Module 1

Instructions and Suggestions

*Click on the standard or the problem to go directly to desired page.

MAFS.2.O.A.3.3 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

MAFS.2.NBT.1.1 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

MAFS.2.NBT.1.3 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

MAFS.2.NBT.1.4 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

MAFS.2.NBT.1.2 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

MAFS.2.NBT.2.8 Problem 1 Problem 2 Problem 3

Problem 4

Problem 5

G
r
a
d

Instructions and Suggestions

This

has been created to start off your math block with

grade level appropriate items. This is intended to take
less than 10 minutes.

This

resource is designed to be used daily to address the

standards that are in the module.

The

problems you are doing with your students should

coincide with your current standard.

Every

problem 5 is a formative assessment from CPALMs

that can be used to remediate and enrich students.
Click on the link at the top of the page for the
rubric.
Back to
Start Page

MAFS.2.O.A.3.3
Determine whether a group of objects (up to 20) has an odd or
even number of members, e.g., by pairing objects or counting
them by 2s; write an equation to express an even number as a
sum of two equal addends.

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

How do you know if the set of smiley faces

are even or odd? Explain your answer.

Standard
page

MAFS.2.O.A.3.3
Problem 1

Answe
r

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

How do you know if the set of smiley faces are

even or odd? Explain your Answers
answer. my
vary: One
suggested answer
is: Students could
pair up the faces,
then explain that
There are 5 smiley
faces, when paired
by 2s one smiley
face will be leftover
so the set is odd.
Standard
Problem
page

MAFS.2.O.A.3.3
Problem 1
Answer Key

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Standard 1 problem 2

Sally has 14 balloons. Does Sally have an

even or odd number of balloons? Write even
or odd. Draw a picture and write each
number as the sum of two equal addends in
equation form.

Standard
page

MAFS.2.O.A.3.3
Problem 2

Answe
r

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by paring objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Sally has 14 balloons. Does Sally have an even or

odd number of balloons? Write even or odd. Draw a
picture and write each number as the sum of two
equal addends in equation form.
Answer: even
Students could draw a any picture. Then write an
equation to show the sum 16 is even. 8 + 8 = 16
and

Standard
page

MAFS.2.O.A.3.3
Problem 2
Answer Key

Problem 3

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Which shows an even number of hearts? How

do you know? What strategy did you use?

Standard
page

MAFS.2.O.A.3.3
Problem 3

Answe
r

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Which shows an even number of hearts? How

do you know? What strategy did you use?
y
a
s
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c
s
t
n
e
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h
t
Stud
w
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that
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heart
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left
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stand
Standard
page

MAFS.2.O.A.3.3
Problem 3
Answer Key

Problem
4

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

Which sum is an odd number? Choose all that

apply. What strategy did you use?

2nd Grade
Module 1

MAFS.2.O.A.3
Problem 4

A. 1 + 1 = 2
B. 1 + 2 = 3
C. 1 + 3 = 4
D.1 + 4 = 5
Standard
page

MAFS.2.O.A.3.3
Problem 4

Answe
r

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Which sum is an odd number? Choose all that

apply. What strategy did you use to figure out
the answer?
A. 1 + 1 = 2
B. 1 + 2 = 3
C. 1 + 3 = 4
D.1 + 4 = 5

y
a
s
d
l
u
o
c
s
t
n
e
a
Stud
w
e
r
d
y
e
h
d
t
e
t
h
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t
th
ma
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n
a
picture ts to see
c
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b
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ld
the
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c
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wh
.
s
r
e
v
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t
f
e
l
e
v
ha
Standard
page

MAFS.2.O.A.3.3
Problem 4
Answer Key

Problem 5

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

AFS.2.O.A.3.3
oblem 5-

Even Numbers as the Sum of Two Equal

Addends
-CPALMs
Formative
Assessment
For
each number
given, write
each number as the sum of two
equal addends in equation form. "For each number, write a
number sentence that shows a doubles fact that has this
number as a sum. For example, 6 = 3 + 3.
a.14
b.8
c.12
d.18
What do you know about these numbers? (14, 8, 12, 18). Are
they even or odd? How do you know?

MAFS.2.O.A.3.3
Problem 5

* Click on link above to access the formative

assessment rubric.

