460 - 100 =
Use the number line to show your mental hops: 460
Math Skill Radar • Level 1 Emerging • 2.NBT Page 2 of 6 Turn to Page 3 for Part 3 ➔
Level 1 • Emerging Part 3: Read, Write & Compare to 1000
Page 3 of 6
Part 3: Numerals, Words, Expanded Form & Comparisons. Show your work! Slide 5
3A. Expanded Form 2.NBT.A.3
Write 562 in expanded form by place value:
562 =
Show your place value decomposition:
3B. Read & Write Names 2.NBT.A.3
Match numeral 453 to its written name:
[ ] A. Forty-five and three
[ ] B. Four hundred fifty-three
[ ] C. Four hundred thirty-five
Write "453" in words on the line below:
Correct Letter:
3C. Compare 3-Digit Numbers 2.NBT.A.4
Compare using >, =, or <:
472
427
Locate both numbers on the number line: 400 425 450 475 500
3D. Order Numbers to 1000 2.NBT.A.4
Order from least to greatest: 362, 195, 326
Plot the numbers on the number line: 100 200 300 400
Ordered:
<
<
Math Skill Radar • Level 1 Emerging • 2.NBT Page 3 of 6 Turn to Page 4 for Part 4 ➔
Level 1 • Emerging Part 4: Fluency to 100 & Adding Multiple Numbers
Page 4 of 6
Part 4: Add & Subtract within 100 (2.NBT.B.5 & 2.NBT.B.6). Use number lines to solve. Slide 6
4A. Add within 100 2.NBT.B.5
58
+ 27
Hop on the open number line to add: 58
Final Sum:
4B. Subtract within 100 2.NBT.B.5
74
- 38
Hop on the open number line to subtract: 74
Difference:
4C. Add 3 Numbers 2.NBT.B.6
14
25
+ 33
Use number line or place value to solve:
Total Sum:
4D. Add 4 Numbers 2.NBT.B.6
13 + 22 + 15 + 24 = [ ? ]
Use the number line to show your work:
Sum of 4:
Math Skill Radar • Level 1 Emerging • 2.NBT Page 4 of 6 Turn to Page 5 for Part 5 ➔
Level 1 • Emerging Part 5: Add & Subtract within 1000
Page 5 of 6
Part 5: 3-Digit Operations (2.NBT.B.7). Use solving number lines to show your work. Slide 7
5A. 3-Digit Add (325 + 153) 2.NBT.B.7
325
+ 153
Hop on the open number line: 325
3-Digit Sum:
5B. 3-Digit Add (436 + 247) 2.NBT.B.7
436
+ 247
Hop on the open number line: 436
3-Digit Sum:
5C. 3-Digit Subtract (685 - 243) 2.NBT.B.7
685
- 243
Hop back on the number line: 685
Difference:
5D. 3-Digit Subtract (563 - 239) 2.NBT.B.7
563
- 239
Hop on the number line to solve: 563
Difference:
Math Skill Radar • Level 1 Emerging • 2.NBT Page 5 of 6 Turn to Page 6 for Part 6 ➔
Level 1 • Emerging Part 6: Explain Strategies & Drawings
Page 6 of 6
Part 6: Explain Why Strategies Work (2.NBT.B.9). Show your mathematical reasoning. Slide 8
6A. Explain Addition Regrouping 2.NBT.B.9
When adding 46 + 27, why do we trade 10 ones for 1 ten?
Draw models or write your explanation:
Sum (46 + 27):
6B. Error Analysis 2.NBT.B.9
A student solved 58 + 26 and wrote 714. Explain why 714 is incorrect:
Use the number line to find the correct sum: 58
Correct Sum:
6C. Open Number Line Model 2.NBT.B.7
Solve 54 + 33 using the open number line below:
Draw your jumps on the open line: 54
Landing Point:
6D. 3-Digit Story Problem 2.NBT.B.7
The library had 156 books. They received 130 more books. How many books in all?
