Grade 2

Bridges in Mathematics Grade 2 Assessment Guide

Assessment Overview
September NC
Assessment Map

October NC

January NC

March NC
page 1 of 5

May NC
Bridges Bridges Bridges Bridges Bridges Bridges Bridges Bridges

CGA
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
1.OA.1 Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing,
with unknowns in all positions.
M1, S5 Unit 1

Assessing Math Content

Pre-Assessment
1.OA.4 Understand subtraction as an unknown- M2, S5 Number
addend problem. For example, subtract 10 – 8 by Combinations
finding the number that makes 10 when added to 8. Checkpoint
M4, S5 Unit 1
Post-Assessment
1.OA.8 Determine the unknown whole number in
an addition or subtraction equation relating to three
whole numbers.

1.NBT.1 Count to 120, starting at any number less

than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.

1.NBT.2 Understand that the two digits of a two-digit

number represent amounts of tens and ones.
Understand the following as special cases:
a 10 can be thought of as a bundle of ten ones, called M1, S1 Unit 3
a “ten.” Pre-Assessment
11

b The numbers from 11 to 19 are composed of a ten

and one, two, three, four, five, six, seven, eight, or nine M3, S7 Unit 3
ones. Post-Assessment
c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six, seven, eight, or nine tens
(and 0 ones).
© The Math Learning Center | mathlearningcenter.org

M1, S5 Unit 1
1.NBT.3 Compare two two-digit numbers based on Pre-Assessment
meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <. M4, S5 Unit 1
Post-Assessment
1.NBT.4 Add within 100, including adding a two-digit
number and a one-digit number, and adding a
two-digit number and a multiple of 10, 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 and explain the reasoning used.

1.NBT.5 Given a two-digit number, mentally find 10

more or 10 less than the number, without having to
count; explain the reasoning used.

1.NBT.6 Subtract multiples of 10 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 and explain the reasoning used.

NC – Number Corner, M# – Module number, S# – Session number, CGA – Comprehensive Growth Assessment Color indicates Bridges unit or Number Corner month in which a skill is targeted for mastery
 Grade 2
Bridges in Mathematics Grade 2 Assessment Guide

Assessment Overview
September NC
Assessment Map

October NC

January NC

March NC
page 2 of 5

May NC
Bridges Bridges Bridges Bridges Bridges Bridges Bridges Bridges

CGA
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
M1, S2 Unit 2
1.MD.2 Express the length of an object as a whole
Pre-Assessment
number of length units, by laying multiple copies of a
shorter object (the length unit) end to end; understand M2, S4 Measuring
that the length measurement of an object is the Checkpoint
number of same-size length units that span it with no M3, S7 Unit 2

Assessing Math Content

gaps or overlaps. Post-Assessment
1.G.3 Partition circles and rectangles into two and
four equal shares; describe shares using appropriate
language.
M1, S1 Unit 3
Pre-Assessment
M2, S5 Addition M1, S1 Unit 7
2.OA.1 Use addition and subtraction within 100 to M1, S5 Unit 1 M1, S1 Unit 4 Pre-Assessment
& Subtraction
solve one- step word problems involving situations of Pre-Assessment Pre-Assessment
Checkpoint M3, S5 Unit 7
adding to, taking from, putting together, taking apart, M4, S5 Unit 1 M3, S6 Unit 4
M3, S6, S7 Work Post-Assessment
and comparing, with unknowns in all positions. Post-Assessment Post-Assessment
Sample
M3, S7 Unit 3
Post-Assessment
2.OA.1 Use addition and subtraction within 100 to M1, S1 Unit 4 M1, S1 Unit 7
solve two-step word problems involving situations of Pre-Assessment Pre-Assessment
adding to, taking from, putting together, taking apart, M3, S6 Unit 4 M3, S5 Unit 7
and comparing, with unknowns in all positions. Post-Assessment Post-Assessment
12

M1, S5 Unit 1
Pre-Assessment
2.OA.2 Fluently add and subtract within 20 using M2, S5 Number
mental strategies. 2 By end of Grade 2, know from Combinations
memory all sums of two one-digit numbers. Checkpoint
© The Math Learning Center | mathlearningcenter.org

