebra task, you can access it via the Noyce Foundation website. Tasks
GM=Geometry & Measurement from 2005 to 2009 are available here with permission from the
DA=Data Analysis Mathematics Assessment Resource Service (MARS).
MARS Tasks – Grade 2 www.scoe.org/mars Page 1

2nd grade Task 1 Pictures
Student Visualize lines of symmetry in a completed picture as well as from a
Task picture that has been folded in half.
Core Idea 4 Students will recognize and use characteristics properties, and
Geometry and relationships of two-and three-dimensional geometric shapes and
Measurement apply appropriate techniques to determine measurements
• Identify, visualize, construct and draw two-dimensional shapes
according to their attributes and/or parts of their shapes
• Show an understanding of line symmetry

Pictures
1. Jacob cut out a rhombus on a line of symmetry. Show what his
picture would look like if he folded the paper on the line of
symmetry.
2. Laura made a drawing using some shapes and a line of

symmetry. She used the folded edge as the line of symmetry.
Draw a picture of what the paper will look like when it is
unfolded.

Pictures Grade 2 Rubric
The core elements of the performance required by this task are:
• Identify, visualize, construct and draw two-dimensional shapes
according to their attributes and/or parts of their shapes.
• Show an understanding of line symmetry.
section
Based on these credit for specific aspects of performance should be assigned as follows points points
1. Gives a drawing with:
A vertical half of a rhombus on the folded sheet 2
2
2. Gives a drawing with
A tree in center of the rectangular space 1
2 smaller squares above the tree 1
2 larger circles below the tree 1 3
Total Points 5

2nd grade Task 2 Pencils and Erasers
Student Find the amounts of money spent at the teacher’s store. Determine
Task what items could have been purchased for $.60.
Core Idea Understand the meanings of operations and how they relate to
2 each other, make reasonable estimates, and compute fluently
Number • Demonstrate fluency in adding and subtracting whole
Operations numbers
• Communicate reasoning using pictures, numbers and/or
words.
Core Idea Understand numbers, ways of representing numbers,
1 relationships among numbers, and number systems
Number • Understand whole numbers and use them in flexible ways
Properties such as relating, composing, and decomposing numbers
words.

Pencils and Erasers
Leticia’s teacher sells erasers for 15¢ and pencils for 10¢.
1. On Monday, Leticia bought 1 eraser and 2 pencils.

How much did she spend on the eraser? ______
How much did she spend for two pencils? ______
How much did she spend all together? _______
2. On Tuesday, Leticia bought 4 things from her teacher.

What did she buy?
1.
2.
3.
4.
How much did she spend to buy these four things? _____

Remember:
Leticia’s teacher sells erasers for 15¢ and pencils for 10¢.
3. On Wednesday, Leticia spent 60¢. What did she buy?

Show how you figured out that she spent 60¢.

Pencils and Erasers Grade 2 Rubric

• Demonstrate fluency in adding and subtracting whole numbers.
• Understand whole numbers and use them in flexible ways such as
relating, composing, and decomposing numbers.
• Communicate reasoning using pictures, numbers and/or words.
section
points
Based on these credit for specific aspects of performance should be assigned as follows points
1 Gives these three answers:
One eraser costs 15¢ 1
Two pencils cost 20¢ 1
She spent 35¢ altogether 1ft

3
2 Lists four permutations of pencils and/or erasers 1
Gives the correct total for the four items:

4 erasers 60¢ 1ft
3 erasers, 1 pencil 55¢
2 erasers, 2 pencils 50¢
1 eraser, 3 pencils 45¢
4 pencils 40¢
2
cent sign is not required
3 Shows work such as:
Lists items totally 60¢

4 erasers or
6 pencils or
3 pencils and 2 erasers 1
Shows work such as:

15¢+ 15¢+15¢+ 15¢ or
10¢+ 10¢+10¢+ +10¢+ 10¢+ 10¢ or
10¢+ 10¢+10¢+15¢+ 15¢ 1
cent sign is not required 2
Total Points 7

2nd grade Task 3 Reading Books
Student 2nd graders are reading books. The information must be collected and
Task organized to answer questions and explain the answers.
Core Idea Students collect, organize, display, and interpret data about
5 themselves and their surroundings
Data • Represent the same data in more than one way
Analysis • Represent and interpret data using graphs or other representations
• Describe and compare data using quantitative measures
• Communicate reasoning using words, numbers, or pictures
Core Idea Understand the meanings of operations and how they relate to each
2 other, make reasonable estimates, and compute fluently
Number • Demonstrate fluency in adding and subtracting whole numbers
Operations • Communicate reasoning using pictures, numbers and/or words.

Reading Books
The students at Horace Mann Elementary School are reading books.
This group of students recorded the number of books they read this
week. Here are the results.
Andrew
David 10
4 books
books Maria
Rosie 6
7 books
books
Lionel
Ellen
7
3
books
books
1. Show all the results in this frequency chart.
Student Number of
books read
Andrew 10
David 4
Ellen
Lionel
Maria
Rosie

2. Now show the same results on this bar graph below.
Books Read In A Week
10
9
8
7
6
5
4
3
2
1
Andrew David Ellen Lionel Maria Rosie
Students
3. How many books were read by David, Ellen, and Maria? _____
Show how you figured it out.
4. How many more books did Rosie read than Ellen? ________
5. How many books in all were read by the students? ________