Hop on the number line to solve: 156
Total Books:
books
Effort Check: 😊 Felt good 😐 Needed help 😟 Hard today
★ All 24 Questions Complete! ★
Page 6 of 6
458 + 100 =
458 - 100 =
Use the number line to show your mental hops: 458
Math Skill Radar • Level 2 Developing • 2.NBT Page 2 of 6 Turn to Page 3 for Part 3 ➔
Level 2 • Developing Part 3: Read, Write & Compare to 1000
Page 3 of 6
Part 3: Base-Ten Numerals, Number Names & Expanded Form. Slide 5
3A. Expanded Form 2.NBT.A.3
Write each number in expanded form:
706 =
582 =
Show your place value decomposition:
3B. Read & Write Names 2.NBT.A.3
• Numeral for: six hundred nineteen
• Write in words: 805
Write "805" in words on the line below:
3C. Compare Numbers 2.NBT.A.4
Write >, =, or < in each box:
582
589
704
740
Locate numbers on the number line: 700 725 750
3D. Order Numbers to 1000 2.NBT.A.4
Order from least to greatest: 638, 683, 368
Plot numbers on the number line: 300 500 700 900
Order with <:
<
<
Math Skill Radar • Level 2 Developing • 2.NBT Page 3 of 6 Turn to Page 4 for Part 4 ➔
Level 2 • Developing Part 4: Operations within 100 & Adding Multiple Numbers
Page 4 of 6
Part 4: Add & Subtract within 100 (2.NBT.B.5 & 2.NBT.B.6). Use number lines to solve. Slide 6
4A. Add within 100 2.NBT.B.5
58
+ 36
Hop on the open number line to add: 58
Final Sum:
4B. Subtract within 100 2.NBT.B.5
72
- 38
Hop on the open number line to subtract: 72
Difference:
4C. Add 3 Numbers 2.NBT.B.6
24
37
+ 16
Use number line or place value to solve:
Total Sum:
4D. Add 4 Numbers 2.NBT.B.6
28 + 15 + 32 + 24 = [ ? ]
Use the number line to show your work:
Sum of 4:
Math Skill Radar • Level 2 Developing • 2.NBT Page 4 of 6 Turn to Page 5 for Part 5 ➔
Level 2 • Developing Part 5: 3-Digit Operations within 1000
Page 5 of 6
Part 5: Add & Subtract within 1000 (2.NBT.B.7). Use solving number lines to show written methods. Slide 7
5A. 3-Digit Add (345 + 231) 2.NBT.B.7
345
+ 231
Hop on the open number line: 345
3-Digit Sum:
5B. 3-Digit Add (468 + 275) 2.NBT.B.7
468
+ 275
Hop on the open number line: 468
3-Digit Sum:
5C. 3-Digit Subtract (678 - 345) 2.NBT.B.7
678
- 345
Hop back on the number line: 678
Difference:
5D. 3-Digit Subtract (524 - 268) 2.NBT.B.7
524
- 268
Hop on the number line to solve: 524
Difference:
Math Skill Radar • Level 2 Developing • 2.NBT Page 5 of 6 Turn to Page 6 for Part 6 ➔
Level 2 • Developing Part 6: Explain Strategies & Drawings
Page 6 of 6
Part 6: Explain Why Strategies Work (2.NBT.B.9). Support your thinking with drawings. Slide 8
6A. Explain Addition Strategy 2.NBT.B.9
Why can 48 + 37 be solved as (40 + 30) + (8 + 7)?
Explain using tens and ones place value:
Sum (48 + 37):
6B. Error Analysis 2.NBT.B.9
Marcus solved 63 - 28 and got 45. Explain Marcus's error:
Hop on the number line to find the correct difference: 28 63
Correct Difference:
6C. Strategy Model Proof 2.NBT.B.7
Solve 73 - 38 using the open number line below:
Draw your jumps on the open line: 38 73
Difference:
6D. 3-Digit Story Problem 2.NBT.B.7
A bakery made 450 muffins. They sold 278. How many muffins remain?