Standard
page

Answe
r

Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

2nd Grade
Module 1

Even Numbers as the Sum of Two Equal

Addends
For each number given, write each number as the sum of two equal
-CPALMs
Formative
Assessment
addends in equation form. "For each number, write a number sentence
that shows a doubles fact that has this number as a sum. For example, 6
= 3 + 3.

a.14 = 7 + 7
b.8 = 4 + 4
c.12 = 6 + 6
d.18 = 9 + 9
What do you know about these numbers? (14, 8, 12, 18)
They are all even. Are they even or odd? How do you
know? Answers will vary. Students could say, All the numbers in
Questions
the
ones placeEliciting
are evenThinking:
so the answer is even and there are
no
Standard
page
leftovers
counting
*Clickwith
on link
aboveby
to2s.
access the formative assessment

MAFS.2.O.A.3.3
Problem 5
Answer Key

Next
Standar
d Page

rubric.
Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

MAFS.2.NBT.1.1
Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,
three, four, five, six, seven, eight, or nine hundreds (and 0 tens and O ones).

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

How many groups of 100 can be

formed from 250? How many groups of
10 can be formed from 250? How do
you know?

Standard
page

MAFS.2.NBT.1.1
Problem 1

Answe
r

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

How many groups of 100 can be

formed from 250? How many groups of
10 can be formed from 250? How do
you know?
Answer: There are 2 groups of 100 and 5 groups of
10 in 250.
* Answers may vary as to how the student knows.
Students could say, I know because the 2 is in the
hundreds place and the 5 is in the tens place.
Standard
page

MAFS.2.NBT.1.1
Problem 1
Answer Key

Problem
2

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

Standard 1 problem 2

What number is represented by the model?

How many ____ hundreds, ____ tens, and ____
ones are there?

Standard
page

MAFS.2.NBT.1.1
Problem 2

Answe
r

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

Standard 1 problem 2

What number is represented by the model?

How many _2 hundreds, 2 tens, and 8 ones are there?
The model represents the number 228.

Standard
page

MAFS.2.NBT.1.1
Problem 2
Answer Key

Problem 3

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

Tom wrote the answer 657 like this (65 tens

+ 7 ones) on his math test. Explain what he
did. Is his answer correct? How else could
he have written his answer?

Standard
page

MAFS.2.NBT.1.1
Problem 3

Answe
r

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,

2nd Grade
Module 1

Tom wrote the answer 657 like this (65 tens

+ 7 ones = 657) on his math test. Explain
what he did. Is his answer correct? How else
could he have written his answer?
Students could say, He wrote his answer
showing only how many tens and ones there
are, and not how many hundreds.
His answer is correct.
He could have also wrote 6 hundreds + 5 tens
+ 7 ones = 657.
Standard
page

MAFS.2.NBT.1.1
Problem 3
Answer Key

Problem
4

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

Write all the ways to show the number 200

MAFS.2.NBT.1.1
using the model hundreds, tens, and ones.
Problem 4
Hundred Tens Ones
s
___ hundreds + ___ tens +
___ ones

Standard
page

MAFS.2.NBT.1.1
Problem 4

Answe
r

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

Write all the ways to show the number 200

using the model hundreds, tens, and ones.
Hundred Tens Ones
s
0
0
200 0 hundreds + 0 tens + 200
ones
0
20
0
0 hundreds + 20 tens + 0
ones
2
0
0
2 hundreds + 0 tens + 0
ones Standard
Problem 5
page

MAFS.2.NBT.1.1
Problem 4
Answer Key

Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

MAFS.2.NBT.1.1How Many Hundreds,

Problem 5ormative Assessment

Tens, and Ones?-CPALMs F

How many hundreds, tens, and ones are in the

following numbers? 421, 706, 940, 600

Standard
page

MAFS.2.NBT.1.1
Problem 5

Answe
r

*Click on link above to access the formative

assessment rubric.
Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

2nd Grade
Module 1

How Many Hundreds, Tens, and Ones?-CPALMs For

How many
hundreds, tens, and ones are in the
mative
Assessment
following numbers? 421, 706, 940, 600
Some Answers may vary Possible Answers:
421 - 4 hundreds, 2 tens, 1 one
706 - 7 hundreds, 0 tens, 6 ones
940 - 9 hundreds, 4 tens, 0 ones - could also be
0 hundreds, 94 tens, 0 ones OR
0 hundreds, 0 tens, and 940 ones
6 hundreds, 0 tens, 0 ones
Questions Eliciting Thinking:

MAFS.2.NBT.1.1
Problem 5
Answer Key

Next

* Click on link above to access the questions elicitingStandard

thinkingStandar
page

d Page

*Click on link above to access the formative

assessment rubric.
Understand that the three digits of a three-digit number represents 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 tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and O ones).

