Screening and Progress Monitoring - mCLASS:Home

Grade 2

Screening and Progress Monitoring

The corresponding student materials for this guide can be downloadedfrom the Support & Resource Center on mCLASS:Home.

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IScreening and Progress Monitoring Guide Grade 2

TABLE OF CONTENTS

mCLASS:MATH RESEARCH BASECategories of Mathematical Thinking .................................................................................. 2Research Findings ................................................................................................................ 3

RISK LEVELS AND OVERALL STATUSRisk Levels and Benchmark Goals ........................................................................................ 5Computation ....................................................................................................................... 6Concepts ............................................................................................................................. 7Missing Number .................................................................................................................. 8Number Facts ...................................................................................................................... 9Quantity Discrimination ....................................................................................................... 10Overall Status ...................................................................................................................... 11

COMPUTATIONScreening: Beginning of Year ............................................................................................... 19Screening: Middle of Year .................................................................................................... 23Screening: End of Year ........................................................................................................ 27Form 1 ................................................................................................................................ 31Form 2 ................................................................................................................................ 35Form 3 ................................................................................................................................ 39Form 4 ................................................................................................................................ 43Form 5 ................................................................................................................................ 47Form 6 ................................................................................................................................ 51Form 7 ................................................................................................................................ 55Form 8 ................................................................................................................................ 59Form 9 ................................................................................................................................ 63Form 10 .............................................................................................................................. 67Form 11 .............................................................................................................................. 71Form 12 .............................................................................................................................. 75Form 13 .............................................................................................................................. 79Form 14 .............................................................................................................................. 83Form 15 .............................................................................................................................. 87Form 16 .............................................................................................................................. 91Form 17 .............................................................................................................................. 95Form 18 .............................................................................................................................. 99Form 19 .............................................................................................................................. 103Form 20 .............................................................................................................................. 107

CONCEPTSScreening: Beginning of Year ............................................................................................... 117Screening: Middle of Year .................................................................................................... 121Screening: End of Year ........................................................................................................ 125Form 1 ................................................................................................................................ 129Form 2 ................................................................................................................................ 133

II Screening and Progress Monitoring Guide Grade 2

TABLE OF CONTENTS

CONCEPTS (continued)Form 3 ................................................................................................................................ 137Form 4 ................................................................................................................................ 141Form 5 ................................................................................................................................ 145Form 6 ................................................................................................................................ 149Form 7 ................................................................................................................................ 153Form 8 ................................................................................................................................ 157Form 9 ................................................................................................................................ 161Form 10 .............................................................................................................................. 165Form 11 .............................................................................................................................. 169Form 12 .............................................................................................................................. 173Form 13 .............................................................................................................................. 177Form 14 .............................................................................................................................. 181Form 15 .............................................................................................................................. 185Form 16 .............................................................................................................................. 189Form 17 .............................................................................................................................. 193Form 18 .............................................................................................................................. 197Form 19 .............................................................................................................................. 201Form 20 .............................................................................................................................. 205

MISSING NUMBERScreening: Beginning of Year ............................................................................................... 215Screening: Middle of Year .................................................................................................... 217Screening: End of Year ........................................................................................................ 219Form 1 ................................................................................................................................ 221Form 2 ................................................................................................................................ 223Form 3 ................................................................................................................................ 225Form 4 ................................................................................................................................ 227Form 5 ................................................................................................................................ 229Form 6 ................................................................................................................................ 231Form 7 ................................................................................................................................ 233Form 8 ................................................................................................................................ 235Form 9 ................................................................................................................................ 237Form 10 .............................................................................................................................. 239Form 11 .............................................................................................................................. 241Form 12 .............................................................................................................................. 243Form 13 .............................................................................................................................. 245Form 14 .............................................................................................................................. 247Form 15 .............................................................................................................................. 249Form 16 .............................................................................................................................. 251Form 17 .............................................................................................................................. 253Form 18 .............................................................................................................................. 255Form 19 .............................................................................................................................. 257Form 20 .............................................................................................................................. 259

IIIScreening and Progress Monitoring Guide Grade 2

TABLE OF CONTENTS

NUMBER FACTSScreening: Beginning of Year ............................................................................................... 267Screening: Middle of Year .................................................................................................... 269Screening: End of Year ........................................................................................................ 271Form 1 ................................................................................................................................ 273Form 2 ................................................................................................................................ 275Form 3 ................................................................................................................................ 277Form 4 ................................................................................................................................ 279Form 5 ................................................................................................................................ 281Form 6 ................................................................................................................................ 283Form 7 ................................................................................................................................ 285Form 8 ................................................................................................................................ 287Form 9 ................................................................................................................................ 289Form 10 .............................................................................................................................. 291Form 11 .............................................................................................................................. 293Form 12 .............................................................................................................................. 295Form 13 .............................................................................................................................. 297Form 14 .............................................................................................................................. 299Form 15 .............................................................................................................................. 301Form 16 .............................................................................................................................. 303Form 17 .............................................................................................................................. 305Form 18 .............................................................................................................................. 307Form 19 .............................................................................................................................. 309Form 20 .............................................................................................................................. 311

QUANTITY DISCRIMINATIONScreening: Beginning of Year ............................................................................................... 319Screening: Middle of Year .................................................................................................... 321Screening: End of Year ........................................................................................................ 323Form 1 ................................................................................................................................ 325Form 2 ................................................................................................................................ 327Form 3 ................................................................................................................................ 329Form 4 ................................................................................................................................ 331Form 5 ................................................................................................................................ 333Form 6 ................................................................................................................................ 335Form 7 ................................................................................................................................ 337Form 8 ................................................................................................................................ 339Form 9 ................................................................................................................................ 341Form 10 .............................................................................................................................. 343Form 11 .............................................................................................................................. 345Form 12 .............................................................................................................................. 347Form 13 .............................................................................................................................. 349Form 14 .............................................................................................................................. 351Form 15 .............................................................................................................................. 353

IV Screening and Progress Monitoring Guide Grade 2

TABLE OF CONTENTS

QUANTITY DISCRIMINATION (continued)Form 16 .............................................................................................................................. 355Form 17 .............................................................................................................................. 357Form 18 .............................................................................................................................. 359Form 19 .............................................................................................................................. 361Form 20 .............................................................................................................................. 363

1

mCLASS:MATH RESEARCH BASE

Screening and Progress Monitoring Guide Grade 2

Amplify Insight and research partners at Teachers College of Columbia University, developers of the

mCLASS:Math assessment, are building on a commitment to create educational products that not

only assess mathematical abilities but also provide a basis for differentiated instruction. The updates to

mCLASS:Math this year, based on rigorous research and analysis, introduce revisions to the assessment

forms and the calculations that determine Risk Levels, which are in turn used to determine Overall Status.

mCLASS:Math is based on modern developmental, educational, and cognitive research that shows how

students acquire mathematical knowledge. The research underlying the assessment highlights several

essential facets of a student’s mathematical learning:

• Students develop everyday mathematical knowledge outside school and use it to assimilate what

is taught in school.

• Basic skills and conceptual understanding are both essential for mathematics proficiency.

• Students use a variety of strategies to solve mathematical problems.

• Limitations in memory contribute to a student’s mathematics difficulties.

• Students with mathematical learning difficulties often possess important intellectual strengths, such

as informal strategies useful for counting.

mCLASS:Math provides assessors a way to use these research findings and ideas in their pedagogy with

tools that interpret a student’s answers and behavior and then suggest an effective approach to instruction.

Assessors must be able to track not only what their students understand, but also how they understand.

Administrators should be guided by a research- and theory-based view of mathematical proficiency.

Evaluations ought to measure how effectively programs promote both basic skills and deeper

understanding. The development of mCLASS:Math brings the research findings and theories to bear on

the thinking and practice of both assessors and administrators.

mCLASS:Math draws on three major schools of thought.