Hop on the number line to solve: 278 450
Muffins left:
muffins
Effort Check: ⭐ Tried my best ⭐ Showed all work
★ All 24 Questions Complete! ★
Page 6 of 6
2D. Multi-Step Mental Math 2.NBT.B.8
Follow the mental math chain starting at 592:
1. Start at 592. Add 10:
2. From that result, add 100:
3. From that result, subtract 10:
Show your chain hops: 592
Math Skill Radar • Level 3 Independent • 2.NBT Page 2 of 6 Turn to Page 3 for Part 3 ➔
Level 3 • Independent Part 3: Read, Write & Compare to 1000
Page 3 of 6
Part 3: Advanced Expanded Form, Names & Comparisons. Show complete work. Slide 5
3A. Non-Standard Expanded Form 2.NBT.A.3
Write standard 3-digit numerals:
40 + 600 + 7 =
800 + 5 =
Show your place value reasoning:
3B. Number Names Precision 2.NBT.A.3
• In words: 914 ➔ ___________________________
• In words: 440 ➔ ___________________________
Explain your spelling and place value rules:
3C. Compare Expressions 2.NBT.A.4
Compare using >, =, or <:
400 + 30 + 12
442
6 hundreds 4 tens
604
Locate expressions on the number line: 400 500 650
3D. Order Greatest to Least 2.NBT.A.4
Order from greatest to least: 809, 890, 819, 799
Plot numbers on the number line: 790 820 860 900
Order with >:
>
>
>
Math Skill Radar • Level 3 Independent • 2.NBT Page 3 of 6 Turn to Page 4 for Part 4 ➔
Level 3 • Independent Part 4: Fluency within 100 & Adding Multiple Numbers
Page 4 of 6
Part 4: Fluency Strategies (2.NBT.B.5 & 2.NBT.B.6). Apply properties and number line models. Slide 6
4A. Mental Compensation Addition 2.NBT.B.5
Solve 68 + 27 using compensation or written methods:
Hop on the open number line to add: 68
Final Sum:
4B. Multi-Strategy Subtraction 2.NBT.B.5
Solve 91 - 46 using two different strategies:
Hop on the open number line to solve: 46 91
Difference:
4C. Associative Addition 2.NBT.B.6
Solve 38 + 25 + 42 efficiently:
Use number line or friendly groupings:
Total Sum:
4D. Add 4 Numbers 2.NBT.B.6
47 + 19 + 23 + 31 = [ ? ]
Use the number line to show your work:
Total Sum:
Math Skill Radar • Level 3 Independent • 2.NBT Page 4 of 6 Turn to Page 5 for Part 5 ➔
Level 3 • Independent Part 5: 3-Digit Operations within 1000
Page 5 of 6
Part 5: Written Methods to 1000 (2.NBT.B.7). Relate strategies to solving number lines. Slide 7
5A. 3-Digit Double Regrouping 2.NBT.B.7
579
+ 386
Hop on the open number line: 579
3-Digit Sum:
5B. Partial Sums Method 2.NBT.B.7
Solve 468 + 357 using partial sums:
Hop on the open number line: 468
Total Sum:
5C. 3-Digit Double Decomposing 2.NBT.B.7
723
- 458
Hop on the open number line to solve: 723
Difference:
5D. Subtract Across Zeros 2.NBT.B.7
600
- 274
Hop on the number line to solve: 274 600
Difference:
Math Skill Radar • Level 3 Independent • 2.NBT Page 5 of 6 Turn to Page 6 for Part 6 ➔
Level 3 • Independent Part 6: Mathematical Proofs & Explanations
Page 6 of 6
Part 6: Explain Why Strategies Work (2.NBT.B.9). Justify strategies with mathematical models. Slide 8
6A. Place Value Proof (+100) 2.NBT.B.9
Explain why adding 100 to any number (100–899) changes only the hundreds digit:
Write your mathematical proof below:
6B. Compensation Proof 2.NBT.B.9
Prove why 248 + 395 has the exact same sum as 243 + 400:
Show compensation hops on the line:
Common Sum:
6C. Inverse Addition Proof 2.NBT.B.9
Solve 500 - 364 by counting up. Explain why your hops give the correct difference:
Draw your hops on the open line: 364 500
Total Difference:
6D. 3-Digit Story Problem 2.NBT.B.7
A warehouse has 325 green boxes, 148 blue boxes, and 236 red boxes. How many in all?