MAFS.2.NBT.1.3
Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

What is all the ways to write the

number 248? Draw base-ten blocks to
show this number.

Standard
page

MAFS.2.NBT.1.3
Problem 1

Answe
r

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

What is all the ways to write the

number 248? Draw base-ten blocks to
show this number.
Answer:
248, 200 + 40 + 8, 0 hundreds + 24
tens + 8 ones, and 2 hundreds + 4
tens + 8 ones

Standard
page

MAFS.2.NBT.1.3
Problem 1
Answer Key

Problem
2

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Standard 1 problem 2

Write the following numbers in expanded

form: 304, 750, 999, and 200

Standard
page

MAFS.2.NBT.1.3
Problem 2

Answe
r

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Standard 1 problem 2

Write the following numbers in expanded

form: 304, 750, 999, and 200
300
700
900
200

+
+
+
+

0+4
50 + 0
90 + 9
0+0

Standard
page

MAFS.2.NBT.1.3
Problem 2
Answer Key

Problem
3

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Sally wanted her friends to guess the number

she just wrote. She gave them these clues
about the number:
The number has 2 hundreds.
The tens digit has a value of 60.
The ones digit is greater than 3 and less than
5.
What is Sallys number? Write it in expanded
form.

Standard
page

MAFS.2.NBT.1.3
Problem 3

Answe
r

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Sally wanted her friends to guess the number

she just wrote. She gave them these clues about
the number:
The number has 2 hundreds.
The tens digit has a value of 60.
The ones digit is greater than 3 and less than
5.
What is Sallys number? Write it in expanded
form.
Answer: 264
Expanded form: 200 + 60 + 4

MAFS.2.NBT.1.3
Problem 3
Answer Key

Standard
page

Problem
4

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Robert wrote the number 108 several ways.

MAFS.2.NBT.1.3
Look at all the ways he wrote the number. Are
Problem 4
they all correct? Why or why not?
A. 0 hundreds + 10 tens, 8 ones
B. 100 + 80
C. 10 + 8
D. 108

Standard
page

MAFS.2.NBT.1.3
Problem 4

Answe
r

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Robert wrote the number 108 several ways.

Look at all the ways he wrote the number. Are
they all correct? Why or why not?
A. 0 hundreds + 10 tens, 8 ones
B. 100 + 80
C. 10 + 8
D. 108
Answer: No, they are not all correct. B would
equal 180 not 108, and C would equal 18 not
108. A and D are correct.
Standard
Problem
page

MAFS.2.NBT.1.3
Problem 4
Answer Key

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

MAFS.2.NBT
1.3
Problem 5-

Writing Numerals From Expanded Form-CPALMs

Formative Assessment

Write the numbers from expanded form to

standard form.
1. 800 + 30 + 4
2. 6 + 700 + 40
3. 400 + 9

MAFS.2.NBT.1.3
Problem 5

*Click on link above to access the formative

assessment rubric.

Standard
page

Answe
r

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2nd Grade
Module 1

Writing Numerals From Expanded Form-CPALMs Formativ

e Assessment

Write the numbers from expanded form to

standard form.
1. 800 + 30 + 4 = 834
2. 6 + 700 + 40 = 746
3. 400 + 9 = 409

Questions Eliciting Thinking:

* Click on the link above to access the questions eliciting thinking.

MAFS.2.NBT.1.3
Problem 5
Answer Key

*Click on link above to access the formative

assessment rubric.

Standard
page

Next
Standar
d Page

Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

MAFS.2.NBT.1.4
Compare two three-digit numbers based on meanings of the hundreds,
tens, and ones digits, using >, =, and < symbols to record the results of
comparisons.

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

Look at the two numbers below. Can you use

the numbers in the hundreds and tens place
to decide which numbers are greater? Why or
why not? Which number is greater?
573
579

Standard
page

MAFS.2.NBT.1.4
Problem 1

Answe
r

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons.