1. The extensive cognitive science literature of “Mathematical Thinking and Learning” (Ginsburg,

Cannon, Eisenband, & Pappas, 2006), “The Development of Children’s Mathematical Thinking”

(Ginsburg, Klein, & Starkey, 1998), and other supporting publications shaped the development of

mCLASS:Math so it would:

• Embed key cognitive concepts

• Include a focus on Number Sense, shown to be important in predicting academic achievement

• Consider the memory limitations that appear to contribute to mathematics

learning problems

• Account for strategies and backup strategies that underlie a student’s arithmetic, as well as

the concepts that demonstrate understanding of the basic operations

2



2. Curriculum-Based Measurement (CBM), the two-part screening and progress monitoring

methodology, promotes repeated assessment to advance long-range instructional goals. Teachers

with mCLASS:Math use CBM methodology when they:

• Administer short assessments on a frequent basis

• Graph scores to evaluate a student’s progress toward specific goals

• Use data to determine the effectiveness of instruction and identify students who might be

struggling or who are at risk

• Monitor progress by administering alternate measure forms to evaluate whether students

are on track or require intervention to meet identified goals

3. The tradition of clinical interviewing, originally developed by Jean Piaget and used extensively since

that time in cognitive developmental research and education, defines the kind of flexible questioning

that is especially valuable for formative assessment in the classroom. mCLASS:Math Diagnostic

Interviews use this approach to:

• Help educators uncover underlying thinking in a way that standard tests or CBM

measures cannot

• Guide the teacher through complex questioning and prompt them to examine and record

the different strategies students use to solve problems

Categories of Mathematical ThinkingThe mCLASS:Math Screening and Progress Monitoring assessments combine three categories of

mathematical thinking (quick retrieval, number sense, and written computation) to cover the essential

skills of early mathematics.

Quick RetrievalQuick retrieval of the basic number facts, or combinations, is both important for learning mathematics and

useful for a CBM task. Research shows that knowledge of number combinations predicts achievement

and that students who experience difficulty with math often do poorly on number combinations. In its

essence, quick retrieval means that students get the answer quickly and do not have to expend much

mental energy on calculation. Quick retrieval may result from rote memory or from fluency using rapid

counting or basic principles such as the commutativity of addition. mCLASS:Math assesses quick retrieval

through the Number Facts measure.

3



Number SenseA series of items gauge a student’s general ability to draw conclusions from working with numbers.

Number sense involves basic intuitions and ideas about numbers, including concepts that make

computation easier or eliminate the need for it altogether. Number sense includes the ability to compare

the magnitude of numbers, to understand the relative effect of arithmetical operations on numbers,

and to have meaningful referents for number and quantity. It also includes the ability to know whether

certain numbers are plausible answers to certain problems, to break numbers into convenient parts that

make calculation easier, and to apply basic operational rules to arithmetic equations. mCLASS:Math uses

multiple indicators to evaluate number sense.

In second and third grade, mCLASS:Math measures a student’s ability to discern the difference in a pair

of numbers or simple equations (Quantity Discrimination), and to provide a fourth number when three

numbers are given in an identifiable sequence (Missing Number).

Written ComputationThis straightforward category involves basic reading and understanding of written mathematics. Previous

research has found high alternate form reliability, test-retest reliability, and criterion validity for this kind

of measure.

In second and third grade, the Computation measure examines basic reading and calculation ability,

and knowledge of arithmetical rules and concepts. It also tests conceptual understanding using complex

written addition, subtraction, and multiplication problems, which are designed to elicit and identify

common and systematic errors that students make as they master the algorithms for written calculation.

Research FindingsAmplify Insight and Teachers College of Columbia University, together with the University of Missouri,

received a Goal 5 grant from the Institute of Education Sciences (IES) at the U.S. Department

of Education for the purpose of developing, revising, and evaluating mCLASS:Math. Since 2007, the

Amplify research team and teachers across the country have been administering mCLASS:Math’s grade-

appropriate measures to thousands of students from kindergarten through Grade 3. The team found

strong correlations between the mCLASS:Math measures and criterion variables, which were each

student’s proficiency level on a state standardized achievement test and/or performance distributions

from the national sample, demonstrating that the measures are valid indicators of early mathematics

performance.

4



Overall recommendations were established by examining benchmark classifications in relation to a

criterion variable, the Woodcock-Johnson III Broad Math achievement measure, as well as performance

distributions from the national sample. By comparing results from the standardized assessment to

mCLASS:Math data collected at the beginning, middle, and end of the 2008-2011 school years, the

researchers were able to determine benchmarks for each measure.

Using this research data, students were considered at risk for difficulty achieving a goal if they performed

in the lowest 33rd percentile of sample norms on the standardized assessment at the end of the academic

year. Alternately, students who performed at or above the 67th percentile on the standardized assessment

were considered to be at low risk. Benchmark classifications for the mCLASS:Math measures at the

beginning, middle, and end of the school year were then determined by calculating the score points that

most accurately placed students in the low-risk or high-risk categories based on their Woodcock-Johnson

III Broad Math scores.

5

RISK LEVELS AND OVERALL STATUS


Risk Levels and Benchmark GoalsAs an index of performance on an individual measure, Risk Levels of Deficit, Emerging, or Established are

assigned relative to that measure’s goal, the student’s grade, and the time of year. On both the mobile

device and the web, each Risk Level is represented by a colored box.

Each assessment period has its own Benchmark Goal, which is the fluency score required to be Established

at that time of year. As an example, during the middle of the year, Grade 2 students who are identifying

5-9 missing numbers in two minutes are not hitting the Benchmark Goal and are considered Emerging.

Students who score 4 or less are considered Deficit. Those who score 10 or more meet the Benchmark

Goal and are considered Established.

Keep in mind, Benchmark Goals are minimums. Ultimately, all students should be Established by or

during the End-of-Year assessment period; this is called the End-of-Year Goal. For instance, every second

grader should be able to solve 24 computation problems before the year’s end.

6



ComputationComputation evaluates a student’s ability to solve complex written calculation problems. To be successful

on these types of problems, students must identify the operation, determine whether regrouping is

necessary, and correctly execute the appropriate algorithm for the operation. To accomplish this goal,

students rely on their understanding of the place-value structure of the base-ten number system and

numerical patterns. Adding (or deducting) the carried/borrowed number(s) in the correct place value

position is imperative for success.

The End-of-Year Goal for Computation is 24 or more for Grade 2.

Computation Risk Levels by Assessment Period

Assessment PeriodDeficit (Red) Emerging (Yellow) Established (Green)

Beginning 2 or less 3–8 9 or moreBenchmark Goal

Middle 4 or less 5–1516 or more

Benchmark Goal

End 9 or less 10–23 24 or moreEnd-of-Year Goal

7



ConceptsConcepts directly assesses student’s knowledge of place value concepts, notational understanding,

fractions, and fundamental properties of operations and concepts to solve problems. Students must also

learn to recognize, represent, and generate equivalent forms of commonly used fractions. These skills are

essential for successful math achievement in the upper grades.

The End-of-Year Goal for Concepts is 10 or more for Grade 2.

Concepts Risk Levels by Assessment Period


Beginning 0 1–6 7 or moreBenchmark Goal


Benchmark Goal


8



Missing NumberMissing Number evaluates a student’s recognition of basic and complex number patterns and familiarity

with printed numbers as part of the ongoing development of number sense. Students who can quickly

and accurately identify which number is missing recognize and make use of a fundamental pattern within

the number sequence.

The End-of-Year Goal for Missing Number is 12 or more for Grade 2.

Missing Number Risk Levels by Assessment Period




Benchmark Goal


9



Number FactsNumber Facts is a measure that evaluates a student’s knowledge of basic arithmetic. Quickly retrieving basic

number facts, or combinations, means the student does not expend much mental energy on calculation.

The End-of-Year Goal for Number Facts is 28 or more for Grade 2.

Number Facts Risk Levels by Assessment Period


Beginning 0 1–20 21 or moreBenchmark Goal

Middle 6 or less 7–26 27 or moreBenchmark Goal


10



Quantity DiscriminationQuantity Discrimination is a measure that determines a student’s ability to comprehend the quantitative

value of a number. The student identifies the number or operation in the pair with the highest value.

The End-of-Year Goal for Quantity Discrimination is 22 or more for Grade 2.

Quantity Discrimination Risk Levels by Assessment Period



Middle 7 or less 8–17 18 or moreBenchmark Goal


11



Overall StatusAfter the student has completed all of the applicable measures for an assessment period, an Overall

Status is designated, signifying the amount of instructional support that may be necessary for a student

to continue on a path toward success in mathematics.

Rectangular icons represent the student’s Risk Level on an individual measure.

Deficit (red) – Far below benchmark expectations

Emerging (yellow) – Advancing toward, but not meeting, benchmark expectations

Established (green) – Meets or exceeds benchmark expectations

The circular Overall Status icon represents the general instructional support recommended for a

young student to become a well-developed, mature student of mathematics. Grade 2 Overall Status

recommendations are determined based on the Risk Levels from the Number Facts, Quantity Discrimination,

Computation, Concepts, and Missing Number measures.

Assessment Results and Overall Status Levels

Overall Status Level Assessment Results and Risk Levels

BenchmarkEstablished on at least two measures and Emerging on no more than three measures

StrategicAny combination of risk levels not meeting the criteria for Intensive or Benchmark

Intensive Deficit on three or more measures

COMPUTATION

15

COMPUTATION


Computation is a two-minute measure used to evaluate a student’s ability to solve complex written

calculation problems. The assessment can be administered to individual students or a group of students

at one time. The teacher gives each student three pages of Computation worksheets containing 30

problems and times the students during the assessment. The teacher then scores the worksheets and

enters the students’ scores on mCLASS:Home. Performance is based on the total number of correct digits

in each problem.