Hop on the number line to solve:
Total Boxes:
boxes
Self-Rating: ⭐ Confident ⭐ Solid reasoning ⭐ High effort
★ All 24 Questions Complete! ★
Page 6 of 6
2.NBT Diagnostic Error Analysis & IEP Goal Bank (2.NBT)
Student: ____________________
2.NBT Diagnostic Error Analysis Matrix Root Cause Identification across 2.NBT
Place Value & Bundling (2.NBT.A.1 & A.3):
Skip-Counting & Mental ±10 / ±100 (2.NBT.A.2 & B.8):
Multi-Digit Addition & Regrouping (2.NBT.B.5, B.6, B.7):
Subtraction Decomposing & Explanation (2.NBT.B.7 & B.9):
Grade 2 2.NBT IEP Goal Bank Measurable Objectives
1. 3-Digit Place Value & Comparison Goal (2.NBT.A.1, A.3, A.4):
"By [Date], given 3-digit numbers to 1000, [Student] will identify hundreds, tens, and ones, write in expanded form, and compare using >, =, and < with ____% accuracy (Baseline: ____% on Parts 1 & 3)."
2. Skip-Counting & Mental Math Goal (2.NBT.A.2 & 2.NBT.B.8):
"By [Date], [Student] will skip-count within 1000 by 5s, 10s, and 100s, and mentally add or subtract 10 and 100 to numbers 100–900 with ____% accuracy (Baseline: ____% on Part 2)."
3. Fluency to 100 & Adding Multiple Addends Goal (2.NBT.B.5 & B.6):
"By [Date], [Student] will add and subtract within 100 with regrouping, and add up to four 2-digit numbers using place value strategies with ____% accuracy (Baseline: ____% on Part 4)."
4. 3-Digit Operations & Strategy Explanation Goal (2.NBT.B.7 & B.9):
"By [Date], [Student] will add and subtract 3-digit numbers within 1000 using written methods (including decomposing tens and hundreds), and explain why strategies work with ____% accuracy (Baseline: ____% on Parts 5 & 6)."
Evaluator Signature:
Next Review Date:
Page 2 of 2
Math Skill Radar • Teacher Administration Protocol Page 1 of 3 Turn page for Leveled Master Answer Keys ➔
Master Answer Key Keys for Forms A, B, C & Form MC (8 Parts)
Grade 2 2.NBT Diagnostic
Level 1: Emerging (A)
P1: Place Value • 1A: 134 (1h, 3t, 4o)
• 1B: 2 hundreds, 0 tens, 5 ones
• 1C: Value of 4 = 400
• 1D: 50 tens in 500
P2: Skip & Mental • 2A: 145, 150
• 2B: 290, 300
• 2C: 600, 700
• 2D: +10=350, -10=330
P3: Read & Compare • 3A: 400 + 30 + 8
• 3B: Correct = B
• 3C: 354 > 345
P4: Fluency to 100 • 4A: 47 + 28 = 75
• 4B: 63 - 27 = 36
P5: Ops to 1000 • 5A: 234 + 142 = 376
• 5B: 348 + 227 = 575
P6: Explain • 6A: 10 ones = 1 ten
• 6B: Sum = 83
Max: 24 Pts
Level 2: Developing (B)
P1: Place Value • 1A: 40 tens = 4 hundreds
• 1B: 706; 0 tens
• 1C: 600 vs 60
• 1D: 8h, 0t, 0o; 80 tens
P2: Skip & Mental • 2A: 400, 405
• 2B: 500, 510
• 2C: 546, 646
• 2D: +10=468, -10=448
P3: Read & Compare • 3A: 706 = 700 + 6
• 3B: 619
• 3C: 582 < 589
P4: Fluency to 100 • 4A: 58 + 36 = 94
• 4B: 72 - 38 = 34
P5: Ops to 1000 • 5A: 345 + 231 = 576
• 5B: 468 + 275 = 743
P6: Explain • 6A: 70 + 15 = 85
• 6B: Diff = 35
Max: 24 Pts
Level 3: Independent (C)
P1: Place Value • 1A: 3h 4t OR 34 tens
• 1B: 500+140+12 = 652
• 1C: 700 is 10 times 70
• 1D: 90 tens; 100 tens