M4, S5 Unit 1
Post-Assessment
2.OA.3 Determine whether a group of objects (up to M1, S5 Unit 1
20) has an odd or even number of members; write an Pre-Assessment
equation to express an even number as a sum of two M4, S5 Unit 1
equal addends. Post-Assessment
M1, S2 Unit 2
2.OA.4 Use addition to find the total number of Pre-Assessment M1, S1 Unit 6
objects arranged in rectangular arrays with up to 5 M2, S1 Place Value Pre-Assessment
M4, S4 Work Sample
rows and up to 5 columns; write an equation to express Checkpoint M3, S6 Unit 6
the total as a sum of equal addends. Post-Assessment
M3, S7 Unit 2
Post-Assessment
2.NBT.1 Understand that the three digits of a three-
M1, S1 Unit 5
digit number represent amounts of hundreds, tens, and M1, S2 Unit 2
Pre-Assessment
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Pre-Assessment
Understand the following as special cases: M1, S5 Three‑Digit
M2, S1 Place Value
a 100 can be thought of as a bundle of ten tens, called Numbers
Checkpoint
a “hundred.” Checkpoint
b The numbers 100, 200, 300, 400, 500, 600, 700, 800, M3, S7 Unit 2
M3, S5 Unit 5
900 refer to one, two, three, four, five, six, seven, eight, Post-Assessment
Post-Assessment
or nine hundreds (and 0 tens and 0 ones).

NC – Number Corner, M# – Module number, S# – Session number, CGA – Comprehensive Growth Assessment Color indicates Bridges unit or Number Corner month in which a skill is targeted for mastery
 Grade 2
Bridges in Mathematics Grade 2 Assessment Guide

Assessment Overview
September NC
Assessment Map

October NC

January NC

March NC
page 3 of 5

May NC
Bridges Bridges Bridges Bridges Bridges Bridges Bridges Bridges

CGA
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
M1, S5 Three‑Digit
2.NBT.1a 100 can be thought of as a bundle of ten
Numbers
tens, called a “hundred.”
Checkpoint
2.NBT.1b The numbers 100, 200, 300, 400, 500, 600, M1, S5 Three‑Digit
700, 800, 900 refer to one, two, three, four, five, six, Numbers

Assessing Math Content

seven, eight, or nine hundreds (and 0 tens and 0 ones). Checkpoint
M1, S1 Unit 3 M1, S1 Unit 5
Pre-Assessment Pre-Assessment
M2, S5 Addition M1, S5 Three‑Digit
2.NBT.2 Count within 1000; skip-count by fives, tens,
M2, S4 Checkpoint & Subtraction Numbers
and hundreds.
Checkpoint Checkpoint
M3, S7 Unit 3 M3, S5 Unit 5
Post-Assessment Post-Assessment
M1, S1 Unit 5
M1, S2 Unit 2
Pre-Assessment
Pre-Assessment M1, S2 Unit 8
M1, S5 Three‑Digit Pre-Assessment
2.NBT.3 Read and write numbers to 1000 using base- M2, S1 Place Value
Numbers
ten numerals, number names, and expanded form. Checkpoint M3, S5 Unit 8
Checkpoint
M3, S7 Unit 2 Post-Assessment
M3, S5 Unit 5
Post-Assessment
Post-Assessment
M1, S1 Unit 5
Pre-Assessment
13

2.NBT.4 Compare two three-digit numbers based M1, S2 Unit 8

M1, S5 Three‑Digit Pre-Assessment
on meanings of the hundreds, tens, and ones digits,
Numbers
using >, =, and < symbols to record the results of M3, S5 Unit 8
Checkpoint
comparisons. Post-Assessment
M3, S5 Unit 5
Post-Assessment
© The Math Learning Center | mathlearningcenter.org

