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

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2

Name Date

1. Solve mentally:

a. b. c.
72 + 10 = _______ _______ = 73 – 10 _______ + 10 = 174

d. e. f.
83 + 100 = _______ _______ = 182 – 100 _______ – 100 = 81

g. h. i.
65 + 40 = _______ _______ = 166 – 40 127 + _______ = 167

j. k. l.
85 + 42 = _______ _______ = 186 – 41 189 – 47 = _______

2. Solve:
a. Find the solution and model how you found your answer.

87 + 56 = Model:

38 + 68 + 71 + 12 = Model:

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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b. Solve and explain your answer using place value.

91 – 24 = 154 + 27 =

105 – 42 = 86 + 45 =

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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c. Susan and James solved 125 + 32 in different ways. Explain why both ways are correct.

Susan’s Way: James’s Way:

Explanation: Explanation:

3. Find the missing numbers to make each statement true. Show your mental math strategy.
+10 +___
a. 98 ⟶_____ ⟶ 109

b. 6 tens + 4 ones = 70 – _________

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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c. 25 + 75 = ________ + 30

d. 39 + ___________ = 82

e. 100 – _________ = 45 + 15 + 32

4. Sally went shopping. She spent $86 on groceries and $39 on clothing.
a. How much more did Sally spend on groceries than on clothing? Show your work.

b. After Sally’s shopping trip, she had $12 left. How much money did she have to begin with?
Show your work.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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c. If Sally hadn’t purchased the clothing, would she have been able to afford a $55 necklace?
Explain your answer.

d. How much money would Sally need to buy the groceries, the clothing, and the necklace? Show your
work with a model.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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End-of-Module Assessment Task Topics A–F

Standards Addressed
Represent and solve problems involving addition and subtraction.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of
operations.
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from
a given number 100–900.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties
of operations. (Explanations may be supported by drawings or objects.)

Evaluating Student Learning Outcomes

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

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student correctly The student correctly The student correctly The student correctly
solves one to three of solves four to seven of solves eight to eleven solves to find:
twelve parts. twelve parts. of twelve parts. a. 82
2.NBT.8
b. 63
2.NBT.7
c. 164
d. 183
e. 82
f. 181
g. 105
h. 126
i. 40
j. 127
k. 145
l. 142

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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A Progression Toward Mastery

2 The student correctly The student correctly The student correctly For Part (a), the
solves one to four of solves five to nine of solves ten to thirteen student correctly:
fourteen parts. fourteen parts. of fourteen parts.  Solves to find 143.
2.NBT.6
 Shows an accurate
2.NBT.7 model for 87 + 56.
2.NBT.9  Solves to find 189.
 Shows an accurate
model for 38 + 68 +
71 + 12.
 Uses and models
place value
strategies such as
arrow notation,
adding the same
amount to the
subtrahend as to the
minuend to make a
multiple of ten,
adding or
subtracting a
multiple of 10 and
adjusting the
solution as
necessary, or other
strategies as noted
in the Module
Overview.
For Part (b), the
student correctly:
 Solves to find 67,
181, 63, and 131.
 Shows an accurate
explanation for each
problem.
For Part (c), the
student correctly:
 Explains why both
Susan and James’s
strategies are
correct.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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A Progression Toward Mastery

3 The student correctly The student correctly The student correctly The student correctly:
solves one of five solves two of five solves three to four of  Solves to find
problems and models problems and models five problems and
2.NBT.5 a. 108, + 1
fewer than two mental at least two mental models at least four
math strategies. math strategies. mental math b. 6
2.NBT.6
strategies. c. 70
2.NBT.8
d. 43
e. 8
 Uses and models
place value
strategies such as
arrow notation,
adding the same
amount to the
subtrahend as to the
minuend to make a
multiple of ten,
adding or
subtracting a
multiple of 10 and
adjusting the
solution as
necessary, or other
strategies as noted
in the Module
Overview.

4 The student correctly The student correctly The student correctly The student correctly
solves one of six parts. solves two or three of solves four or five of six answers:
six parts. parts. a. $47
2.OA.1
b. $137
2.NBT.5 c. “No,” and provides
2.NBT.6 an accurate
2.NBT.7 explanation.
d. $180.00 with an
accurate model.

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