PurposeStudents need to know how to solve complex operational problems. To answer these items successfully,

students must identify the operation, determine whether regrouping is necessary, and correctly execute

the algorithm appropriate for the operation. To accomplish this goal, students rely on their understanding

of the place-value structure of the base-ten number system and numerical patterns. Adding (or

deducting) the carried/borrowed number(s) in the correct place-value position is imperative for success.

Similarly, retrieval of simple number facts frees students to focus on the more complex procedural and

conceptual aspects of the problem. Some students may quickly and easily retrieve number facts, identify

numerical patterns, and grasp the base-ten system, but still have difficulty reconciling this knowledge

with place value concepts.

MaterialsComputation worksheets from the Grade 2 Screening and Progress Monitoring Student Materials,

which can be downloaded from the Support & Resource Center on mCLASS:Home.

AdministrationAfter distributing the Computation worksheets to the students, say, “Please write your name and date

at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each

student completes this task.

Next, say, “On these worksheets are some math problems. They look like this (hold example up/write

example on board (21 + 3)). These problems go from top to bottom. What is 21 + 3? (Give students

a chance to answer – possible explanation: 1 + 3 is 4, and bring down the 2, so the answer is 24.)

Remember to pay attention to the sign; you may see other types of problems such as subtraction. You

will have two minutes to answer as many math problems as you can. There will be more problems than

you can answer. You are NOT expected to finish all the problems, just answer as many as you can. Some

of the problems will be easy while others will be hard. If you come to one that is hard or that you do not

know how to do, SKIP IT and come back to it later. Please write your answers neatly and show all your

work on the worksheet. When I say BEGIN, turn your worksheets over, write your answer to the FIRST

problem, and work DOWN the page. Then go to the next column. When you finish a page, continue to

the next one. Keep working until I say STOP. Are there any questions?”

Answer all questions before beginning the assessment. Next, say, “BEGIN.”

16

COMPUTATION


Give the students two minutes to complete the measure. When time is up, say, “STOP. Put your

pencils down.”

Collect the Computation worksheets, and use the corresponding answer key in this guide to score them.

Scoring RulesScoring: The student receives a score of one point for each correct digit in the answer. The number

of correct digits for each answer within the two-minute time frame is the student’s score and a more

sensitive measure of student change. Score problems in the direction in which they are typically

calculated. Specifically, score addition, subtraction, and multiplication problems from right to left and

division problems from left to right. For example, a student would receive a score of one point on the

following addition problem:

A score of one point on the following subtraction problem:

A score of two points on the following multiplication problem:

And a score of one point on the following division problem:

Student Stops: If a student stops working before the end of the two minutes, say, “Keep working until

I say STOP.” This should be an individual prompt given quietly to address a targeted need.

Excessive Skipping: If a student skips familiar or easy problems, say, “Try each problem before moving

on to the next. Do not skip problems you can do.” This should be an individual prompt given quietly to

address a targeted need.

48+ 13

51

646– 86

450

42× 3

125

96 ÷ 8 = 22

17

COMPUTATION


Data Entry1. When you finish scoring the worksheets, log in to mCLASS:Home, go to mCLASS:Math, and open

the Class Report.

2. To enter results for Benchmark assessments, make sure you are on the Screening tab; click the

Progress Monitoring tab to enter progress monitoring results.

3. Click Enter Results.

• For Benchmark results: Enter the assessment date and score for each student in the

Computation column.

• For ProgressMonitoring results: Enter the student’s name, selectComputation and the

form number, and enter the assessment date and the student’s score.

4. Click Save.

5. For more help with mCLASS:Math data entry, click Help in the upper right corner of the Class

Report page.

21+

3

19

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Scoring: Student receives a score of one point for each correct digit in the answer.

Grade 2: COMPUTATION ANSWER KEY

Screening: Beginning of Year

48

42 968

23 3936

11 59

23 28

20

T) X)P)

S) W)O)

R) V)N)

Q) U)M)




T) X)P)

S) W)O)

R) V)N)

Q) U)M) 49

7 6912

24 4613

56 985

31 29


21End of BOY Form


BB) DD)Z)

AA) CC)Y)


31

42 57

27 7

23

L)H)D)

K)G)C)

F) J)B)

E) I)A)

L)H)D)

K)G)C)

F) J)B)

E) I)A)



18

72 9188

106 96108

13 269

33 37

Screening: Middle of Year

24

T) X)P)

S) W)O)

R) V)N)

Q) U)M)



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 144

16 1284

17 11731

81 9204

63 56



25


BB) DD)Z)

AA) CC)Y) 33

131 5525

51 47

End of MOY Form


27

L)H)D)

K)G)C)

F) J)B)

E) I)A)

L)H)D)

K)G)C)

F) J)B)

E) I)A)



87

170 7108

72 6986

63 668

91 64

Screening: End of Year

28

T) X)P)

S) W)O)

R) V)N)

Q) U)M)



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 68

8 18267

36 11524

144 638

91 59



29


BB) DD)Z)

AA) CC)Y)

23 172 4

71 2725

End of EOY Form


31



Form 1

L)H)D)

K)G)C)

F) J)B)

E) I)A) 18

41 869

24 2757

6 177

11 18

32


Form 1


T) X)P)

S) W)O)

R) V)N)

Q) U)M) 56

19 6812

37 6022

64 659

31 46



Form 1

33End of Form 1

BB) DD)Z)

AA) CC)Y) 32

44 24

25 27

35



L)H)D)

K)G)C)

F) J)B)

E) I)A) 38

43 975

26 2949

3 146

12 28

Form 2

36



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 53

9 7911

17 4332

42 868

32 48

Form 2



37

BB) DD)Z)

AA) CC)Y) 21

41 1917

32 37

End of Form 2

Form 2

39



L)H)D)

K)G)C)

F) J)B)

E) I)A) 29

54 869

25 3655

26 68

12 26

Form 3

40



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 48

9 672

35 3722

61 979

31 37

Form 3



41

BB) DD)Z)

AA) CC)Y) 35

47 312

44 37

End of Form 3

Form 3

43



L)H)D)

K)G)C)

F) J)B)

E) I)A) 96

122 7208

71 37159

13 298

42 33

Form 4

44



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 76

17 16472

23 10671

110 9146

94 68

Form 4



45

BB) DD)Z)

AA) CC)Y) 86

124 1920

23 84

End of Form 4

Form 4

47



L)H)D)

K)G)C)

F) J)B)

E) I)A) 76

104 5138

51 5988

62 368

25 13

Form 5

48



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 135

25 23631

58 8172

53 8208

30 19

Form 5



49

BB) DD)Z)

AA) CC)Y) 53

155 3515

72 67

End of Form 5

Form 5

51



L)H)D)

K)G)C)

F) J)B)

E) I)A) 59

167 6154

104 3884

22 86

43 45

Form 6

52



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 49

36 18832

48 14471

125 7118

92 28

Form 6



53

BB) DD)Z)

AA) CC)Y) 74

71 1554

93 85

End of Form 6

Form 6

55



L)H)D)

K)G)C)

F) J)B)

E) I)A) 28

142 8187

94 6846

1 289

55 48

Form 7

56



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 159

5 19641

7 13431

75 796

50 28

Form 7



57

BB) DD)Z)

AA) CC)Y) 72

147 1876

36 51

End of Form 7

Form 7

59



L)H)D)

K)G)C)

F) J)B)

E) I)A) 95

45 6197

83 2775

31 288

84 39

Form 8

60



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 104

8 1391

76 5972

122 6137

60 83

Form 8



61

BB) DD)Z)

AA) CC)Y) 63

91 5710

23 36

End of Form 8

Form 8

63



L)H)D)

K)G)C)

F) J)B)

E) I)A) 39

98 8145

31 4693

28 179

44 19

Form 9

64



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 89

37 18323

65 7825

72 976

101 39

Form 9



65

BB) DD)Z)

AA) CC)Y) 22

121 83

51 36

End of Form 9

Form 9

67



L)H)D)

K)G)C)

F) J)B)

E) I)A) 98

116 9234

42 58116

42 88

52 78

Form 10

68



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 149

37 5126

46 3825

171 988

77 26

Form 10



69

BB) DD)Z)

AA) CC)Y) 63

132 51

102 79

End of Form 10

Form 10

71



Form 11

L)H)D)

K)G)C)

F) J)B)

E) I)A) 49

96 852

72 4565

26 467

95 63

72



T) X)P)

S) W)O)

R) V)N)