M1, S1 Unit 3 M1, S1 Unit 5

Pre-Assessment Pre-Assessment
2.NBT.5 Fluently add and subtract within 100 using M1, S2 Unit 2
Pre-Assessment M2, S5 Addition M1, S5 Three‑Digit
strategies based on place value, properties of opera-
& Subtraction Numbers
tions, and/or the relationship between addition and M3, S7 Unit 2 Checkpoint Checkpoint
subtraction. Post-Assessment
M3, S7 Unit 3 M3, S5 Unit 5
Post-Assessment Post-Assessment
M1, S1 Unit 3 M1, S1 Unit 4
2.NBT.6 Add up to four two-digit numbers using Pre-Assessment Pre-Assessment
strategies based on place value and properties of
operations. M3, S7 Unit 3 M3, S6 Unit 4
Post-Assessment Post-Assessment
2.NBT.7 Add and subtract within 1000, using concrete
models or drawings and strategies based on place M1, S1 Unit 5 M1, S1 Unit 7
value, properties of operations, and/or the relationship Pre-Assessment Pre-Assessment
M1, S2 Unit 8
between addition and subtraction; relate the strategy M1, S5 Three‑Digit M3, S5 Unit 7 Pre-Assessment
M3, S7 Unit 2
to a written method. Understand that in adding or Numbers Post-Assessment
Post-Assessment M3, S5 Unit 8
subtracting three-digit numbers, one adds or subtracts Checkpoint
hundreds and hundreds, tens and tens, ones and M4, S5 Work Sample Post-Assessment
M3, S5 Unit 5
ones; and sometimes it is necessary to compose or
Post-Assessment
decompose tens or hundreds.

NC – Number Corner, M# – Module number, S# – Session number, CGA – Comprehensive Growth Assessment Color indicates Bridges unit or Number Corner month in which a skill is targeted for mastery
 Grade 2
Bridges in Mathematics Grade 2 Assessment Guide

Assessment Overview
September NC
Assessment Map

October NC

January NC

March NC
page 4 of 5

May NC
Bridges Bridges Bridges Bridges Bridges Bridges Bridges Bridges

CGA
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
M1, S1 Unit 5
Pre-Assessment
2.NBT.8 Mentally add 10 or 100 to a given number M1, S5 Three‑Digit
100–900, and mentally subtract 10 or 100 from a given Numbers
number 100–900. Checkpoint

Assessing Math Content

M3, S5 Unit 5
Post-Assessment
M1, S1 Unit 5 M1, S1 Unit 7
2.NBT.9 Explain why addition and subtraction Pre-Assessment Pre-Assessment
strategies work, using place value and the properties
of operations. M3, S5 Unit 5 M3, S5 Unit 7
Post-Assessment Post-Assessment
M1, S1 Unit 7
M1, S1 Unit 4
Pre-Assessment
Pre-Assessment
2.MD.1 Measure the length of an object by selecting M2, S5 Metric
M2, S5 Inches, Feet
and using appropriate tools such as rulers, yardsticks, Measuring &
& Yards Checkpoint
meter sticks, and measuring tapes. Fractions Checkpoint
M3, S6 Unit 4
M3, S5 Unit 7
Post-Assessment
Post-Assessment
M1, S1 Unit 4
2.MD.2 Measure the length of an object twice, using Pre-Assessment
length units of different lengths for the two measure- M2, S4 Measuring M2, S5 Inches, Feet &
ments; describe how the two measurements relate to Checkpoint Yards Checkpoint
14

the size of the unit chosen.

M3, S6 Unit 4
Post-Assessment
M1, S1 Unit 4
Pre-Assessment
2.MD.3 Estimate lengths using units of inches and M2, S5 Inches, Feet &
© The Math Learning Center | mathlearningcenter.org