2nd Grade
Module 1

Look at the two numbers below. Can you use

the numbers in the hundreds and tens place
to decide which numbers are greater? Why or
why not? Which number is greater?
573
579
Answer: No, you can not use the numbers in the hundreds
and tens place to decide which number is greater, because
they are the same number for each one. You will have to
look at the ones place. The number 579 is greater because
there are more ones in this number.
573 < 579
Standard
page

MAFS.2.NBT.1.4
Problem 1
Answer Key

Problem
2

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons.

2nd Grade
Module 1

d 1 problem 2

Explain why a two-digit number is always

less than a three-digit number. Give an
example using a hundreds, tens, and ones
model.

Standard
page

MAFS.2.NBT.1.4
Problem 2

Answe
r

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of

comparisons.

2nd Grade
Module 1

dard 1 problem 2

Explain why a two-digit number is

always less than a three-digit number.
Give an example using a hundreds,
tens, and ones.
A three-digit number has a hundreds
value, a two-digit number does not
have a hundreds value. Therefore, a
two-digit will always be less than a
three-digit number. Example 56 and 256
0 hundreds + 50 + 6; and 2 hundreds +
50 + 6

Standard
page

Problem
3

2 hundreds is greater than 0 hundreds

two three-digit numbers based on meanings of the hundreds, tens,
MAFS.2.NBT.1.4
so Compare
the
two-digit
number is less. 56 <
and ones digits, using >, =, and < symbols to record the results of comparisons.
Problem 2
256
Answer Key

2nd Grade
Module 1

Write >, <, or = in each blank to make the

expression true.
1.
2.
3.
4.
5.
6.

799
450
909
712
885
334

____
____
____
____
____
____

789
750
990
702
885
331

Standard
page

MAFS.2.NBT.1.4
Problem 3

Answe
r

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons.

2nd Grade
Module 1

Write >, <, or = in each blank to make

the expression true.
1.
2.
3.
4.
5.
6.

799
450
909
712
885
334

>
<
<
>
=
>

789
750
990
702
885
331

Standard
page

MAFS.2.NBT.1.4
Problem 3
Answer Key

Problem
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.

2nd Grade
Module 1

AFS.2.NBT.1.4
roblem 4

George drew these two pictures for the town art

festival. He asked his family to vote on which one was
the best picture to enter in the festival. He said he
would choose the one that got the most votes. Which
picture was entered based on the number of votes?
How do you know?

754 Votes

MAFS.2.NBT.1.4
Problem 4

704 Votes

Standard
page

Answe
r

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons.

2nd Grade
Module 1

George drew these two pictures for the town art

festival. He asked his family to vote on which one
was the best picture to enter in the festival. He said
he would choose the one that got the most votes.
Which picture was entered based on the number of
Students could say,
votes? How do you know?
The fruit was
entered because it
has 50 more votes
than the flowers. 754
> 704
754 Votes

704 Votes
Standard
page

MAFS.2.NBT.1.4
Problem 4
Answer Key

Problem
5

Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons.

2nd Grade
Module 1

MAFS.2.NBT
1.4
Problem 5-

Inequalities Using Symbols-CPALMs Formative A

ssessment
Fill in the
using the symbols <, >, or = to
make each statement true. "How did you know which
number is larger and which symbol to use?"
1. 390
2. 608

658

3. 203

75

4. 847

589

MAFS.2.NBT.1.4
Problem 5

309

Standard
page

Answe
r

*Click on link above to access the formative

assessment rubric.
Compare two three-digit numbers based on meanings of the hundreds,
tens, and ones digits, using >, =, and < symbols to record the results
of comparisons.

2nd Grade
Module 1

Inequalities Using Symbols-CPALMs Formative

Assessment
Fill in the
using the symbols <, >, or = to
make each statement true. "How did you know
which number is larger and which symbol to use? I
know that the opening of the symbol s < and > always goes to the larger number
and that the symbol = means the numbers are the same.

1. 390

>

309

Since the hundreds place was the same I looked

at the tens place.

2. 608

<

658

at the tens place.

3. 203

>

75

Answers
Since the hundreds place was the same
I looked

may vary
Next

Standard
Standar
second
number.
d Page
page

There are no hundreds in the

*Click on link above to access the formative
assessment rubric.
Compare two three-digit numbers based on meanings of the hundreds,
MAFS.2.NBT.1.4
4. 847
>ones digits,
589using
I looked
at the hundreds place.
tens,
and
>,
=,
and < symbols to record the results
Problem 5
of comparisons.
Answer Key

MAFS.2.NBT.1.2
Count within 1000; skip-count by 5s, 10s, and 100s.