Q) U)M)

Form 11

138

16 18910

37 13634

112 879

100 88



73

BB) DD)Z)

AA) CC)Y)

End of Form 11

Form 11

20

106 5859

40 78

75



L)H)D)

K)G)C)

F) J)B)

E) I)A) 85

51 887

40 2976

1 149

51 66

Form 12

76



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 129

68 4721

36 7972

115 9119

100 44

Form 12



77

BB) DD)Z)

AA) CC)Y) 62

84 520

63 27

End of Form 12

Form 12

79



L)H)D)

K)G)C)

F) J)B)

E) I)A) 47

84 8194

34 9969

6 267

24 46

Form 13

80



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 156

14 8823

25 7921

183 998

34 78

Form 13



81

BB) DD)Z)

AA) CC)Y) 92

112 5848

87 18

End of Form 13

Form 13

83



L)H)D)

K)G)C)

F) J)B)

E) I)A) 78

103 8177

53 25116

14 487

53 37

Form 14

84



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 87

65 13933

36 7734

154 6135

45 87

Form 14



85

BB) DD)Z)

AA) CC)Y) 44

136 1731

72 58

End of Form 14

Form 14

87



L)H)D)

K)G)C)

F) J)B)

E) I)A) 49

92 7147

35 6828

6 488

21 89

Form 15

88



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 135

77 15870

85 8815

102 9225

23 64

Form 15



89

BB) DD)Z)

AA) CC)Y) 65

134 4942

57 74

End of Form 15

Form 15

91



L)H)D)

K)G)C)

F) J)B)

E) I)A) 89

113 8148

107 5279

52 59

34 42

Form 16

92



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 109

33 18834

15 8911

182 9186

60 29

Form 16



93

BB) DD)Z)

AA) CC)Y) 53

83 2920

41 49

End of Form 16

Form 16

95



L)H)D)

K)G)C)

F) J)B)

E) I)A) 48

183 8155

36 6795

50 728

61 88

Form 17

96



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 66

12 12910

79 5971

85 9167

41 59

Form 17



97

BB) DD)Z)

AA) CC)Y) 82

132 1920

71 55

End of Form 17

Form 17

99



L)H)D)

K)G)C)

F) J)B)

E) I)A) 39

108 7188

84 57148

73 59

32 46

Form 18

100



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 72

16 10931

27 4761

76 8129

105 66

Form 18



101

BB) DD)Z)

AA) CC)Y) 96

110 512

52 19

End of Form 18

Form 18

103



L)H)D)

K)G)C)

F) J)B)

E) I)A) 69

84 8177

62 7937

10 299

62 27

Form 19

104



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 138

29 13918

43 7963

171 9126

95 46

Form 19



105

BB) DD)Z)

AA) CC)Y) 75

95 1927

44 87

End of Form 19

Form 19

107



L)H)D)

K)G)C)

F) J)B)

E) I)A) 73

95 998

75 7459

30 479

51 48

Form 20

108



T) X)P)

S) W)O)

R) V)N)

Q) U)M) 79

64 9831

69 9960

92 967

42 91

Form 20



109

BB) DD)Z)

AA) CC)Y) 72

101 1923

85 53

End of Form 20

Form 20

CONCEPTS

113Screening and Progress Monitoring Guide Grade 2

CONCEPTS

Concepts is a two-minute measure that directly assesses a student’s knowledge of place-value concepts,

notational understanding, fractions, and addition, subtraction, multiplication, and division principles. The

teacher gives each student three pages of Concepts worksheets containing 24 problems and times the

students during the assessment. The teacher then scores the worksheets and enters the students’ scores

on mCLASS:Home. Performance is based on the total number of correct answers.

Purpose The Concepts measure evaluates a student’s ability to understand and use fundamental properties of

operations and concepts to solve problems. For example, if 58 x 9 = 522, the commutative principle can

be applied to 9 x 58, thereby rendering computations unnecessary. Successful execution of algorithms

also requires an understanding of place value concepts. The ability to identify the place value of a number

is essential for regrouping. Students must also learn to recognize, represent, and generate equivalent

forms of commonly used fractions (for example, word forms, models, etc.).

MaterialsConcepts worksheets from the Grade 2 Screening and Progress Monitoring Student Materials, which

can be downloaded from the Support & Resource Center on mCLASS:Home.

AdministrationAfter distributing the Concepts worksheets to the students, say, “Please write your name and date at

the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each


Next, say, “On the other side of the sheet are some math problems. Some of them look like this.”

Hold up the example or put the example on a board by drawing a bar divided into four equal parts with

one part shaded. Under the bar, write the answers A) 14 B) 4

6 C) 35.

Continue by saying, “You have to circle the correct answer. What fraction shows the part that is shaded

in? (Give students a chance to answer – possible explanation –There are four boxes, and one box is

shaded in, so 1 out of 4 boxes is shaded. The answer is A) 14.) You will have two minutes to answer

as many math problems as you can. There will be more problems than you can answer. You are NOT

expected to finish all the problems, just answer as many as you can. Some of the problems will be easy

while others will be hard. If you come to one that is hard or that you do not know how to do, SKIP IT

and come back to it later. Please write your answers neatly and show all your work on the worksheet.

When I say BEGIN, turn your worksheets over, write your answer to the FIRST problem, and work DOWN

the page. Then go to the next column. When you finish a page, continue to the next one. Keep working

until I say STOP. Are there any questions?”

114 Screening and Progress Monitoring Guide Grade 2

CONCEPTS

Answer all questions before beginning the assessment. Next say, “BEGIN.”


pencils down.”

Collect the Concepts worksheets, and use the corresponding answer key in this guide to score them.

Scoring RulesScoring: The student receives a score of one point for each correct answer. If an answer has multiple

parts, all of them need to be correct to score the point.







the Class Report.




• For Benchmark results: Enter the assessment date and score for each student in the

Concepts column.

• ForProgressMonitoringresults:Enterthestudent’sname,selectConcepts and the form

number, and enter the assessment date and the student’s score.

4. Click Save.


Report page.

A)

1 4

B)

4 6

C)

3 5

117

Grade 2: CONCEPTS ANSWER KEY

Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of

them need to be correct to score 1 point.

E)A)

F)B)

G)C)

H)D)


7

14

B, C, A

hundreds / centenas

>

6

24

118


M)I)

N)J)

O)K)

P)L)




23

13

C, B, A

ones / unidades

=

31

36

119


End of BOY Form


U)Q)

V)R)

W)S)

X)T)



96

23

C, A, B

tens / decenas

<

34

47

121




E)A)

F)B)

G)C)

H)D)

3

45

C, A, B

ones / unidades

<

6

35


122


M)I)

N)J)

O)K)

P)L)



39

36

B, C, A

hundreds / centenas

>

22

46


123


U)Q)

V)R)

W)S)

X)T)



81

24

C, A, B

tens / decenas

=

238

End of MOY Form


125




E)A)

F)B)

G)C)

H)D)

6

14

C, A, B

tens / decenas

<

7

46


126


M)I)

N)J)

O)K)

P)L)



9

13

C, A, B

ones / unidades

<

37

25


127


U)Q)

V)R)

W)S)

X)T)



8

57

B, C, A

hundreds / centenas

=

46

37

End of EOY Form


129


E)A)

F)B)

G)C)

H)D)

Scoring: The student receives 1 point for each correct answer. If an answer has multiple parts, all of them need to be correct to score 1 point.

Form 1

6

14

C, A, B

tens / decenas

>

7

59

130


Form 1


M)I)

N)J)

O)K)

P)L)

26

34

B, C, A

ones / unidades

<

22

38


End of Form 1

Form 1

131


U)Q)

V)R)

W)S)

X)T)

7

25

C, A ,B

hundreds / centenas

=

30

17

133


E)A)

F)B)

G)C)

H)D)


5

16

C, A, B

hundreds / centenas

=

6

24

Form 2

134



M)I)

N)J)

O)K)

P)L)

5

47

C, A, B

tens / decenas

>

29

23

Form 2


135


U)Q)

V)R)

W)S)

X)T)

End of Form 2

3

13

C, A, B

ones / unidades

<

25

15

Form 2

137


E)A)

F)B)

G)C)

H)D)


4

12

C, A, B

ones / unidades

<

8

13

Form 3

138



M)I)

N)J)

O)K)

P)L)

6

23

B, C, A

hundreds / centenas

>

24

26

Form 3


139


U)Q)

V)R)

W)S)

X)T)

End of Form 3

64

34

C, A, B

tens / decenas

=

61

45

Form 3

141


E)A)

F)B)

G)C)

H)D)


3

26

B, C, A

hundreds / centenas

<

3

34

Form 4

142



M)I)

N)J)

O)K)