P2: Skip & Mental • 2A: 600, 595, 590
• 2B: 794, 804, 814
• 2C: 929, 1,029
• 2D: 1. 602; 2. 702
P3: Read & Compare • 3A: 647; 805
• 3B: nine hundred fourteen
• 3C: 442 = 442
P4: Fluency to 100 • 4A: 70 + 25 = 95
• 4B: 91 - 46 = 45
P5: Ops to 1000 • 5A: 579 + 386 = 965
• 5B: 700 + 110 + 15 = 825
P6: Explain • 6A: 100 adds 1 to hundreds
• 6B: 243 + 400 = 643
Max: 24 Pts
★ Form MC (Developing Choice Assessment) Master Answer Key (Pages 1–8): 8 Pages • 43 Items
P1: Place Value & +101A:B 1B:C
1C:B 1D:A
P2: 5s, 10s, 100s2A:A 2B:B
2C:B 2D:B
P3: ±2 & 0,1,2,33A:A 3B:B
3C:B 3D:C
P4: Missing Numbers4A:B 4B:A
4C:B 4D:C
P5: Column Addition5A:B 5B:A
5C:B 5D:B
P6: Fact Families 1-106A:A 6B:B
6C:A 6D:B
P7: Story Problems7A:B 7B:A
7C:C 7D:D
P8: 15 Fast Facts1:B 2:B 3:A 4:B 5:B
6:A 7:B 8:B 9:B 10:B
11:B 12:B 13:A 14:B 15:B
Diagnostic Decision Framework
Tier 1: On-Target (80–100%) Solid mastery of base ten concepts, column addition, and mental math strategies. Ready for enrichment.
Tier 2: Strategic (50–79%) Needs targeted work on missing numbers, double-digit mental jumps, and fact family connections.
Tier 3: Intensive (<50%) Requires visual manipulatives, desktop ten-frame mats, and concrete block bundling support.
Math Skill Radar • 2.NBT Master Answer Keys Page 2 of 3 Turn page for 6-Student Data Tracker ➔
Cohort Roster Data Six-Student Diagnostic Tracker & Notes
Page 3 of 3
Group:
Date:
Observer:
Question-Level Student Roster Tracker Forms A–C: 24 pts • Form MC: 8 Parts
| Student Name | Form | P1 | P2 | P3 | P4 | P5 | P6 | Total | Tier |
|---|---|---|---|---|---|---|---|---|---|
| 1. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
| 2. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
| 3. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
| 4. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
| 5. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
| 6. | A/B/C/MC | __/4 | __/4 | __/4 | __/4 | __/4 | __/4 | __ pts | T1/2/3 |
Qualitative Observational Notes Per Student Accommodations & Misconceptions
Student 1 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Student 2 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Student 3 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Student 4 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Student 5 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Student 6 Notes:
Accommodations: ___________________________________
Skill Performance: _________________________________
Target IEP Skill: ___________________________________
Math Skill Radar • Six-Student Cohort Data Tracker Page 3 of 3 Teacher Guide Complete
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●
●
●
●
●
●
●
Addition: 10 or more? Trade next door! | Subtraction: More on floor? Go next door!
Math Skill Radar • Printable Manipulatives Toolkit Page 2 of 2 Toolkit Complete
6. Bat Bundles of 10: 2.NBT.A.1
How many bundles of 10 bats make 30 bats?