Reading Books Grade 2 Rubric
• Represents the same data in more than one way.
• Represent and interpret data using graphs or other representation
• Describe and compare data using qualitative and quantitative
measures.
• Communicate reasoning using words, numbers or pictures.
section
Based on these credit for specific aspects of performance should be assigned as follows points
points
1 Gives correct answer as
Ellen – 3
Lionel -7
Maria – 6
Rosie – 7
Four or three correct answers 1
1
2 Fills in the bars above
David – 4 bars,
Ellen – 3 bars, 1x3
Maria – 6 bars.
3
3 Gives correct answer as: 13 1 ft
Shows work such as:
4 + 3 + 6 = 13
Or explains what they counted or added to get the answer of 13 1 2
4 Gives correct answer as 4 1 ft
Shows work such as: 7 – 3 = 4

Or explains what they counted, added or subtracted to get the 1 2
answer of 4
5 Gives correct answer as: 37 1 ft
Shows work such as: 10 +4+3+7+6+7 = 37 1

Or explains what they counted or added to get the answer of 37
2
Total Points 10

2nd grade Task 4 Growing Necklaces
Student Find and describe the pattern generated when “growing” a necklace of
Task beads. Determine why a given number of beads would not fit with this
necklace pattern.
Core Idea Understand patterns and use mathematical models to represent and
3 to understand qualitative and quantitative relationships.
Patterns, • Describe and extend growing patterns and translate from one
Functions, representation to another
and Algebra • Communicate reasoning using numbers, pictures and/or words
• Communicate mathematical thinking clearly and coherently

Growing Necklaces
Every year Matthew makes a necklace for his sister, Janci.

Here are drawings of the necklaces.
Year 1 Year 2 Year 3 Year 4
Beads 3 beads 5 beads 7 beads
1. Draw a picture of the necklace for Janci’s 4th year next to the
3rd necklace.
2. How many beads would Matthew need to make a necklace for

Janci’s 6th year?
______beads in all

3. Would Matthew ever make a necklace like this for Janci with 12
beads?
Yes or No ________________
Why or why not?

Growing Necklaces Grade 2 Rubric
• Describe and extend growing patterns and translate from one
representation to another
• Communicate reasoning using numbers, pictures and/or words
section
1 Draws the 4th necklace with 9 beads 2
2
2 Gives correct answer as: 13 2
Explains thinking such as: 6 + 1 + 6 = 13, presents a series of

numbers 3, 5, 7, 9, 11, 13 or explains their thinking in words 1 3
3 Gives correct answer as: No 1
Explains how they got the answer of No such as: There are always
an odd number of beads, Matt made one with 11 and 13 but not 12. 2
Allow answer such as: it is not the same pattern (1) 3

Total Points 8

2nd grade Task 5 Half and Half
Student Draw and represent halves of geometric shapes. Describe how to
Task know when a shape will show halves.
Core Idea Understand numbers, ways of representing numbers,
1 relationships among numbers, and number systems
Number • Represent commonly used fractions such as one-half
Properties
Core Idea 4 Students will recognize and use characteristics properties, and
Geometry and relationships of two-and three-dimensional geometric shapes and
Measurement apply appropriate techniques to determine measurements
• Use number concepts in geometric contexts
• Communicate reasoning using numbers, pictures and/or words
• Communicate mathematical thinking clearly and coherently

Half and Half
These shapes show halves. One half of the shape is colored and one
half of the shape is uncolored.
Yes No Yes No Yes No
2 + 2 =4 2+ 2 = 4 2+2=4
These shapes do not show halves.
Yes No Yes No
3+2=5 3+2=5
Look at the three shapes below and on the next page. Find out if
you can color in one half of the shape. Circle “yes” or “no” below the
shape. Then, write an addition sentence that describes how you
colored in the shape.
1.) 2.)
Yes No Yes No
___ +___= ___ ___ + ___= ___

3.)
Yes No
___ + ___= ___
4. How can you tell by looking at a shape that it can be colored to

show half?
______________________________________________________
______________________________________________________
______________________________________________________
_______________________________________________________

Half and Half Grade 2 Rubric
• Uses number concepts in geometric contexts
• Represents commonly used fractions such as ½
section
1 Gives correct answer as:
Correct drawing that shows halves 1
Yes 1
4+4=8 1
3
Drawing that shows inequality 1
No 1
Equation matches drawing 1
Alternative solution: or
Divides the figure in half using fractions of a square 1
Yes 1
4 ½ + 4 ½ =9 1
3
Correct drawing that shows halves 1
Yes 1
6 + 6 = 12 1
3
4 Explains how they got the answer such as:
The number sentence is always a double.
There are even numbers of squares so you can find half and half.
Each colored square has a partner that is uncolored. 1
1
Total Points 10

Second Grade Mars 2006 Task Descriptions
Overview of Exam
Core Idea Task
Data Analysis Our Class Graphs
The task asks students to read, interpret and answer a prediction question related to
two graphs. Successful students can find numerical data and compare values. They
can make a prediction as to which of two data sets might change if collected the
following day and defend their choice.
Number Operations In One Minute

The task asks students to find values on a chart and compare to find their differences.
Successful students consider the relationships between the quantities and may use
addition, subtraction, counting on or counting back to find the answers. They can use
regrouping for addition or subtraction with accuracy. Answers are proven using
words, numbers or pictures.
Geometry Describing Shapes

The task asks students to identify the attributes of two-dimensional shapes. Students
who are successful can identify the correct number of sides and corners of a given
shape as well as compare the lengths of the sides on a shape. They can name common
geometric shapes.
Number Operations Pam’s Shopping Trip

The task asks students to calculate buying caps and balls for a baseball team.
Successful students use repeated subtraction, equal sharing and forming equal groups
to find the price for one unit. They can use repeated addition or counting by multiples
to find the price for several items. Student use previously calculated information to
find the total cost of equipment for four players.
Measurement The Track Team

The task asks students to find the number of jumps two students will make from a
start to a finish line. Successful students find the total number of jumps by iterating
each jumping unit. Students compare units and predict whether the measures will be
greater or smaller when a different unit is used. Successful students can identify the
person to finish first and explain their thinking.
Grade Two – 2006 pg. 1

(c) Noyce Foundation 2006. To reproduce this document, permission must be granted by the Noyce Foundation:
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Our Class Graphs
On Monday, the students in Mrs. Gong’s class answered two
questions and displayed the information in these two graphs.
1. How many children have black hair? ____________
2. Which color of hair do the fewest number of students have?