P)L)

5

16

C, A, B

ones / unidades

>

23

26

Form 4


143


U)Q)

V)R)

W)S)

X)T)

End of Form 4

71

18

C, A, B

tens / decenas

<

22

34

Form 4

145


E)A)

F)B)

G)C)

H)D)


9

27

C, A, B

ones / unidades

<

11

68

Form 5

146



M)I)

N)J)

O)K)

P)L)

26

36

C, A, B

tens / decenas

>

24

28

Form 5


147


U)Q)

V)R)

W)S)

X)T)

End of Form 5

56

49

B, C, A

hundreds / centenas

=

29

35

Form 5

149


E)A)

F)B)

G)C)

H)D)


3

67

B, C, A

hundreds / centenas

>

17

12

Form 6

150



M)I)

N)J)

O)K)

P)L)

25

46

C, A, B

tens / decenas

=

21

37

Form 6


151


U)Q)

V)R)

W)S)

X)T)

End of Form 6

58

29

C, A, B

ones / unidades

>

46

56

Form 6

153


E)A)

F)B)

G)C)

H)D)


5

68

C, A, B

tens / decenas

<

7

46

Form 7

154



M)I)

N)J)

O)K)

P)L)

28

16

B, C, A

hundreds / centenas

=

33

34

Form 7


155


U)Q)

V)R)

W)S)

X)T)

End of Form 7

7

58

C, A, B

ones / unidades

<

24

19

Form 7

157


E)A)

F)B)

G)C)

H)D)


5

16

B, C, A

hundreds / centenas

=

11

36

Form 8

158



M)I)

N)J)

O)K)

P)L)

24

13

C, A, B

ones / unidades

<

32

58

Form 8


159


U)Q)

V)R)

W)S)

X)T)

End of Form 8

64

34

B, C, A

tens / decenas

>

21

23

Form 8

161


E)A)

F)B)

G)C)

H)D)


5

13

C, A, B

tens / decenas

>

4

13

Form 9

162



M)I)

N)J)

O)K)

P)L)

9

48

C, A, B

hundreds / centenas

=

33

56

Form 9


163


U)Q)

V)R)

W)S)

X)T)

End of Form 9

8

67

B, C, A

ones / unidades

>

21

38

Form 9

165


E)A)

F)B)

G)C)

H)D)


6

28

B, C, A

ones / unidades

=

5

45

Form 10

166



M)I)

N)J)

O)K)

P)L)

4

47

B, C, A

tens / decenas

<

45

17

Form 10


167


U)Q)

V)R)

W)S)

X)T)

End of Form 10

9

78

C, A, B

hundreds / centenas

>

24

69

Form 10

169


E)A)

F)B)

G)C)

H)D)


Form 11

2

26

C, A, B

hundreds / centenas

=

8

35

170



M)I)

N)J)

O)K)

P)L)

Form 11

3

34

B, C, A

ones / unidades

>

29

23


171


U)Q)

V)R)

W)S)

X)T)

End of Form 11

Form 11

52

59

B, C, A

tens / decenas

<

21

78

173


E)A)

F)B)

G)C)

H)D)


3

58

C, A, B

tens / decenas

=

8

39

Form 12

174



M)I)

N)J)

O)K)

P)L)

25

69

B, C, A

hundreds / centenas

>

29

13

Form 12


175


U)Q)

V)R)

W)S)

X)T)

End of Form 12

77

27

B, C, A

ones / unidades

>

23

68

Form 12

177


E)A)

F)B)

G)C)

H)D)


2

19

B, C, A

ones / unidades

<

9

17

Form 13

178



M)I)

N)J)

O)K)

P)L)

32

18

C, A, B

tens / decenas

>

27

16

Form 13


179


U)Q)

V)R)

W)S)

X)T)

End of Form 13

7

14

B, C, A

hundreds / centenas

=

48

57

Form 13

181


E)A)

F)B)

G)C)

H)D)


9

27

C, A, B

hundreds / centenas

>

15

23

Form 14

182



M)I)

N)J)

O)K)

P)L)

42

19

B, C, A

ones / unidades

=

23

67

Form 14


183


U)Q)

V)R)

W)S)

X)T)

End of Form 14

4

67

C, A, B

tens / decenas

>

28

58

Form 14

185


E)A)

F)B)

G)C)

H)D)


5

18

C, A, B

tens / decenas

>

8

69

Form 15

186



M)I)

N)J)

O)K)

P)L)

9

46

C, A, B

hundreds / centenas

=

29

89

Form 15


187


U)Q)

V)R)

W)S)

X)T)

End of Form 15

4

24

B, C, A

ones / unidades

<

56

29

Form 15

189


E)A)

F)B)

G)C)

H)D)


9

17

B, C, A

ones / unidades

=

6

29

Form 16

190



M)I)

N)J)

O)K)

P)L)

49

23

B, C, A

hundreds / centenas

>

42

35

Form 16


191


U)Q)

V)R)

W)S)

X)T)

End of Form 16

5

27

C, A, B

tens / decenas

<

29

27

Form 16

193


E)A)

F)B)

G)C)

H)D)


9

45

C, A, B

hundreds / centenas

>

9

47

Form 17

194



M)I)

N)J)

O)K)

P)L)

8

12

B, C, A

tens / decenas

>

34

58

Form 17


195


U)Q)

V)R)

W)S)

X)T)

End of Form 17

93

34

C, A, B

ones / unidades

=

40

24

Form 17

197


E)A)

F)B)

G)C)

H)D)


9

56

C, A, B

tens / decenas

=

5

36

Form 18

198



M)I)

N)J)

O)K)

P)L)

4

89

B, C, A

ones / unidades

>

27

23

Form 18


199


U)Q)

V)R)

W)S)

X)T)

End of Form 18

4

48

C, A, B

hundreds / centenas

<

29

37

Form 18

201


E)A)

F)B)

G)C)

H)D)


8

58

C, A, B

ones / unidades

=

11

16

Form 19

202



M)I)

N)J)

O)K)

P)L)

43

39

C, A, B

tens / decenas

<

52

29

Form 19


203


U)Q)

V)R)

W)S)

X)T)

End of Form 19

88

56

B, C, A

hundreds / centenas

>

21

89

Form 19

205


E)A)

F)B)

G)C)

H)D)


3

34

C, A, B

hundreds / centenas

<

8

14

Form 20

206



M)I)

N)J)

O)K)

P)L)

35

15

B, C, A

ones / unidades

>

30

13

Form 20


207


U)Q)

V)R)

W)S)

X)T)

End of Form 20

57

38

C, A, B

tens / decenas

=

52

69

Form 20

MISSING NUMBER


MISSING NUMBER

Missing Number is a two-minute measure that evaluates a student’s recognition of complex numerical

patterns and familiarity with printed numbers. The teacher gives each student a Missing Number

worksheet containing 22 problems and times the students during the assessment. The teacher then

scores the worksheets and enters the students’ scores on mCLASS:Home. Performance is based on the

total number of correct answers.

Purpose Students need to recognize complex number patterns and be familiar with printed numbers to continue

developing number sense. To answer these items successfully, students must recognize the three printed

symbols as representations of numbers, identify what fourth number would complete the sequence,

and then name that number. Students who can quickly and accurately identify the missing number

recognize and make use of a fundamental pattern within the number sequence. Students who proceed

more slowly may have to go through a manual strategy to fill in the blank, perhaps counting from a

known reference up to the numbers in question (for example, counting from one to answer what is

missing in 9, 16, __, 30). Other students may not yet grasp the inherent relationship between numbers.

Materials Missing Number worksheet from the Grade 2 Screening and Progress Monitoring Student Materials,


AdministrationAfter distributing the Missing Number worksheets to the students, say, “Please write your name and

date at the top of the worksheet, put your pencil down, and turn the worksheet over.” Wait until each


Next, say, “On the other side of the sheet are some math problems. They look like this (hold example

up/write example on board (2, 4, _, 8)). You have to complete the pattern in the problem. What number

goes in this blank? (Give students a chance to answer – possible explanation: We are counting by 2’s,

so 2, 4, 6, 8. 6 is the answer.) You will have two minutes to answer as many math problems as you can.

There will be more problems than you can answer. You are NOT expected to finish all the problems, just

answer as many as you can. Some of the problems will be easy while others will be hard. If you come

to one that is hard or that you do not know how to do, SKIP IT and come back to it later. Please write

your answers neatly on the worksheet. When I say BEGIN, turn your worksheet over, write your answer

to the FIRST problem, and work DOWN the page. Then go to the next column. Keep working until I say

STOP. Are there any questions?”



MISSING NUMBER


pencils down.”

Collect the Missing Number worksheets, and use the corresponding answer key in this guide to

score them.