Shade the bundles of 10 to show 30 bats:
10
Bundle A
10
Bundle B
10
Bundle C
10
Bundle D
Bundles in 30:
bundles
7. Bundles & Loose Bats: 2.NBT.A.1
Show tens and ones in 43 bats:
Shade bundles of 10 and loose bats for 43 bats:
10
10
10
10
10
43 bats =
tens +
ones
8. Represent 15 Bats in Ten-Frames: Draw Dots in Frames
Draw dots inside the two ten-frames to show 15 bats. Then write the tens, ones, and equation:
Rack 1 (Ten-Frame):
Rack 2 (Ten-Frame):
Place Value Box:
TENS ONES
tens
ones
10 +
= 15 bats
9. Decompose and Model 18 Bats: Draw Your Model
Draw your place value model inside the work mat to represent 18 bats. Show tens on the left and ones on the right.
TENS BUNDLES ONES (LOOSE BATS)
Number sentence for 18 bats:
= 18 bats
Number Fluency • Grades 2–4 • Place Value & Bat Bundles Page 2 of 4 Turn to Page 3 for Operations with Number Lines ➔
Grades 2–4 Part 3: Solving Tasks with Number Lines & Frames
Page 3 of 4
Part 3 Directions: Solve each problem. Hop on the solving number line and use the ten-frame to show your work! 2.OA.B.2
10. Add: 6 + 3 Addition
6 + 3 = ?
Ten-Frame Work: Draw dots to model 6 + 3
Solving Number Line (Hop to solve):
0
1
2
3
4
5
6
7
8
9
10
Final Sum:
11. Add: 4 + 6 Make a Ten
4 + 6 = ?
Ten-Frame Work: Draw dots to model 4 + 6
Solving Number Line (Hop to solve):
0
1
2
3
4
5
6
7
8
9
10
Final Sum:
12. Subtract: 8 − 3 Subtraction
8 − 3 = ?
Ten-Frame Work: Draw dots & cross off 3
Solving Number Line (Hop to solve):
0
1
2
3
4
5
6
7
8
9
10
Difference:
13. Subtract: 10 − 6 Take from 10
10 − 6 = ?
Ten-Frame Work: Draw dots & cross off 6
Solving Number Line (Hop to solve):
0
1
2
3
4
5
6
7
8
9
10
Difference:
Number Fluency • Grades 2–4 • Solving with Number Lines Page 3 of 4 Turn to Page 4 for Comparing & Word Stories ➔
Grades 2–4 Part 4: Comparing & Dugout Equipment Word Stories
Page 4 of 4
Part 4 Directions: Compare quantities and solve each story. Use the solving number lines to show your math hops! 2.NBT.A.4 • 2.OA.A.1
14. Which rack has MORE bats? 2.NBT.A.4
Count each bat rack. Circle the rack that holds MORE bats:
Rack A
7 bats
Rack B
4 bats
Circle the greater rack:
Rack A Rack B
15. Compare Numbers: 2.NBT.A.4
Which quantity is greater? Circle the greater number:
15 15 total bats
VS
8 8 total bats
Draw tallies or dots to check your thinking:
Circle greater amount:
15 bats 8 bats
16. Story: Adding Bats to the Bin Join (+)
Coach has 6 bats in the dugout bin. A player brings in 3 more bats. How many bats are in the bin now?
Draw pictures or write math notes:
Solving Number Line:
0
1
2
3
4
5
6
7
8
9
10
6 + 3 =
bats
17. Story: Taking Bats Out to Field Separate (−)
The team had 9 bats in the rack. The players take 4 bats out for practice. How many bats are left on the rack?
Draw pictures or write math notes:
Solving Number Line:
0
1
2
3
4
5
6
7
8
9
10
9 − 4 =
bats left
Student Self-Check: I used my number line I checked my work
★ All 17 Tasks Completed! ★
Number Fluency • Grades 2–4 • Comparing & Word Stories Page 4 of 4 Complete • Baseline Established
Tier 1: Mastered (14–17 pts)
Firm grasp of multi-track skip counting (3s, 7s, 8s), tens bundling, and number line hops.