________________

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3. How many more students come by bus than by walking? _____.
Show how you know your answer is correct.
On Tuesday, Mrs. Gong asked the same two questions.

4. If they made new graphs of the information on Tuesday, which
graph might look different?
Circle one: What color is your hair?
How do you come to school?
Explain how you know your answer is correct.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Mathematics Assessment Collaborative
Performance Assessment Rubric Grade 2
Our Class Graphs: Grade 2: Points Section
Points
The core elements of the performance required by this task
are:
• Represent and interpret data using graphs or other
representation
• Describe and compare data using qualitative and
quantitative measures.
• Communicate reasoning using words, numbers or
pictures.
Based on these credit for specific aspects of performance

should be assigned as follows
1 5 1
1
2 Red, accept 2 1
1
3 5 1
shows work such as 7 - 2 1 2

4 Circles How do you come to school? 1
Explains answer such as: a person’s hair color won’t change

but they may come by a different way to school tomorrow 2
Alternative Solution: or
Circles What color is your hair? 1
Explains answer such as: a student might have changed the

color of his/her hair 2 3
Total Points 7 7

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In One Minute
Lydia, Andres and Jim were playing “In One Minute”. First they
found out how many numbers they could write in one minute.
Here’s what they could do.
Numbers
Lydia 67
Andres 49
Jim 51
1. Who wrote the most numbers? _______________
2. How many more numbers did Lydia write than Andres? _____

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Next, they found out how many letters they could write in one
minute. Here’s what Lydia and Andres could do.
Letters
Lydia 46
Andres 84
Jim
3. Who wrote the most letters? _________________
4. Jim said to Andres, “I wrote 8 fewer letters than you did. How
many letters did Jim write? __________
5. How many more letters did Andres write than Lydia? ______

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In One Minute: Grade 2: Points Section

Points
• Demonstrate fluency in adding and subtracting whole
numbers.
• Understand whole numbers and use them in flexible ways
such as relating, composing, and decomposing numbers.
• Understand the relative magnitude of whole numbers and
the concepts of quantity and the relative position of
numbers.
• Demonstrate an understanding of the base-ten number
system and place value concepts.
words.
Based on these credit for specific aspects of performance should be assigned as follows
1 Lydia 1
1
2 18 2
Shows work such as: 67 - 49 1
3
3 Andres 1
1
4 76 1
Shows work such as 84 – 8 1

2
5 38 2
Shows work such as 84 – 46 1 3

Total Points 10

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Describing Shapes
1. Look at the shape on the geoboard below. Read the sentences and
circle whether they are true or false.
a. This shape is called a trapezoid. true false

b. This shape has 6 sides. true false
c. This shape has 4 corners. true false
d. Two sides of this shape are the same length. true false
2. Look at the shape on the geoboard below. Circle whether the

statements are true or false
a. This shape has 6 sides. true false

b. You could draw a line of symmetry. true false
c. All sides of this shape are the same length. true false
d. This shape is called a ____________ .

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3. Look at the shape on the geoboard below. Write three true
sentences that describe this shape.
true
true
true

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Describing Shapes: Grade 2: Points Section

Points
• Describe and classify two-dimensional shapes according
to their attributes and/or parts of their shapes.
• Develop an understanding of how shapes can be put
together or taken apart to form other shapes
words.
1 a) true
b) false
c) true
d) true
all four correct 2
2 -3 correct (1) 2
2 a) true
b) true
c) false
d) hexagon
all four correct 2
2-3 correct (1) 2
3 Gives three correct statements such as:
Four sides, four corners, can draw a line of symmetry, rectangle, 3x1
two sides match in length
3
Total Points 7

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Pam’s Shopping Trip
Pam’s baseball team needs some new equipment. At the store,
the prices were shown like this:
$15. Caps sell 3 for $15.00
$12. Balls sell 4 for $12.00
1. Eight balls cost $_________

2. One cap costs $ ________

3. Two caps cost $_________


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Pam has $25. If she only buys caps,
4. What is the greatest number of caps she can buy? ________
Pam has 4 players on her team who need one new cap and one
new ball.
5. How much will that cost all together? $_________

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Pam’s Shopping Trip: Grade 2: Points Sectio

n
Points
• Understand patterns and use mathematical models to
represent and to understand qualitative and quantitative
relationships.
• Understand situations that entail multiplication and division
such as equal groupings of objects and equal sharing.
words.
1 24 1
Shows work such as $12 + $12 1

2
2 $5 1
Shows work such as 5 + 5 + 5 1

2
3 $10 1f.t.
Shows work such as $5 + $5 1f.t.

2
4 5 caps 1f.t.
Shows work such as $15 + $5 = $20, $20 + $5 = $25 or 1f.t.

3+1+1 2
5 $32 1f.t.
Shows work such as 1 cap is $5, 1 ball is $3. 8 + 8 + 8 + 8 1f.t.

Or 5 + 5 + 5 + 5 + 3 + 3 + 3 + 3
Special case:
8 1s.c.
Shows work such as 3 + 5 = 8
2
Total Points 10

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The Track Team
The track team was practicing jumping skills. Sarah and Brian are
both jumping. After two jumps, their coach marked their spots on
the jumping mat.
Sarah
Brian
Start Finish
Brian and Sarah always take the same sized jumps.