Scoring RulesScoring: The student receives a score of one point for each correct answer.







the Class Report.




• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheMissing

Number column.

• ForProgressMonitoringresults:Enterthestudent’sname,selectMissing Number and the


4. Click Save.


Report page.

2, 4

, ,

8

Grade 2: MISSING NUMBER ANSWER KEY

Scoring: Student receives 1 point for each correct answer.

215

G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of BOY Form


80

16 51

16 54

22 50

30 17

20

39 30

9 12

20 37

88 41

70 42

2060



217

G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of MOY Form


80

74 58

64 54

73 50

42 77

0

61 91

71 19

20 23

62 35

91 78

2076



219

G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of EOY Form

30

74 94

66 97

88 50

57 77

51

66 58

46 43

20 9

34 77

59 91

3082



221


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 1

Form 1

50

10 67

24 52

34 10

50 13

51

23 20

15 23

50 59

78 35

90 55

5030


223


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 2

Form 2

90

8 73

26 49

46 40

65 23

47

21 22

12 51

10 54

97 21

35 47

7072


225


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 3

60

12 25

22 48

60 10

35 19

26

22 24

16 9

20 79

69 38

75 51

6056

Form 3


227


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 4

30

81 81

67 71

78 40

39 88

27

37 94

44 31

40 6

58 49

54 89

8091

Form 4


229


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 5

90

75 56

58 68

46 60

78 84

75

54 42

63 51

0 27

96 57

61 79

5065

Form 5


231


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 6

70

79 84

83 93

68 10

44 74

1

54 60

38 27

60 18

49 46

74 81

4069

Form 6


233


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 7

40

84 64

64 81

72 30

74 80

10

72 81

54 16

50 79

68 32

82 73

2092

Form 7


235


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 8

70

70 85

56 78

66 60

88 88

60

87 91

87 16

10 29

89 35

89 78

4057

Form 8


237


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 9

60

61 75

84 83

66 70

38 92

7

82 46

53 13

0 82

98 52

87 74

3080

Form 9


239


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 10

50

86 81

64 53

81 40

61 81

74

67 42

21 23

60 13

48 82

56 94

2073

Form 10


241


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 11

40

85 65

61 93

62 70

61 88

17

62 58

46 13

40 39

59 73

87 70

4062

Form 11


243


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 12

50

81 66

41 74

82 10

81 89

52

26 97

55 47

50 41

33 51

83 71

6060

Form 12


245


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 13

90

76 88

89 99

88 30

59 92

77

59 44

35 26

40 53

78 78

83 93

7065

Form 13


247


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 14

40

75 81

86 99

53 60

87 88

50

39 64

22 42

30 9

43 32

88 71

4084

Form 14


249


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 15

30

75 58

55 54

88 70

57 85

49

64 80

93 27

20 59

46 60

51 96

3074

Form 15


251


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 16

30

76 59

65 81

80 20

83 63

37

88 98

47 38

60 48

59 33

72 74

7061

Form 16


253


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 17

40

83 59

53 72

68 70

76 69

74

58 98

82 33

40 60

56 60

69 79

2079

Form 17


255


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 18

80

62 62

50 47

68 70

89 91

30

71 89

83 63

30 25

97 62

91 82

6075

Form 18


257


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

End of Form 19

70

69 65

57 77

53 30

82 63

78

63 71

97 38

60 68

42 50

54 96

7086

Form 19


259


G) R)

F) Q)

D) O)

C) N)

A) L)

B) M)

E) P)

H) S)

I) T)

J) U)

V)K)

30

59 57

58 58

63 60

37 74

17

37 86

19 56

20 54

64 33

46 94

5082

End of Form 20

Form 20

NUMBER FACTS


NUMBER FACTS

Number Facts is a two-minute measure that evaluates a student’s knowledge of basic arithmetic. The

teacher gives each student two pages of Number Facts worksheets containing 50 problems and times the

students during the assessment. The teacher then scores the worksheets and enters the students’ scores

on mCLASS:Home. Performance is based on the total number of correct answers.

Purpose Quick retrieval of the basic number facts, or combinations, is fundamentally important for learning and

predicts achievement. From a practical point of view, quick retrieval means that students get the answer

quickly and do not have to expend much mental energy on calculation. Quick retrieval may result from

rote memory or from fluency with rapid counting.

Materials Number Facts worksheets from the Grade 2 Screening and Progress Monitoring Student Materials,


AdministrationAfter distributing the Number Facts worksheets to the students, say, “Please write your name and date

at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait until each


Next, say, “On the other side of the sheet are some math problems. They look like this (hold example up/

write example on board (1 + 2)). These problems go across. What is 1 + 2? (Give students a chance to

answer – possible explanation – 1 + 2 is 3, so the answer is 3.) Remember to pay attention to the sign,

you may see other types of problems such as subtraction. You will have two minutes to answer as many

math problems as you can. There will be more problems than you can answer. You are NOT expected to

finish all the problems, just answer as many as you can. Some of the problems will be easy while others

will be hard. If you come to one that is hard or that you do not know how to do, SKIP IT and come

back to it later. Please write your answers neatly and show all your work on the worksheet. When I say

BEGIN, turn your worksheets over, write your answer to the FIRST problem, and work DOWN the page.

Then go to the next column. When you finish a page, continue to the next one. Keep working until I say

STOP. Are there any questions?”



pencils down.”

Collect the Number Facts worksheets, and use the corresponding answer key in this guide to

score them.


NUMBER FACTS

Scoring RulesScoring: The student receives a score of one point for each correct answer.







the Class Report.




• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheNumber

Facts column.

• ForProgressMonitoring results:Enter the student’sname, selectNumber Facts and the


4. Click Save.


Report page.

1 +

2 =

267

Grade 2: NUMBER FACTS ANSWER KEY

A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)



10 8 1

4 9 14

11 15 9

5 14 8

2 12 9

2 6 2

9 0 9

2 1 6

8 1 17

0 14 9


268



End of BOY Form

e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)

4 7 10

6 3 16

6 0 17

11 6

1 11 1

4 11 4

0 0 7

269


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


4 3 13

18 10 7

3 7 9

13 14 2

5 7 6

8 7 15

9 11 3

6 3 2

8 13 16

13 6 0



270


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)

12 4 13

8 5 10

6 10 15

12 3

9 8 6

13 16 13

9 8 2

End of MOY Form


271


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


0 8 9

16 11 15

3 18 5

10 14 2

10 9 15

3 13 2

12 1 5

5 5 5

16 10 1

8 5 7



272


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)