feet. Yards Checkpoint

M3, S6 Unit 4
Post-Assessment
M1, S1 Unit 7
Pre-Assessment
M2, S5 Metric
2.MD.3 Estimate lengths using units of centimeters
Measuring &
and meters.
Fractions Checkpoint
M3, S5 Unit 7
Post-Assessment
M1, S1 Unit 7
M1, S2 M1, S1 Unit 4
Pre-Assessment
Pre-Assessment Pre-Assessment
2.MD.4 Measure to determine how much longer one M2, S5 Metric
M2, S4 Measuring M2, S5 Inches, Feet
object is than another, expressing the length difference Measuring &
Checkpoint & Yards Checkpoint
in terms of a standard length unit. Fractions Checkpoint
M3, S7 Unit 2 M3, S6 Unit 4
M3, S5 Unit 7
Post-Assessment Post-Assessment
Post-Assessment
2.MD.5 Use addition and subtraction within 100 to M1, S1 Unit 3 M1, S1 Unit 4 M1, S1 Unit 7
solve word problems involving lengths that are given Pre-Assessment Pre-Assessment Pre-Assessment
in the same units, e.g., by using drawings (such as
drawings of rulers) and equations with a symbol for the M3, S7 Unit 3 M3, S6 Unit 4 M3, S5 Unit 7
unknown number to represent the problem. Post-Assessment Post-Assessment Post-Assessment

NC – Number Corner, M# – Module number, S# – Session number, CGA – Comprehensive Growth Assessment Color indicates Bridges unit or Number Corner month in which a skill is targeted for mastery
 Grade 2
Bridges in Mathematics Grade 2 Assessment Guide

Assessment Overview
September NC
Assessment Map

October NC

January NC

March NC
page 5 of 5

May NC
Bridges Bridges Bridges Bridges Bridges Bridges Bridges Bridges

CGA
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
2.MD.6 Represent whole numbers as lengths from 0 M1, S2 Unit 2 M1, S1 Unit 3
on a number line diagram with equally spaced points Pre-Assessment Pre-Assessment
corresponding to the numbers 0, 1, 2, … , and represent
whole-number sums and differences within 100 on a M3, S7 Unit 2 M3, S7 Unit 3
number line diagram. Post-Assessment Post-Assessment

Assessing Math Content

2.MD.7 Tell and write time from analog and digital
clocks to the nearest five minutes, using a.m. and p.m.
M1, S1 Unit 5
M1, S1 Unit 7
2.MD.8 Solve word problems involving dollar bills, Pre-Assessment
Pre-Assessment
quarters, dimes, nickels, and pennies, using $ and ¢ M2, S6 Money
M3, S5 Unit 7
symbols appropriately. Example: If you have 2 dimes Checkpoint
Post-Assessment
and 3 pennies, how many cents do you have?
M3, S5 Unit 5
M4, S5 Work Sample
Post-Assessment
2.MD.9 Generate measurement data by measuring M1, S2 Unit 8
lengths of several objects to the nearest whole unit, or Pre-Assessment
by making repeated measurements of the same object.
Show the measurements by making a line plot, where the M3, S5 Unit 8
horizontal scale is marked off in whole-number units. Post-Assessment

2.MD.10 Draw a picture graph and a bar graph (with

single-unit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart, and
compare problems using information presented in a
15

bar graph.

2.G.1 Recognize and draw shapes having specified M1, S1 Unit 6

attributes, such as a given number of angles or a given Pre-Assessment
number of equal faces. Identify triangles, quadrilaterals, M3, S6 Unit 6
pentagons, hexagons, and cubes. Post-Assessment
© The Math Learning Center | mathlearningcenter.org

M1, S1 Unit 6
2.G.2 Partition a rectangle into rows and columns of Pre-Assessment
same-size squares and count to find the total number
of them. M3, S6 Unit 6
Post-Assessment
M1, S1 Unit 7
Pre-Assessment
2.G.3 Partition circles and rectangles into two, three, M1, S1 Unit 6
Pre-Assessment M2, S5 Metric
or four equal shares, describe the shares using the
Measuring &
words halves, thirds, half of, a third of, etc., and describe M3, S6 Unit 6 Fractions Checkpoint
the whole as two halves, three thirds, four fourths. Post-Assessment
M3, S5 Unit 7
Post-Assessment
M1, S1 Unit 6
2.G.3 Recognize that equal shares of identical wholes Pre-Assessment
need not have the same shape. M3, S6 Unit 6
Post-Assessment

NC – Number Corner, M# – Module number, S# – Session number, CGA – Comprehensive Growth Assessment Color indicates Bridges unit or Number Corner month in which a skill is targeted for mastery