1. How many jumps will Sarah take to the finish line? _______
2. How many jumps will Brian take to the finish line? ________
3. Who will take more jumps to the finish line? _____________
4. Who will get to the finish line first? ___________
5. Explain how you know who finished first.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________

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Track Team: Grade 2: Points Section

Points
• Understand how to measure using non-standard and
standard units.
• Select an appropriate unit and tool for the attribute being
measured (length).
words.
1 6 (accept 4 more if matched with 10 in part 2) 1
1
2 12 (accept 10 more if matched with 4 in part 1) 1
1
3 Brian 1
1
4 Sarah 1
1
5 Explains answer such as
Sarah is taking bigger jumps than Brian so she will win. 2
2
Total Points 6

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Second Grade Mars 2007 Task Descriptions
Overview of Exam
Core Idea Task
Algebra Sheep and Ducks

This task asks students to find the number of legs for a given number of sheep, ducks
and for sheep and ducks together. Successful students use mathematical models
and/or symbols to represent these situations that involve repeated addition or
multiplication of whole numbers. Students can find two combinations of sheep and
ducks with 32 legs in all.
Data Analysis Backpack Colors

The task asks students to read and interpret data from a class bar graph. Students
who are successful are able to complete the graph with additional information find
numerical and categorical information and compare values. Successful students will
also provide two additional facts about the graph.
Number Operations Addition Shapes

The task asks students to use the addends of 3 and/or 5 to reach given sums.
Successful students demonstrate fluency in the addition of whole numbers to reach a
sum. These students can think flexibly and design a similar problem. Students are
able to use the conditions in the problem throughout the task.
Geometry Making Designs

The task asks students to name and identify the attributes of two dimensional shapes
and to find shapes within other shapes. Successful students are able to take apart and
put together the same large shape in two different ways using triangles, trapezoids,
and hexagons. They can identify the number and kinds of shapes inside the large
designs.
Number Operations Incredible Equations

The task asks students to find the missing parts of incomplete equations equal to 16.
Students who are successful use strategies to estimate and to solve problems
involving addition and subtraction. These students move flexibly between addition
and subtraction and may know how these operations are related to one another.
Successful students understand the equals sign as a balance point between the two
sides of an equation.
Grade 2 – 2007 1
Copyright ©2007 by Noyce Foundation.
All rights reserved.

Sheep and Ducks
The farmer raises sheep and ducks.
1. How many legs on one duck? _____________
2. How many legs on 4 ducks? _____________
3. How many legs on 5 sheep? _____________
4. Next to the barn is a pen with 2 sheep and 3 ducks. How many
legs altogether? ________
5. One of the farmer’s pens has a high fence around it. He can
see 32 legs under the fence. How many sheep and ducks are
in this pen?
Show one way to have sheep and ducks with 32 legs in all.
Show a different number of sheep and ducks with 32 legs in all.
Grade 2 – 2007 4

Sheep and Ducks
Task 1: Sheep and Ducks: Grade 2: Points Section

Points
• Demonstrate fluency in adding and subtracting whole numbers
• Understand situations that entail multiplication such as equal
groupings of objects
• Describe and extend patterns of number and translate from one
• Communicate reasoning using words, numbers or pictures
1
2 Gives correct answers as: 8 1
1
1
4 Gives a correct answer as: 14 1
Shows work such as:

4+4+2+2+2 1
2
5 Gives a correct answer from the following:
16 ducks 1
14 ducks, 1 sheep
12 ducks, 2 sheep
10 ducks, 3 sheep
8 ducks, 4 sheep
6 ducks, 5 sheep
4 ducks, 6 sheep
2 ducks, 7 sheep
8 sheep
Shows a different correct answer from those listed above 2

3
Total Points 8
Grade 2 – 2007 5

Backpack Colors
Second graders recorded the color of their backpack on the graph.
Backpack Colors
Green
Red
Blue
Black
Pink
0 1 2 3 4 5 6 7 8 9 10 11
1. The teacher has a green backpack. Add a green backpack to

the graph.
2. How many backpacks are pink? ____________
3. More of the backpacks are _________ than any other color.
4. How many more backpacks are pink than red? ______

5. How many backpacks in all? ________________
2nd Grade – 2007 30


6. Write one new fact about this Backpack Colors graph.
___________________________________________________
___________________________________________________
7. Write another new fact about this Backpack Colors graph.
______________________________________________________
______________________________________________________
2nd Grade – 2007 31


Backpack Colors
Task 2: Backpack Colors: Grade 2: Points Section

Points
• Interpret data using a bar graph
• Describe and compare data using qualitative and quantitative
measures
1 Correctly adds the seventh square to “green” on the graph. 1
1
2 Gives correct answer: 9 1
1
3 Gives correct answer: blue 1
1
4 Gives correct answer: 6 1
Shows work such as:

9–3=6 1
Or shows comparison on the graph 2
5 Gives correct answer such as:
34, accept 33 (not counting the added square) 1
Shows work such as:

11 + 9 = 20 1
7 + 3 = 10
20 + 10 + 4 = 34 2
6& Writes two facts about this graph such as:
7
Red has the least number of backpacks.
Red plus black equals green. 3
Partial Credit:
Writes one fact about the graph. (1)
3
Total Points 10
2nd Grade – 2007 32


Addition Shapes
Ted is making number shapes. The corners on each shape must add
up to the number in the center of the shape. The number put on
each corner must be either 3 or 5. For example, shape number
11 has corners of 3 and 3 and 5 because 11 = 3 + 3 + 5.
11
3 5
Put numbers on the corners of each shape to find the same total as
the number in the center of the shape. The number put on each
corner must be either 3 or 5.
16
21
2nd grade – 2007 52