9 3 12

13 8 17

8 0 4

1 11

3 11 4

12 16 3

1 12 18

End of EOY Form


273


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 1

10 14 14

7 8 9

13 5 7

5 12 6

8 6 6

10 6 0

2 11 5

3 1 2

4 15 4

15 12 3

274 End of Form 1


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


Form 1

13 1 4

12 1 8

4 4 6

3 11

15 9 5

0 10 12

2 10 2

275


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


8 12 1

2 4 8

6 5 10

15 10 3

10 8 4

6 5 2

2 10 1

12 5 4

4 14 11

17 8 8

Form 2

276


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


12 7 8

17 1 15

18 4 9

9 2

3 9 0

4 10 11

0 8 7

End of Form 2

Form 2

277


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 3

5 13 7

14 16 13

6 12 3

5 2 6

9 7 14

0 2 6

3 1 10

0 5 2

12 0 4

8 3 7

278


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 3

Form 3

11 4 14

9 0 13

4 5 6

16 2

1 11 7

7 11 10

8 10 11

279


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 4

6 14 9

5 13 9

10 10 10

10 8 13

17 14 3

0 0 9

3 4 7

12 5 8

3 14 5

8 9 3

280


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


14

14 11

9 13 3

1 7 2

15 1

11 0

1 4 6

6 8 1

9

End of Form 4

Form 4

281


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 5

12 15 6

7 13 16

7 0 11

16 5 6

4 12 8

6 0 0

7 11 0

0 7 14

11 13 10

1 4 1

282


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 5

Form 5

12 6 11

7 3 18

12 9 8

7 1

0 4 6

4 14 7

4 2 9

283


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


2 13 15

7 5 9

4 13 14

6 14 6

9 13 12

7 6 8

2 15 11

9 12 0

1 1 3

8 4 6

Form 6

284


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


4 7 2

11 5 11

8 3 6

3 13

3 14 2

3 10 13

4 12 5

End of Form 6

Form 6

285


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


1 5 8

11 7 9

9 16 5

8 8 16

0 12 7

1 0 7

0 2 6

4 0 6

9 3 2

7 6 0

Form 7

286


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


15 13 7

17 15 10

10 8 10

11 8

8 9 4

2 6 8

8 8 12

End of Form 7

Form 7

287


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 8

7 5 11

8 6 10

12 12 10

11 13 11

14 3 4

5 7 2

2 3 6

7 10 9

8 7 2

6 1 3

288


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 8

Form 8

9 12 8

18 10 6

10 5 8

2 0

9 9 14

8 0 4

0 7 3

289


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


6 9 7

13 16 15

1 11 5

4 9 10

10 5 3

10 16 13

9 2 4

10 16 13

0 15 10

5 1 0

Form 9

290


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


8 3 0

8 6 9

2 9 14

12 8

15 12 10

10 6 12

1 5 8

End of Form 9

Form 9

291


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


15 17 4

8 12 10

7 7 18

6 4 8

11 11 9

12 4 3

5 5 0

5 5 12

2 9 5

14 0 6

Form 10

292


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 10

Form 10

11 3 13

9 8 14

12 2 10

8 17

2 13 11

9 6 3

1 16 1

293


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 11

12 6 5

2 10 0

3 8 2

6 12 8

7 4 7

2 5 2

17 4 10

6 2 4

1 2 1

11 14 1

294


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


Form 11

End of Form 11

7 9 17

11 3 13

5 1 9

8 3

11 9 2

7 10 3

12 9 11

295


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


12 10 2

12 8 8

12 15 14

15 3 6

13 10 2

6 3 15

5 12 8

5 9 9

9 1 3

4 2 5

Form 12

296


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


4 8 13

11 4 14

5 6 13

5 10

4 5 3

15 7 1

1 16 1

End of Form 12

Form 12

297


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 13

15 4 5

6 8 18

12 10 16

11 10 6

16 3 4

7 7 13

7 11 10

0 0 2

5 13 17

4 4 10

298


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 13

Form 13

14 10 1

8 5 15

9 3 13

12 2

2 9 3

8 13 3

1 11 1

299


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 14

12 9 8

9 6 11

18 7 16

4 6 9

17 7 7

12 7 9

1 0 1

5 4 3

0 8 1

6 13 9

300


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


4

6 8

10 3 8

1 8 0

10 4

14 2

8 9 12

18 11 4

6

End of Form 14

Form 14

301


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 15

2 8 12

11 6 3

17 11 11

7 16 3

4 14 8

3 5 3

13 14 0

7 7 5

8 6 4

13 4 7

302


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 15

Form 15

10 12 4

9 7 10

8 12 12

7 11

10 2 8

4 10 0

9 8 6

303


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


12 15 12

11 9 12

13 4 11

10 16 7

9 3 10

1 1 7

10 8 0

7 10 0

15 3 7

8 11 14

Form 16

304


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


7 4 10

5 10 7

6 1 18

13 3

6 14 8

16 4 0

2 5 5

End of Form 16

Form 16

305


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


12 12 9

17 16 1

12 14 13

5 8 13

6 15 2

6 0 3

11 3 9

6 14 11

6 2 6

16 2 14

Form 17

306


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


11 4 10

13 2 10

10 5 16

9 1

12 10 6

9 11 11

5 3 2

End of Form 17

Form 17

307


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


Form 18

3 8 10

11 14 4

6 8 2

9 5 15

8 7 14

0 4 0

10 14 3

8 2 9

9 13 0

5 2 0

308


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


End of Form 18

Form 18

6 0 7

12 12 5

9 2 7

8 2

2 7 1

6 0 5

11 18 4

309


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


10 6 10

3 10 13

4 7 8

14 9 12

8 9 7

6 6 3

2 2 13

16 4 2

1 9 5

6 4 8

Form 19

310


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


7 9 10

0 1 15

8 9 13

11 8

15 14 11

14 11 2

10 3 4

End of Form 19

Form 19

311


A) K) U)

C) M) W)

E) O) Y)

G) Q) a)

I) S) c)

B) L) V)

D) N) X)

F) P) Z)

H) R) b)

J) T) d)


12 6 16

6 2 5

12 16 17

14 13 4

8 15 1

1 2 9

6 7 13

0 7 13

0 6 0

9 8 0

Form 20

312


e) l) s)

g) n) u)

i) p) w)

k) r)

f) m) t)

h) o) v)

j) q) x)


11 1 18

5 13 2

8 3 9

7 7

17 9 0

6 4 9

3 9 3

End of Form 20

Form 20

QUANTITY DISCRIMINATION



Quantity Discrimination is a two-minute measure that identifies a student’s ability to comprehend the

quantitative value of whole numbers and operations using whole numbers, fractions, and decimals. The

teacher gives each student two pages of Quantity Discrimination worksheets containing 30 problems and

times the students during the assessment. The students should identify the number or quantity in the

set with the highest value. The teacher then scores the worksheets and enters the students’ scores on

mCLASS:Home. Performance is based on the total number of correct answers.

Purpose Comparing the magnitude of numbers is a fundamental number concept. Within a given item, a

student must recognize the written numerals and understand the value of one number is larger than

the other. The comparisons include fractions, decimals, and simple problems that could be solved

without calculation. Understanding quantity has been shown to be one of the strongest predictors of

mathematical performance.

Materials Quantity Discrimination worksheets from the Grade 2 Screening and Progress Monitoring Student Materials, which can be downloaded from the Support & Resource Center on mCLASS:Home.

Administration After distributing the Quantity Discrimination worksheets to the students, say, “Please write your name

and date at the top of the first worksheet, put your pencil down, and turn the worksheets over.” Wait

until each student completes this task.

Next, say, “On the other side of the sheet are sets of numbers. They look like this (hold example up/write

example on board (6 | 5 + 3)). You have to circle the side with the larger amount. Which side would

you circle? 6 or 5 + 3? (Give students a chance to answer – possible explanation: 5 + 3 = 8, and 8 is

larger than 6, so you would circle 5 + 3.) You will have two minutes to answer as many math problems

as you can. There will be more problems than you can answer. You are NOT expected to finish all the

problems, just answer as many as you can. Some of the problems will be easy while others will be hard.

If you come to one that is hard or that you do not know how to do, SKIP IT and come back to it later.

Please write your answers neatly and show all your work on the worksheet. When I say BEGIN, turn your

worksheets over and write your answers to the FIRST problem and work DOWN the page. Then go to

the next column. When you finish a page, continue to the next one. Keep working until I say STOP. Are

there any questions?”



pencils down.”



Collect the Quantity Discrimination worksheets, and use the corresponding answer key in this guide to

score them.

Scoring Rules Scoring: The student receives a score of one point for each correct answer and loses a point for each

incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect

answers from the number of correct answers to calculate the total score.







the Class Report.




• ForBenchmarkresults:EntertheassessmentdateandscoreforeachstudentintheQuantity

Discrimination column.

• ForProgressMonitoringresults:Enterthestudent’sname,selectQuantity Discrimination and the form number, and enter the assessment date and the student’s score.

4. Click Save.


Report page.

65

+ 3

319

Grade 2: QUANTITY DISCRIMINATION ANSWER KEY


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)

Scoring: The student receives a score of one point for each correct answer and loses a point for each incorrect answer. Do not count skipped problems as incorrect answers. Subtract the number of incorrect answers from the number of correct answers to calculate the total score.

29 61 + 8 71 − 6

30 74 − 8 36

1 + 8 51 − 2 81

22 93 32 + 4

10 − 2 46 + 5 24 − 8

43 22 + 3 69 − 7

16 + 8 79 − 4 66


320



b)Y)V)

c)Z)W)

d)a)X)

End of BOY Form


87 + 6 21 − 3 32 + 9

47 + 6 91 88 − 4

30 − 6 43 31 − 4

321


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)



41 73 + 8 56 − 2

16 + 8 48 29

3 + 6 50 − 3 41 + 9

22 93 87 + 2

20 − 2 43 30 − 6

36 1 + 8 10 − 2

3 + 4 24 − 8 14

322


b)Y)V)

c)Z)W)

d)a)X)


51 + 6 51 − 2 22 + 3

61 + 8 43 36

83 − 9 30 21 − 3


End of MOY Form

323


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


24 31 + 8 16 − 5

77 + 4 17 − 7 16

47 + 8 82 − 2 56 + 9

79 73 96 + 3

58 − 7 8 + 8 27

25 80 + 9 31 − 2

27 + 5 81 − 7 8


324


b)Y)V)

c)Z)W)

d)a)X)


End of EOY Form

98 75 − 4 0 + 6

3 + 4 85 16 − 8

74 − 3 43 + 3 7 − 4


325


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


Form 1

14 17 + 9 90 − 4

43 + 3 73 − 6 73

3 + 4 19 − 5 8 + 8

27 92 59 + 6

17 − 5 27 + 5 31 − 5

41 26 + 5 84 − 4

65 73 40

326


Form 1

End of Form 1

b)Y)V)

c)Z)W)

d)a)X)