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

When counting by 5s, which numbers will

come next? Stop at 255. Explain how you
know.
225, 230, ____, _____, _____, ______, 255.

Standard
page

MAFS.2.NBT.1.2
Problem 1

Count within 1000; skip-count by 5s, 10s, and 100s.

Answe
r

2nd Grade
Module 1

When counting by 5s, which numbers will

come next? Stop at 255. Explain how you
know.
225, 230, 235, 240, 245, 250, 255. Answers
may vary: Students could say, Each number
moves up by 5 each time; 230 + 5 = 235, 235
+ 5 = 240, 240 + 5 = 245, 245 + 5 = 250.

Standard
page

MAFS.2.NBT.1.2
Problem 1
Answer Key

Count within 1000; skip-count by 5s, 10s, and 100s.

Problem
2

2nd Grade
Module 1

1 problem 2

Timmy started skip-counting by 10s to 100

and this is what he said, 10, 20, 30, 40, 50,
60, 70, 80, 90, 91, 92, 93, 94, 95, 96, 97, 98,
99, 100. Is he correct? Why or why not?

Standard
page

MAFS.2.NBT.1.2
Problem 2

Count within 1000; skip-count by 5s, 10s, and 100s.

Answe
r

2nd Grade
Module 1

dard 1 problem 2

Timmy started skip-counting by 10s to

100 and this is what he said, 10, 20, 30,
40, 50, 60, 70, 80, 90, 91, 92, 93, 94, 95,
96, 97, 98, 99, 100. Is he correct? Why
or why not?
No, he is not correct, he should have
written 100 after 90. He went from
counting by 10s to counting by 1s.

Standard
page

MAFS.2.NBT.1.2
Problem 2
Answer Key

Count within 1000; skip-count by 5s, 10s, and 100s.

Problem
3

2nd Grade
Module 1

A student was asked to count by 100. Fill in the

missing numbers to complete the students
chart. Stop at 935.
135

335
835

535
X

Standard
page

MAFS.2.NBT.1.2
Problem 3

Count within 1000; skip-count by 5s, 10s, and 100s.

Answe
r

2nd Grade
Module 1

A student was asked to count by 100. Fill in the

missing numbers to complete the students
chart. Stop at 935.
135
635

235
735

335
835

435
935

535
X

Standard
page

MAFS.2.NBT.1.2
Problem 3
Answer Key

Count within 1000; skip-count by 5s, 10s, and 100s.

Problem
4

2nd Grade
Module 1

AFS.2.NBT.1.2
roblem 4

There are three rows of numbers. Row one skipcounts by 5s, row two skip-counts by 10s, and
row three skip-counts by 100s. If each row
started on 0 and stopped at 200, which row
would have the greatest amount of numbers in
it? How many numbers will be in each row.
0, 5, .
0, 10, .
0, 100, .
Standard
page

MAFS.2.NBT.1.2
Problem 4

Count within 1000; skip-count by 5s, 10s, and 100s.

Answe
r

2nd Grade
Module 1

There are three rows of numbers. Row one skipcounts by 5s, row two skip-counts by 10s, and
row three skip-counts by 100s. If each row
started on 0 and stopped at 200, which row
would have the greatest amount of numbers in
it? How many numbers will be in each row. Row
one would have more numbers.
0, 5, . It would take 41 numbers to reach 200
here.
0, 10, . It would take 21 numbers to reach 200
here.
0, 100, . It would take 3 numbers to reach
200
Standard
Problem
page
5
here.
Count within
1000;
skip-count
5s,numbers
10s, and 100s.
Therefore,
row
one
with by
41
has the
MAFS.2.NBT.1.2
Problem 4
greatest amount in it.
Answer Key

2nd Grade
Module 1

MAFS.2.NBT
1.2
Problem 5-

Counting by Tens and Hundreds Within 100

0Write you
answer. Assessment
CPALMs
Formative

1. Count by tens starting at zero up to 130.

2. Count by tens starting at 530 up to 630.
3. Count by tens starting at 910 up to 1000.
4. Count by hundreds up to 1000.

MAFS.2.NBT.1.2
Problem 5

*Click on link above to access the formative

assessment
rubric.
Count within 1000;
skip-count
by 5s, 10s, and 100s.