18
Make a different addition shape around the 18 below. The number

put on each corner must be either 3 or 5.
18
2nd grade – 2007 53


Addition Shapes
Task 3: Addition Shapes: Grade 2: Points Section

Points
• Understand whole numbers and use them in flexible ways
• Demonstrate fluency in adding or subtracting whole numbers
1 Gives correct answer as: 3, 3, 5, 5 1

1
2 Gives correct answer as: 3, 3, 3 1
1
3 Gives correct answer as: 3, 3, 5, 5, 5 1
1
4 Gives correct answer as: 3, 3, 3, 3, 3, 3 1
1
5 Draws a quadrilateral with corners of: 3, 5, 5, 5 1
1
Total Points 5
2nd grade – 2007 54


Making Designs
Paul’s class is making designs with pattern blocks.
Rhombus Trapezoid
1. Tanya found a shape that has 3 sides.

What is the name of this shape? ________________
2. Paul picked out a hexagon.

How many sides on a hexagon? ________________
3. Lucy found a trapezoid.

How many corners on a trapezoid? ________________
These pattern block shapes were used to make two different designs.
2nd Grade 70

4. Lucy only used trapezoids to fill this shape. Draw the
trapezoids inside the shape. How many did she use?
_________ trapezoids
5. If Lucy filled the shape differently , what might it look like?

Draw the shapes inside.
How many of each did she use?
________ hexagons
________trapezoids
________triangles
2nd Grade 71

Making Designs
Task 4: Making Designs: Grade 2: Points Section

Points
• Describe and classify two-dimensional shapes according to their
attributes and/or parts of their shapes
• Show an understanding of how shapes can be put together or
taken apart to form other shapes
1 Gives correct answer as: triangle 1
1
1
1
Shows design divided into 6 trapezoids 1

2
5 Shows work by dividing the design into a different
combination of shapes to correctly fill 1
Gives correct answer such as:

2 H, 2 Trap. or
1 H, 4 Trap. or
18 Triangles or 1
2 H, 6 triangles
Etc.
2
Total Points 7
2nd Grade 72

Incredible Equations
On March 16th, some of the students in Mrs. Daniels’ class wrote
equations equal to 16. During recess, Mrs. Daniels erased parts of
each equation. Find the missing parts.
16
7 + _____ = 16 ___ + 8 + ___= 16
16 = 3 + _____ 27 - _____ = 16
100 - ____ = 16 16 = _____ + 10
_____ - 4 = 16
Mrs. Daniels added this equation. Can you find the number that fits
in the blank?
11 + 5 = ____ + 8
2nd Grade – 2007 83


Incredible Equations
Task 5: Incredible Equations: Grade 2: Points Section

Points
• Demonstrate fluency in adding and subtracting whole numbers
• Use strategies to estimate and solve problems involving addition
and subtraction
1 Gives correct answers, starting from top left to right:
9
Any two addends equal to 8
13 7x1
11
84
6
20 7
Explains answer such as:

11 + 5 = 16 and 8 + 8 = 16 2
3
Total Points 10
2nd Grade – 2007 84


Balanced Assessment Test – Second Grade 2008
Core Idea Task Score

Number Operations Pocket Money SC
This task asks students to demonstrate an understanding of whole numbers and how to
represent and use them in flexible ways, including relating, composing, and decomposing
numbers. Successful students demonstrate fluency in adding and subtracting whole
numbers in context, and they are able to communicate reasoning using words, numbers,
or pictures.
Data Analysis Pets SC
This task asks students to represent the same data in more than one way. Students who
are successful are able to compare and combine values on the graph, and use words,
numbers, or pictures to explain their reasoning. Students should demonstrate that they
understand that the data represented in the tally table and in the bar graph is the same
information, and should be consistent. Successful students will also provide a statement
that shows they can differentiate between the types of information provided about the
data set based on the type of graph used to represent the data.
Geometry Don’s Shapes SC
This task asks students to describe and classify two-dimensional shapes. Successful
students are able to identify the two shapes that make up a larger shape, using triangles,
rectangles, and squares. They can sort a set of two-dimensional shapes based on the
attribute of having straight sides or not. Successful students demonstrate that they can
identify and compare shapes based on geometric attributes such as number of sides and
angles, rather than size, appearance, or orientation.
Algebra Building Walls SC
This task asks students to identify and extend a growing pattern of blocks in a wall, using
drawings and numbers to describe the growth. Successful students identify and use the
growth element to determine the number of blocks used to create walls at various stages
of the pattern. They can also communicate reasoning using words, numbers, or pictures
to translate between representations of shape and number in the pattern.
Number Operations Carol’s Numbers SC
This task asks students to use their knowledge of place value to arrange three digits to
make the largest and smallest combination. Students are also asked to place numbers on
a number line. Successful students were able to think about scale and order is arranging
the numbers on the number line.
2nd Grade – 2008 1

Copyright ©2008 by Noyce Foundation

Pocket Money
50¢ 25¢ 10¢ 5¢ 1¢
Margie says, “I have 10¢ in my pocket but I do not have a dime.”