57 29 − 2 39 + 8

96 + 3 93 69 − 5

82 56 + 2 97 − 6

327


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


31 47 + 8 78 − 2

30 21 − 7 82

7 + 8 22 − 5 45 + 4

18 29 58 + 4

22 − 5 77 + 4 17

34 27 + 4 34 − 6

35 72 − 8 32

Form 2

328


b)Y)V)

c)Z)W)

d)a)X)


39 + 7 92 − 6 84 + 6

87 + 6 70 83

34 − 3 52 68 − 2

End of Form 2

Form 2

329


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


27 23 + 9 65 − 3

81 30 − 4 69

11 + 9 13 − 3 96

19 − 4 59 39 + 9

23 − 7 77 + 4 37

43 70 + 5 33 − 6

37 + 6 53 − 9 64

Form 3

330


b)Y)V)

c)Z)W)

d)a)X)


29 + 6 92 − 6 88 + 9

76 + 8 89 − 6 31

34 − 3 53 + 4 86 − 6

End of Form 3

Form 3

331


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


24 26 + 5 53 − 7

87 + 6 27 − 3 29

23 + 9 57 − 7 52

73 − 6 70 4 + 7

81 − 7 24 + 5 18

79 11 + 9 20 − 2

68 + 8 74 − 8 32

Form 4

332


b)Y)V)

c)Z)W)

d)a)X)


78 + 7 32 − 8 52 + 8

12 + 9 50 45 − 5

73 44 65 − 4

End of Form 4

Form 4

333


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


29 70 + 5 99 − 3

12 + 2 67 − 2 45

52 + 6 83 − 5 92

21 − 7 94 90 + 9

22 − 5 31 + 6 30 − 4

33 63 + 7 71 − 4

29 + 6 27 46

Form 5

334


b)Y)V)

c)Z)W)

d)a)X)


39 + 7 69 − 7 4 + 9

57 + 7 39 50

83 27 39 − 8

End of Form 5

Form 5

335


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


36 17 + 9 64 − 3

65 + 9 68 − 2 86

70 + 9 39 − 3 83

80 64 76 + 8

88 − 2 9 44 − 8

11 70 + 8 62 − 5

36 12 − 7 29

Form 6

336


b)Y)V)

c)Z)W)

d)a)X)


89 29 − 2 12 + 9

27 + 4 68 25 − 9

62 12 + 5 95 − 5

End of Form 6

Form 6

337


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


83 84 + 6 13 − 3

31 82 86

39 + 8 51 − 7 77 + 4

51 − 5 39 60 + 8

95 − 2 43 + 5 48 − 9

56 10 + 9 22 − 5

14 60 67

Form 7

338


b)Y)V)

c)Z)W)

d)a)X)


80 + 5 98 − 6 32 + 9

43 + 6 80 45 − 5

88 − 4 97 + 2 76 − 2

End of Form 7

Form 7

339


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


75 3 + 8 90 − 4

37 + 5 81 30

52 + 7 68 − 2 36

97 46 33 + 8

90 − 7 45 38

34 44 + 8 85 − 6

73 + 4 23 − 9 95

Form 8

340


b)Y)V)

c)Z)W)

d)a)X)


15 + 3 52 − 4 6 + 3

79 + 9 32 83

48 − 3 67 50 − 5

End of Form 8

Form 8

341


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


93 67 + 9 60 − 3

35 + 9 52 77

4 + 9 97 − 6 71 + 2

76 78 26 + 8

84 − 5 10 + 5 67 − 5

74 74 + 8 65 − 2

91 83 − 9 49

Form 9

342


b)Y)V)

c)Z)W)

d)a)X)


90 + 3 13 − 5 19 + 8

17 + 6 78 97

65 − 3 79 + 4 72 − 7

End of Form 9

Form 9

343


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


91 29 + 8 13 − 4

62 86 − 8 22

55 + 4 45 − 6 55 + 3

36 − 8 97 17 + 4

15 − 2 84 + 9 85 − 8

93 10 + 2 10 − 4

17 + 3 87 77

Form 10

344


b)Y)V)

c)Z)W)

d)a)X)


End of Form 10

Form 10

40 + 4 70 − 2 49 + 7

11 + 4 48 27 − 4

70 13 51 − 2

345


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


Form 11

93 60 + 3 39 − 9

31 + 4 65 − 7 35

4 + 9 31 − 4 93

69 − 3 83 55 + 7

49 − 3 63 65

62 22 + 4 51 − 2

64 + 4 36 − 9 36

346


b)Y)V)

c)Z)W)

d)a)X)


End of Form 11

Form 11

90 43 − 2 57 + 9

34 + 8 72 32

6 89 42 − 4

347


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


78 4 + 7 64 − 6

10 8 71

61 + 8 83 − 2 52

78 62 90 + 8

58 − 6 33 23

80 33 + 8 42 − 2

52 66 − 8 71

Form 12

348


b)Y)V)

c)Z)W)

d)a)X)


28 + 3 85 − 2 36 + 7

58 + 9 90 66 − 5

87 − 7 15 60 − 2

End of Form 12

Form 12

349


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


77 80 + 6 83 − 2

48 57 59

22 + 3 24 − 2 75

80 74 66 + 6

16 − 4 62 49 − 2

24 7 + 7 36 − 2

87 + 6 32 − 7 38

Form 13

350


b)Y)V)

c)Z)W)

d)a)X)


18 62 − 3 43 + 4

45 + 7 97 18

47 − 3 56 89 − 3

End of Form 13

Form 13

351


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


99 73 + 6 70 − 4

9 44 − 3 93

70 + 4 35 − 6 74 + 8

61 − 2 31 37 + 6

73 − 6 28 + 2 74 − 4

84 4 + 8 18 − 5

79 53 15

Form 14

352


b)Y)V)

c)Z)W)

d)a)X)


85 57 − 4 20 + 9

32 + 9 93 92

28 − 6 45 21 − 4

End of Form 14

Form 14

353


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


19 47 + 4 66 − 4

10 + 3 34 13

34 + 5 87 − 4 8 + 5

32 46 84 + 7

51 − 3 93 + 8 36 − 8

22 8 + 2 22 − 4

86 + 9 85 − 9 36

Form 15

354


b)Y)V)

c)Z)W)

d)a)X)


73 + 5 16 − 6 27 + 3

72 + 4 88 54 − 2

48 64 52 − 2

End of Form 15

Form 15

355


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


99 33 + 6 71 − 3

13 + 4 79 36

41 + 5 24 − 3 40 + 2

91 34 89 + 6

93 − 3 89 90 − 6

42 69 + 7 83 − 8

87 + 5 23 − 4 48

Form 16

356


b)Y)V)

c)Z)W)

d)a)X)


89 + 9 86 − 5 28 + 8

32 + 9 68 69

51 − 3 38 41 − 3

End of Form 16

Form 16

357


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


71 66 + 6 60 − 8

23 80 90

8 + 7 84 − 3 26

51 − 3 68 47 + 6

52 − 6 91 11

84 22 + 8 55 − 7

72 26 89

Form 17

358


b)Y)V)

c)Z)W)

d)a)X)


29 12 − 8 78 + 8

29 + 9 77 13

89 95 28 − 7

End of Form 17

Form 17

359


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


70 39 + 7 41 − 3

36 + 2 48 20

45 + 8 85 − 2 97

6 − 4 49 26 + 5

95 − 4 58 + 7 21 − 2

40 42 + 9 67 − 2

85 + 7 57 − 9 16

Form 18

360


b)Y)V)

c)Z)W)

d)a)X)


61 60 − 6 59 + 2

80 + 3 74 8

96 − 4 67 61 − 5

End of Form 18

Form 18

361


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


75 84 + 8 82 − 2

90 + 6 25 11

66 + 8 40 − 8 15

19 94 46 + 8

71 − 7 64 + 8 75

8 40 + 6 56 − 3

69 + 8 79 81

Form 19

362


b)Y)V)

c)Z)W)

d)a)X)


12 66 − 5 62 + 4

62 + 8 99 73

47 37 38 − 3

End of Form 19

Form 19

363


O)H)A)

P)I)B)

Q)J)C)

R)K)D)

S)L)E)

T)M)F)

U)N)G)


89 12 + 7 60 − 2

64 6 95

8 + 9 95 − 4 35

63 51 68 + 8

57 − 5 1 + 6 61 − 9

98 67 + 5 48 − 3

48 39 − 3 38

Form 20

364


b)Y)V)

c)Z)W)

d)a)X)


38 + 4 78 − 3 8 + 9

20 + 9 59 83

71 70 94 − 4

End of Form 20

Form 20

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