Grade 2

In the 2nd grade, instructional time focuses on extending understanding and building fluency in using (1) base-ten notation; (2) addition and subtraction; and (3) standard units of measure; as well as (4) analyzing and classifying two-dimensional shapes as polygons or non-polygons.

Below, you will find examples of the types of question and answer sets students who have placed in Grade 2 on the MLS can access but may not have yet mastered. All questions appear in the target language of the test on the MLS. Examples are organized by NYS Next Generation Learning Standard. By clicking on the drop-down, you will find the rationale, correct answer, and the corresponding EngageNY curriculum that the question was adapted from.

Operations and Algebraic Thinking

Example 1: NGLS Standard NY-2.OA.1a

There were 68 plates in the sink at the end of the day. There were 40 plates in the sink at the beginning of the day. Which equation shows how to find the number of plates that were added throughout the day? A. 68 plus 40 equals blank.. B. 40 plus blank equals 68. C. 68 minus blank equals 30. D. 60 minus 40 equals blank.

View Rationale and Additional Information

This question is asking the student to represent and solve problems involving addition and subtraction. To show mastery of this skill, the student must use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

Correct Answer: B

Adapted from: EngageNY Math Full Module 2-4, p.39

Example 2: NGLS Standard NY-2.OA.2

Solve: 10 plus 2 equals 3 plus blank. Answer options: A. 6, B. 7, C. 8, D. 9

View Rationale and Additional Information

This question is asking the student to add and subtract fluently within 20. To show mastery of this skill, the student must use strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums to identify all sums within 20 of two one-digit numbers.

Correct Answer: D

Adapted from: EngageNY Math Full Module 2-1, p.70

Example 3: NGLS Standard NY-2.OA.3 & 2.OA.4

There are 3 bears in each group. How many bears are in 4 groups? 4 circles are shown with 3 bears in each circle. Answer options: A. 3, B. 4, C. 12, D. 16.

View Rationale and Additional Information

This question is asking the student to work with equal groups of objects to gain foundations for multiplication. To show mastery of this skill, the student must use addition to find the total number of objects arranged in equal groups and write an equation to express the total as a sum of equal addends.

Correct Answer: C

Adapted from: EngageNY Math Full Module 2-6, p.32

Number and Operations in Base Ten

Example 1: NGLS Standard NY-2.NBT.1 & 2.NBT.3

What is the total number of sticks in the picture? A picture shows 3 sets of labeled sticks. In the first set, labeled "Bundles of 100," 4 bundles are shown. The second set, labeled "Bundles of 10" shows 6 bundles. The third set, labeled "Ones" shows 8 sticks. Answer choices: A. 4 plus 6 plus 8. B. 40 plus 10 plus 80. C. 400 plus 60 plus 8. D. 400 plus 600 plus 80

View Rationale and Additional Information

This question is asking the student to understand place value. To show mastery of this skill, the student must understand how to read and write the digits of a three-digit number so that it represents amounts of hundreds, tens, and ones.

Correct Answer: C

Adapted from: EngageNY Math Full Module 2-3, p.23

Example 2: NGLS Standard NY-2.NBT.5

Solve: 91 minus 24 equals. Answer options: A. 66, B. 67, C. 76, D. 74

View Rationale and Additional Information

This question is asking the student to use place value understanding and properties of operations to subtract. To show mastery of this skill, the student must subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Correct Answer: B

Adapted from: EngageNY Math Full Module 2-4, p.404

Example 3: NGLS Standard NY-2.NBT.6

Solve: 38 plus 68 plus 71 plus 12 equals. Answer options. A. 187, B. 188, C. 189, D. 109.

View Rationale and Additional Information

This question is asking the student to use place value understanding and properties of operations to add. To show mastery of this skill, the student must be able to add up to four two-digit numbers using strategies based on place value and properties of operations.

Correct Answer: C

Adapted from: EngageNY Math Full Module 2-4, p.403

Measurement and Data

Example 1: NGLS Standard NY-2.MD.3

Count each centimeter cube to find the length of the object. The illustration shows a red marker placed above a series of empty squares, representing centimeter cubes. There are 14 squares in the "centimeters cubed ruler." The marker extends for 10 of the squares, end to end. How many centimeter cubes long is the marker? A. 9 centimeters, B. 10 centimeters, C. 11 centimeters, D. 12 centimeters

View Rationale and Additional Information

This question is asking the student to measure and estimate lengths in standard units. To show mastery of this skill, the student must estimate the length of the clothespin using centimeter cubes.

Correct Answer: B

Adapted from: EngageNY Math Full Module 2-2, p.19

Example 2: NGLS Standard NY-2.MD.5

Bill throws his beanbag 5 meters, which is 2 meters farther than Samantha threw her beanbag. How far did Samantha throw her beanbag? A. 3 meters, B. 5 meters, C. 7 meters, D. 10 meters

View Rationale and Additional Information

This question is asking the student to relate addition and subtraction to length. To show mastery of this skill, the student must use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.

Correct Answer: A

Adapted from: EngageNY Math Full Module 2-2, p.128

Example 3: NGLS Standard NY-2.MD.10

What did Alex buy the least of? The image shows a chart that is a horizontal bar graph showing the quantity of different fruits. The y-axis lists the fruit types: Oranges, Lemons, Bananas, and Pears. The x-axis is a numerical scale from 0 to 10, representing quantity. The bar for Oranges extends to a value of 2. The bar for Lemons extends to a value of 5. The bar for Bananas extends to a value of 3. The bar for Pears extends to a value of 4. Answer options: A. Oranges, B. Lemons, C. Bananas, D. Pears.

View Rationale and Additional Information

This question is asking the student to represent and interpret data. To show mastery of this skill, the student must solve compare problems using information presented in a bar graph.

Correct Answer: A

Adapted from: EngageNY Math Full Module 2-7, p.195

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