1. What coins could Margie have in her pocket?
Jeff says, “I can make 17¢ with the coins in my pocket.”

2. Show two different ways to make 17¢ with coins.
First way Second way
2nd Grade – 2008 4


50¢ 25¢ 10¢ 5¢ 1¢
Tim says, “I have one half-dollar, one quarter, one dime, one nickel, and one
penny in my pocket.”
3. If Tim pulls three coins from his pocket, what is the most money he would
have in his hand? ______ ¢
Anna bought some gum for 18¢. She gave 50¢ to pay for the gum.
4. How much change did Anna get? ______¢
What coins did Anna get back?
2nd Grade – 2008 5


Pocket Money
Pocket Money: Grade 2 Points Section
Points
The core elements of the performance required by
this task are:
• Understand whole numbers and represent and
use them in flexible ways, including relating,
composing, and decomposing numbers
• Demonstrate fluency in adding and
subtracting whole numbers
• Communicate reasoning using words,
numbers or pictures
Based on these credit for specific aspects of

performance should be assigned as follow:
1 Gives correct answer such as:
2 nickels or 1
1 nickel 5 pennies or
10 pennies 1
2 Shows one correct way to have 17¢ 1
Shows a second correct way to have 17¢ 1
Partial credit:
Shows 2 ways to get to a number other than 17¢ (1)
2
3 Gives correct answer: 85 ¢ 1
Shows work such as:

50 + 25 + 10 = 85 ¢ 1
2
4 Gives correct answer: 32 ¢ 2
Shows coins such as:

3 dimes, 2 pennies 1 ft.
Or
1 quarter, 1 nickel, 2 pennies 3
Total
8
2nd Grade – 2008 6


OUR PETS
Sam asked his classmates: “What kind of pets do you have?” He made a tally
table to show the answers.
OUR PETS
BIRDS
CATS
DOGS
FISH
NO PETS
1. Use the information in the tally table to fill in the bar graph below.
14
OUR PETS
N 13
u 12
m 11
b
10
e
r 9
s 8
7
o
6
f
5
P 4
e 3
t
2
s
1
0
BIRDS CATS DOGS FISH NO PETS
Kinds of Pets
2. Which kind of pet do the fewest children have? ___________
2nd Grade – 2008 23


3. How many dogs and cats do these children have in all?______
Show how you know that your answer is correct.
4. How many more children have dogs than fish? __________

5. Using the same data, Sam found out how many of the children in his class
have pets. He wasn’t able to finish the table. Finish it for him.
Have pets
Do not have a
pet
6. What is one thing you can learn from the bar graph that you can’t learn
from the table above?
________________________________________________________
________________________________________________________
10
2nd Grade – 2008 24


Don’s Shapes
These are Don’s favorite shapes.
Name this shape from Don’s favorites.
1. _______________
Don made these figures from 2 of the shapes.
Name the two shapes Don used.
2. _________________ and ________________
3. _________________ and _________________
2nd Grade – 2008 42

Copyright © by Noyce Foundation

Here are Don’s favorite shapes again.
A B C D E F G
4. Which of Don’s shapes have straight sides? Write the shape’s letter in the
box it belongs.
Have straight sides Don’t have straight sides
Look at these three shapes.
5. How is the 1st shape different from the other two?
______________________________________________________________
______________________________________________________________
________________________________________________________
2nd Grade – 2008 43


Don’s Shapes
Don’s Shapes: Grade 2 Points Section
Points
this task are:
• Describe and classify two-dimensional shapes
according to their attributes and /or parts of
their shape
• Develop an understanding of how shapes can
be put together or taken apart to form other
shapes
numbers or pictures

1 1
Rectangle 1
2 Square and triangle 1

Accept rectangle and triangle. 1
3 Triangle and triangle 1
1
4 Gives correct answers to include all:
Straight sides: B,C,D,F,G 2
Not straight sides: A,E
2
5 Gives correct explanation such as:
The first shapes has three sides but the others have 4 2
Gives an attribute of only one set such as:

It is a triangle. (1)
2
Total
7
2nd Grade – 2008 44


Building Walls
Maya is using blocks to make a wall grow.
1st wall 2nd wall 3rd wall
1. Draw the 4th wall below:
2. How many blocks are needed to make the 4th wall? ________ blocks
3. Tom wants to build the 5th wall. Tell Tom how to build the 5th wall.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2nd Grade – 2008 57


4. How many blocks would it take to build the 7th wall? _______ blocks
5. Tom and Maya’s teacher gave them 21 blocks and asked them to build
a wall with all the blocks. Can they build a wall with exactly 21 blocks?
Yes or No ___________
Why or Why not?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2nd Grade – 2008 58


Building Walls
Building Walls: Grade 2 Points Section
Points
this task are:
• Describe, extend, and create patterns of shape
and number and translate from one
• Describe. extend and create growing patterns
numbers or pictures

1 Correctly draw the 4th shape 1
1
2 10 blocks 1
1
3 Correctly describes how to build the 5th shape such
as:
5 blocks on the top and 7 blocks on the bottom. 1
1
4 16 blocks 1
Shows work such as: 1

7th wall of blocks or extends the numerical pattern
2
5 No and
An correct reasoning such as:
The blocks are always an even number.
Or
It needs to 22 not 21. 2
2
Total
7
2nd Grade – 2008 59


Carol’s Numbers
Carol has three number cards.
4 7 2
1. What is the largest three-digit number Carol can make with her cards?
2. What is the smallest three-digit number Carol can make with her cards?
Explain to Carol how she can make the smallest possible number using her
three cards.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
Carol’s teacher drew a number line on the board.

