- Author:
- DAWNE COKER
- Subject:
- Mathematics
- Material Type:
- Assessment, Formative Assessment
- Level:
- Lower Primary
- Tags:

- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs

# Education Standards

# T4T Cluster 6 CFA (Common Formative Assessment)

## Overview

**This resource is from Tools4NCTeachers.**

A Common Formative Assessment (CFA) provides a snapshot of current student understanding. It serves as a checkpoint, and may be used to guide future whole and small group instruction. This CFA addresses 2nd grade, Cluster 6 standards.

**Here is a sample of this resource. Click the attachment to download the fully-formatted CFA.**

- Estimate the length of this line in inches. __________

Measure this line in inches. ___________

Explain how you found the length of the line.

- Which would be best for measuring the length of the hallway, a ruler or a yardstick? Explain your thinking.

- Measure the height of your desk in inches. Then measure the height of your desk in centimeters.

My desk is _______ inches high.

My desk is _______ centimeters high.

Explain how both these measurements can be used to describe the height of your desk.

- Two boys measured the width of the door in their classroom. Jaxson said the door was 40. Miguel said the door was 100. The teacher said they were both correct. Why were the boys’ measurements so different?

- Measure these lines in inches. Then compare the measurements.

Line A ___________ inches

Line B___________ inches

Line C___________ inches

Line B is ________ inches shorter than Line C.

Line A is ________ inches longer than Line B.

Line C is longer than line A by _______ inches.

- Lane jumped 22 inches. Zoey jumped 31 inches. How much farther did Zoey jump than Lane? Write an equation and then solve the problem.

- Betsy used 13 inches of string to make a bracelet for herself. She used 25 inches of string to make a bracelet for her friend. How many inches of string did Betsy use to make bracelets? Write an equation and solve the problem.

- Kevin had some fabric to make a quilt. He bought 12 more yards of fabric. Now he has 31 yards of fabric. How much fabric did Kevin have to begin with? Write an equation and solve the problem.

- Sam went to the arcade. He earned 9 tickets playing one game and 7 tickets playing another game. He spent 10 tickets on some candy. How many tickets does he have now? Write an equation with a symbol to represent the unknown number, and solve the problem.

- Gary got some baseball cards for his birthday. He got 5 baseball cards from his parents and 3 from his friend. Then he got some more from his aunt. Now Gary has 12 baseball cards. How many baseball cards did he get from his aunt? Write an equation with a symbol to represent the unknown number, and solve the problem.

- Max took brownies to share with his baseball team. 34 of the brownies were eaten. Now there are are 16 brownies left. How many brownies did Max have to start? Write an equation with a symbol to represent the unknown number, and solve the problem.

ANSWER KEY

- The line is 5 inches long.
- A yardstick would be best because yards are a larger unit than feet or inches.
- (reasonable an swers)
- The boys probably measured using different units, like inches and centimeters. Centimeters are shorter than inches, so it takes more of them to fill the space.
- Line A= 4 inches; Line B = 2 inches; Line C = 6 inches

Line B is 4 inches shorter than Line C.

Line A is 2 inches longer than Line B.

Line C is longer than line A by 2 inches.

- 31 – 22 = ___; 9 inches
- 13 + 25 = ___; 38 inches
- ___ + 12 = 31; 19 yards
- 9 + 7 – 10 = ___; 6
- 5 + 3 + ___ = 12; 4
- ___ - 34 = 16; 50