Tier 2: Developing (9–13 pts)
Understands count-by-1s and frames; needs reinforcement with 7s/8s skip counting and subtraction hops.
Tier 3: Intensive (0–8 pts)
Requires 1-on-1 intervention with tactile rods, touch-points, and guided number line modeling.
IEP Goal Statements Bank (Grades 2–4 Foundational • 2.NBT • 2.OA)
1. Multi-Track Skip Counting (3s, 7s, 8s):
"By [Date], given a visual sequence with missing blanks, [Student] will write missing numbers in sequences forward, backward, and skip-counting by 3s, 7s, and 8s up to 80 with 80% accuracy."
2. Bat Bundles & Place Value:
"By [Date], when presented with items grouped into bundles of 10 and loose units up to 50, [Student] will shade and identify tens and ones with 80% accuracy."
3. Operations with Number Lines & Frames:
"By [Date], given addition and subtraction within 10, [Student] will model hops on a number line or draw counters in a ten-frame to solve with 85% accuracy."
4. Word Stories Solving:
"By [Date], given join or separate stories within 10, [Student] will model items on a solving number line and write the equation with 80% accuracy."
Evaluator / Special Educator:
IEP Target Date:
Page 1 of 1 • Complete Key
>
=
<
↔
−
+10
+100
←
→
H
T
Bundling Rule: 10 Ones = 1 Ten | 10 Tens = 1 Hundred | Comparing: Check Hundreds first, then Tens, then Ones!
Math Skill Radar • 2.NBT Cut-Out Manipulatives Page 2 of 2 Manipulative Toolkit Complete
25
32
Comparison Number Line:
20
25
30
32
35
Explain which number has more tens:
Write >, =, or < in the comparison box above.
1F. Add 2-Digit + 1-Digit (1.NBT.C.4) Add
Solve: 34 + 5 = [ ? ]
34
+ 5
Solving Number Line (Hop forward from 34):
32
33
34
35
36
37
38
39
40
Show your addition steps:
Sum:
1G. Mentally ±10 (1.NBT.C.5) Mental
Given the number 35, calculate mentally:
10 more than 35:
10 less than 35:
Decade Reference Line:
15
25
35
45
55
Show which place value changes:
Write your mental answers in the boxes above.
1H. Subtract Multiples of 10 (1.NBT.C.6) Decades
Solve: 50 − 20 = [ ? ]
Cross off 2 tens
Solving Number Line (Hop back 20):
0
10
20
30
40
50
60
Show your tens subtraction:
Difference:
1.NBT Tiered Assessment • Tier 1 Emerging Complete Page 2 of 6 Turn to Page 3 for Tier 2 Developing ➔
T2
Tier 2 • Developing Grade 1 Core Standards
Standard • Form B
Page 3 of 6
Name:
Date:
Teacher:
Tier 2 Part A: Counting Sequence to 100 & Two Digits. Solve using number lines and write your explanations. 1.NBT.1 • 1.NBT.2
2A. Count to 100 (1.NBT.A.1) Sequence
Start at 67. Count forward and write the next 4 numbers:
67,68,69,
,
,
,
Solving Number Line:
66
67
68
69
70
71
72
73
Show how you cross into the 70s decade:
Next 4 numbers:
2B. Two Digits: 58 (1.NBT.B.2) Tens & Ones
In the number 58, what does each digit represent?
Solving Number Line:
50
52
54
56
58
60
Circle the tens sticks and write tens/ones:
58 =
tens +
ones
2C. Special Cases (1.NBT.B.2b, c) 11-19 & 10-90
Decompose both numbers into tens and ones:
19 =
ten +
ones
80 =
tens +
ones
Reference Number Line:
10
20
40
60
80
Explain why 80 has a 0 in the ones place:
Write your explanation on the lines above.