2nd Grade – 2008 75
Copyright ©2008 Noyce Foundation

0 42
3. About where would 85 be? Place 85 on the number line where it

belongs.

belongs.

belongs.
Tell Carol how you knew where to place 31 and why.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2nd Grade – 2008 76


Carol’s Numbers
Carol’s Numbers: Grade 2 Points Section
Points
this task are:
• Understand the relative magnitude of whole
numbers and the concepts of sequences,
quantity, and the relative position of numbers
• Use strategies to estimate and judge the
reasonableness of results
numbers or pictures

1 Gives correct answer of : 742 1
1
2 Gives correct answer of: 247 1
Gives correct explanation such as:

Put the smallest number on the left, then the next
smallest number and the largest number last 1 2
3 Places 85 approximately twice the length of 42 1
1
4 Places 21 approximately one half the length of 42
(use a range from approximately 15 -25) 2
2
5 Places 31 approximately on half the length between
21 and 42 1
Dependent upon the correct placement-

Gives correct explanation such as: 1
31 is almost in the middle of 21 and 42.
Or
Because 31 is 10 more than 21
or
Because 31 is 11 less than 42 2
Total 8
2nd Grade – 2008 77


Second Grade Mars 2009 Task
Overview of Exam Descriptions
Core Idea Task

Algebra, Patterns, and Same Number, Same Shape
Functions
The task asks students to think about variables and unknowns in number sentences
that use addition and subtraction. Successful students understand that the same shape
represents the same quantity, and can follow this constraint when composing and
decomposing numbers to 20. They can also successfully add and subtract in a variety
of circumstances, including mixed operations in a single number sentence and
performing missing addend calculations.
Number Operations Apple Farm Field Trip
The task asks students to interpret story situations in order to set up and perform two-
digit addition and subtraction calculations. Students who are successful can
accurately determine if a situation in context is combining, separating, or comparing
quantities, and can choose an appropriate operation and number sentence to solve the
problem. They can use a variety of strategies for performing addition or subtraction
with accuracy and flexibility. They can prove their answer using words, numbers or
pictures.
Data Top Lunch Choices
The task asks students to read and interpret a pictograph. Students who are successful
can use the relevant features of the graph and the data represented on the graph to
make mathematical statements about quantity and comparison.
Measurement High Horse
The task asks students to find the number of hands a mom and child will need to
measure the height of a horse. Successful students find the total number of hands by
iterating each hand unit. They can compare units and predict whether the measures
will be greater or smaller when a different unit is used. Successful students can
identify the person to use the fewest and greatest number of hands, and explain their
thinking.
Number Operations Auntie Em’s Cookies
The task asks students to make sense of halving shapes and numbers. Successful
students can identify a line of symmetry for a variety of regular and irregular shapes.
They can also work backwards to complete a shape from half to whole. They are also
asked to think about halving different quantities, even when the results are not a
whole number.
2nd Grade – 2009

pg. 1

Same Shape, Same Number
Fill in the shapes with numbers.
Same shapes have same numbers.
Different shapes have different numbers.
1. Write the numbers in the shapes to make the number sentences true.
+ = 6
8= +
+ + =8
+ - =
2nd Grade – 2009

pg. 4

Fill in the shapes with numbers.
Same shapes have same numbers.
Different shapes have different numbers.
2. Write the numbers in the shapes to make the number sentences true.
+5 = 7
16 = +
+ + = 10
+ - = 6
3. Tell how you figured out the number for the
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2nd Grade – 2009

pg. 5

Same Shape, Same Number
Performance Assessment Rubric Grade 2: 2009
Same Shape, Same Number: Grade 2: 2009 Points Section

Points
this task are:
• Use concrete, pictorial and verbal
representations to develop an understanding
of symbolic notations
subtracting whole numbers.
numbers or pictures

1 3+3=6
8=4+4
3+4+1=8
4+4–3=5
1 point per correct number sentence 1x4

4
2 2+5=7
16 = 8 + 8
2 + 8 + 0 = 10
8+2–4=6
1x4
4
3 Gives an explanation such as:
The two sides must be equal because 6 = 10 – 4. 1 f.t.

Well, you had 8 and you add 2 and you have to take
away 4 to make 6. 1
2nd Grade – 2009

pg. 6

Apple Farm Field Trip
1. 63 second graders are going on the field trip. 19 parents will also go.
How many people are going on the field trip?
__________people
2. The Apple Farm is 92 miles from the school. They have traveled 58
miles so far. How many more miles do they have to go?
2nd Grade – 2009

pg. 23

________miles
3. Molly wants to buy an apple pen. She sees a red apple pen that cost
48¢. She sees a sparkle apple pen for 65¢. How much more does
the sparkle apple pen cost?
________ ¢
4. Time to leave! 36 students got on the bus. They waited until all 63
students were there. How many students were late to the bus?
_______ students
2nd Grade – 2009
pg. 24

Apple Farm Field Trip: Grade 2: 2009 Points Section
Points
this task are:
numbers or pictures

1 82 1
Shows work such as:

63 + 19 = 82 or
63 + 20 = 83, 83 – 1 = 82 1
2
2 34 1
Shows work such as:

1
58 + ? = 92
or 2
92 – 58 = 34
3 17 1
Shows work such as:

48 + 2 = 50. 50 + 15 = 65. 15 + 2 = 17
or 3
Uses pictures to show total 2
4 27 1
Shows work such as:

63 – 36 = 27
or
Draws a picture to show total 2 3
10
2nd Grade – 2009

pg. 25

Top Lunch Choices
Top Lunch Choices

Hamburgers
Chicken Nuggets
Super Nachos
Pasta
Pizza
Key: 1 equals 1 child
1. What is the least favorite lunch choice? _________________
2. How many more students like chicken nuggets than pasta?

_________ more
3. What are 2 other things this graph tells you?
a.____________________________________________________
b.____________________________________________________
2nd Grade – 2009

pg. 48

Top Lunch Choices
Top Lunch Choices: Grade 2: 2009 Points Section
Points
this task are:
• Interpret data from a pictograph
• Describe and compare data using qualitative
and quantitative measures
numbers or picture
1 Pasta (accept 2) 1
1
2 3 1
Shows work such as:

5 – 2 = 3 or 1
2+3=5 2
3 Gives 2 additional items of information about the top

lunch choices such as:
Pizza is four more than pasta.