Standard
page

Answe
r

2nd Grade
Module 1

Counting by Tens and Hundreds Within 1000 - CPALMs F

ormative Assessment

Write you answer.

1. Count by tens starting at zero up to 130.
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120,
130
2. Count by tens starting at 530 up to 630.
530, 540, 550, 560, 570, 580, 590, 600, 610, 620,
630
3. Count by tens starting at 910 up to 1000.
910, 920, 930, 940, 950, 960, 970, 980, 990, 1000
Questions Eliciting Thinking:
4. Count
by hundreds up to 1000.
Standard
*
Click on the link above to access the questions eliciting
thinking.
page
100, *Click
200, on
300,
400,
500,
600,
700,
800,
900,
1000
link above to access the formative

Next
Standar
d Page

MAFS.2.NBT.1.2
Problem 5
Answer Key

assessment
rubric.
Count within 1000;
skip-count
by 5s, 10s, and 100s.

MAFS.2.NBT.2.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract
10 or 100 from a given number 100-900.

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Answer Key

Answer Key

Answer Key

Answer Key

Answer Key

Back to
Start Page

Next
Standard
Page

2nd Grade
Module 1

Doug shot hoops with his brother after

school. His brother made 300 baskets.
Doug made 100 less than his brother. How
many baskets did Doug make?

Standard
page

MAFS.2.NBT.2.8
Problem 1

Answe
r

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Doug shot hoops with his brother after school.

His brother made three hundred baskets.
Doug made one hundred less than his brother.
How many baskets did Doug make?
Answer: Doug made 200 baskets.

Standard
page

MAFS.2.NBT.2.8
Problem 1
Answer Key

Problem
2

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

dard 1 problem 2

Sally bought twenty-five balloons for her

sisters party. Sallys brother bought ten
more balloons for the party. How many
balloons are there now?

Standard
page

MAFS.2.NBT.2.8
Problem 2

Answe
r

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Standard 1 problem 2
Standard
problem 2
Sally1 bought

twenty-five balloons for her

sisters party. Sallys brother bought ten
more balloons for the party. How many
balloons are there now?

Answer: 35 balloons

Standard
page

MAFS.2.NBT.2.8
Problem 2
Answer Key

Problem
3

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Timmy has six hundred twenty-two Legos.

Tommy has one hundred more Legos than
Timmy? How many Legos does Tommy have?

Standard
page

MAFS.2.NBT.2.8
Problem 3

Answe
r

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Timmy has six hundred twenty-two Legos.

Tommy has one hundred more Legos than
Timmy? How many Legos does Tommy have?
Answer: Tommy has 722 Legos

Standard
page

MAFS.2.NBT.2.8
Problem 3
Answer Key

Problem
4

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

AFS.2.NBT.2.8
roblem 4

Tammy ran sixty-seven miles in five days. John

ran ten miles less than Tammy in five days. How
many miles did John run?

Standard
page

MAFS.2.NBT.2.8
Problem 4

Answe
r

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Tammy ran sixty-seven miles in five days. John

ran ten miles less than Tammy in five days.
How many miles did John run?
Answer: John ran 57 miles in five days.

Standard
page

MAFS.2.NBT.2.8
Problem 4
Answer Key

Problem
5

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from
a given number 100-900.

2nd Grade
Module 1

MAFS.2.NBT
2.8
Problem 5-

Add 100 Mentally- CPALMs Formative Assessment

Hold up the expression 700 + 100 and asks the
student to find the sum.
Hold up the expression 897 + 100 and asks the
student to find the sum.
Hold up the expression 67 + 100 and asks the
student to find the sum.

MAFS.2.NBT.2.8
Problem 5

*Click on link above to access the formative

assessment rubric.

Standard
page

Answe
r

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

2nd Grade
Module 1

Add 100 Mentally- CPALMs Formative Assessment

Hold up the expression 700 + 100 and asks the student to
find the sum.
800
Hold up the expression 897 + 100 and asks the student to
find the sum.
997
Hold up the expression 67 + 100 and asks the student to find
the sum.
167
Questions Eliciting Thinking:
Back to
*Click on link above to access the questions eliciting
thinking.
Standard
Start

MAFS.2.NBT.2.8
Problem 5
Answer Key

*Click on link above to access the formative

assessment rubric.

page

Page

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.