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

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Name Date

1. Mrs. Ortiz has 21 students in her second-grade class. All of them have 10 toes and 10 fingers.

a. Write the total number of toes of the students using hundreds, tens, and ones. Explain using words,
pictures, or numbers.

b. One day, three students are absent. How many students are in Mrs. Ortiz’s class that day? Skip-
count to show the number of their toes. Explain using words, pictures, or numbers.

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 4/14/25 3.S.1

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
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c. Use <, >, or = to

 Compare the total number of students’ fingers with the total number of students’ toes in the
classroom on a day when all the students are present.

___________ ___________

 Compare the number of toes when 3 students are absent with how many there are when all the
students are in class. Explain using words, pictures, or numbers.

___________ ___________

d. Ten parents are visiting the classroom.

 How many toes do the students and parents have in all on a day when all the students are in
class? Explain using words, pictures, or numbers.

 How many toes and fingers do the students and parents have in all? Explain using numbers.

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 4/14/25 3.S.2

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End-of-Module Assessment Task Topics A–G

Standards Addressed

Understand place value.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds,
tens and ones: e.g. 706 equals 7 hundreds, 0 tens and 6 ones. Understand the following as
special cases:
a. 100 can be thought of as a bundle of ten tens – called a "hundred."
b. The numbers 100-900 refer to one, two, three, four, five, six, seven, eight or nine
hundreds (and 0 tens and ones).
2.NBT.2 Count within 1000: skip-count by 5s, 10s and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded
form.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits
using <, =, and > symbols to record the results of comparisons.

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 each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 4/14/25 3.S.3

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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
reasoning reasoning reasoning with a reasoning with a
without a correct without a correct correct answer or correct answer.
answer. answer. evidence of solid
reasoning with an
incorrect answer.

1(a) The student is not The student knows to The student uses an The student explains
able to decide on a use a counting accurate counting that 21 tens is equal in
strategy or is not able strategy but is not strategy to get the value to 210 using
2.NBT.1b to count accurately by able to determine the correct answer of 210 hundreds, tens, and
tens. value of 21 tens. The using the hundreds, ones.
student is able to tens, and ones. The student explains
count accurately past the answer using
150 by tens. numbers, words or
pictures.

1(b) The student is not The student knows to The student uses an The student:
able to decide on a use a counting accurate counting  Gives correct
strategy or is not able strategy but is unable strategy to get the answer of 18.
2.NBT.2 to count accurately by to get the right correct answer of 180.
 Skip counts
tens. answer. The student, however,
correctly to 180.
is perhaps unable to
see that skip-counting  Explains the
down is a faster way answer using
to achieve the answer. numbers, words,
or pictures.

1(c) The student is not The student may The student uses an The student:
able to see the know to use the same accurate counting  Gives the correct
connection between counting strategy as strategy to get to 210 answers of 210 =
2.NBT.4 the number of fingers the toes in Problem for the fingers. 210.
and toes. 1(b) but makes a The student finds the  Gives the correct
The student is not mistake for whatever toes and fingers to be answer of 180 <
able to use the correct reason at some point equal. 210.
comparison symbol in in either of the
The student finds that  Explains the
the equation. comparisons.
180 is less than 210. answer using
numbers, words,
or pictures.

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 4/14/25 3.S.4

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

1(d) The student is not The student knows to The student uses an The student:
able to decide on a skip-count by tens to accurate counting  Gives the correct
strategy or is not able 100, but is not able to strategy to get the answer of 310.
2.NBT.1ab to count accurately by determine the value correct answer of 310.
 Gives the correct
2.NBT.2 tens. of 31 tens. The student uses and answer of 620.
2.NBT.3 The student knows to shows an accurate
 Explains using
use a counting counting strategy to
numbers, words,
strategy but is not get the correct answer
or pictures.
able to determine the of 620.
value of 62 tens.

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Date: 4/14/25 3.S.5

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