Pizza and Super Nachos are the same.
Chicken Nuggets is one more than Hamburgers.
Pizza has 6 people who like it. 1x2
Questions rather than statements are allowed. 2
2nd Grade – 2009

pg. 49

2nd Grade – 2009 63

2. If Mom measures the whole horse, how many hand spans will she use?
_________hand spans
3. If Jean measures the whole horse, how many hand spans will she use?
_________hand spans
4. Who will use more hand spans to measure the whole horse?
2nd Grade – 2009 64


High Horse
High Horse: Grade 2: 2009 Points Section
Points
this task are:
• Understand how to measure using non-
standard units
• Correctly iterates the unit of measure
numbers or pictures

1 Mom 1
1
2 8 hand spans 1
Show work such as:
Drawing hand spans on the horse measure 2

3
3 12 hand spans 1
Show work such as:
Drawing hand spans on the horse measure 2
3
4 Jean 1
1
8
2nd Grade – 2009 65


Auntie Em’s Cookies
Auntie Em is making interesting cookies for Holly and David. She

wants to cut the cookies so each child gets half a cookie.
1. Use a dotted line to show Auntie Em how to cut each cookie

below.
2. Auntie Em cut a cookie in half. Here is David’s half. Draw the

whole cookie.
2nd Grade – 2009

pg. 90

3. There are 12 cookies on a tray. David gets home first and eats
half of them. How many cookies are left?
_______cookies
4. When Holly gets home, she eats half of the cookies that were
left. How many cookies does Holly eat?
_______cookies
5. Auntie Em eats half of the cookies that are still on the tray.
How many cookies does Auntie Em eat?
________cookies
2nd Grade – 2009

pg. 91
Apple Farm Field Trip: Grade 2: 2009 Points Section
Points
this task are:
numbers or pictures

1 82 1
Shows work such as:

63 + 19 = 82 or
63 + 20 = 83, 83 – 1 = 82 1
2
2 34 1
Shows work such as:

1
58 + ? = 92
or 2
92 – 58 = 34
3 17 1
Shows work such as:

48 + 2 = 50. 50 + 15 = 65. 15 + 2 = 17
or 3
Uses pictures to show total 2
4 27 1
Shows work such as:

63 – 36 = 27
or
Draws a picture to show total 2 3
10
2nd Grade – 2009

pg. 92

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MARS Tasks | Grade 2

Page Name of MARS Task Year Math Strand Notes

* Teeth 2004 DA, NO Bar graph, find teeth lost in all

2 Pictures 2005 GM Visualize lines of symmetry

21 Overview of 2006 Tasks

36 Overview of 2007 Tasks

50 Overview of 2008 Tasks

65 Overview of 2009 Tasks

MARS Tasks – Grade 2 www.scoe.org/mars Page 1

MARS Tasks – Grade 2 www.scoe.org/mars Page 2

2. Laura made a drawing using some shapes and a line of

MARS Tasks – Grade 2 www.scoe.org/mars Page 3

MARS Tasks – Grade 2 www.scoe.org/mars Page 4

MARS Tasks – Grade 2 www.scoe.org/mars Page 5

1. On Monday, Leticia bought 1 eraser and 2 pencils.

How much did she spend for two pencils? ______

How much did she spend all together? _______

2. On Tuesday, Leticia bought 4 things from her teacher.

MARS Tasks – Grade 2 www.scoe.org/mars Page 6

3. On Wednesday, Leticia spent 60¢. What did she buy?

MARS Tasks – Grade 2 www.scoe.org/mars Page 7

The core elements of the performance required by this task are:

One eraser costs 15¢ 1

Two pencils cost 20¢ 1

She spent 35¢ altogether 1ft

Gives the correct total for the four items:

Lists items totally 60¢

Shows work such as:

MARS Tasks – Grade 2 www.scoe.org/mars Page 8

MARS Tasks – Grade 2 www.scoe.org/mars Page 9

1. Show all the results in this frequency chart.

MARS Tasks – Grade 2 www.scoe.org/mars Page 10

Books Read In A Week

5. How many books in all were read by the students? ________

MARS Tasks – Grade 2 www.scoe.org/mars Page 11

Shows work such as: 7 – 3 = 4

Shows work such as: 10 +4+3+7+6+7 = 37 1

MARS Tasks – Grade 2 www.scoe.org/mars Page 12

MARS Tasks – Grade 2 www.scoe.org/mars Page 13

Every year Matthew makes a necklace for his sister, Janci.

Year 1 Year 2 Year 3 Year 4

Beads 3 beads 5 beads 7 beads

2. How many beads would Matthew need to make a necklace for

Show how you figured it out.

MARS Tasks – Grade 2 www.scoe.org/mars Page 14

Why or why not?

MARS Tasks – Grade 2 www.scoe.org/mars Page 15

Explains thinking such as: 6 + 1 + 6 = 13, presents a series of

Allow answer such as: it is not the same pattern (1) 3

MARS Tasks – Grade 2 www.scoe.org/mars Page 16

MARS Tasks – Grade 2 www.scoe.org/mars Page 17

Yes No Yes No Yes No

These shapes do not show halves.

___ +___= ___ ___ + ___= ___

MARS Tasks – Grade 2 www.scoe.org/mars Page 18

___ + ___= ___

4. How can you tell by looking at a shape that it can be colored to

MARS Tasks – Grade 2 www.scoe.org/mars Page 19

MARS Tasks – Grade 2 www.scoe.org/mars Page 20

Number Operations In One Minute

Geometry Describing Shapes

Number Operations Pam’s Shopping Trip

Measurement The Track Team

Grade Two – 2006 pg. 1

_ +_= _ _ + _= _

_ + _= ___