2D. Value of the Digit (1.NBT.B.2) Place Value
In the number 73, what is the value of the underlined 7?
Is the 7 worth 7 or 70? Circle: 7 or 70
Solving Number Line:
60
65
70
73
80
Explain your reasoning using tens:
Value of the 7:
1.NBT Tiered Assessment • Tier 2 Developing Page 3 of 6 Turn to Page 4 for Tier 2 Part B ➔
Tier 2 • Developing Part B: Operations within 100 & Mental Math
Page 4 of 6
Tier 2 Part B: Add/Subtract within 100 & Mental ±10. Use the number lines and writing lines. 1.NBT.B.3 • 1.NBT.C
2E. Compare 2-Digit Numbers (1.NBT.B.3) >, =, <
Write >, =, or < in each box:
64
46
79
81
Comparison Number Line:
40
50
60
70
80
Explain why 64 is greater than 46:
Write >, =, or < in both boxes above.
2F. Add within 100 (1.NBT.C.4) Compose Ten
Solve: 43 + 30 and 37 + 8:
43
+ 30
37
+ 8
Solving Number Line (Hop to solve):
35
37
40
45
50
70
75
Show how you add tens and ones:
Answers:
2G. Mentally ±10 (1.NBT.C.5) Explain
Start at 62. Compute mentally without counting:
10 more than 62:
10 less than 62:
Reference Number Line:
42
52
62
72
82
Explain your mental reasoning:
Write your mental answers in the boxes above.
2H. Subtract Decades (1.NBT.C.6) 10–90
Solve: 80 − 30 = [ ? ]
8 tens − 3 tens = ____ tens = ____
Decade Number Line (Hop back 30):
0
20
40
50
60
80
Explain using basic subtraction facts:
Difference:
1.NBT Tiered Assessment • Tier 2 Developing Complete Page 4 of 6 Turn to Page 5 for Tier 3 Independent ➔
T3
Tier 3 • Independent Advanced 1.NBT Mastery (to 120)
High Rigor • Form C
Page 5 of 6
Name:
Date:
Teacher:
Tier 3 Part A: Count within 120 & Flexible Place Value. Use number lines and write mathematical proofs. 1.NBT.1 • 1.NBT.2
3A. Count to 120 (1.NBT.A.1) Past 100
Start at 108. Count forward across 110 to 114:
108,109,
,
,
,
Solving Number Line:
107
108
109
110
111
112
113
114
Show what happens after 109:
Missing 4 numbers:
3B. Number Mystery (1.NBT.A.1) 120 Range
"I am 1 more than 119. What numeral am I?"
Write in words:
Solving Number Line:
116
117
118
119
120
121
Explain your thinking using place value:
Final Numeral:
3C. Flexible Place Value (1.NBT.B.2) Decomposing
Can 52 be represented as 4 tens and 12 ones?
Yes
No
Solving Number Line:
40
45
50
52
55
Prove your mathematical reasoning:
Check Yes or No and explain on the writing lines.
3D. Compare Expressions (1.NBT.B.3) >, =, <
Compare using >, =, or <:
30 + 14
45
5 tens 2 ones
2 tens 5 ones
Solving Number Line:
20
30
40
45
55
Show your steps to compare:
Write >, =, or < in both boxes above.
1.NBT Tiered Assessment • Tier 3 Independent Page 5 of 6 Turn to Page 6 for Tier 3 Part B ➔
Tier 3 • Independent Part B: Composing Tens & Mathematical Proofs
Page 6 of 6
Tier 3 Part B: Composing Tens & Explaining Strategies. Use number lines and write explanations. 1.NBT.C.4 • 1.NBT.C.5 • 1.NBT.C.6
3E. Compose a Ten (1.NBT.C.4) Trade 10
Solve: 56 + 27 = [ ? ]
56
+ 27
Solving Number Line (Hop to solve):
50
56
66
76
80
85
Show how you compose a new ten:
Total Sum:
3F. Multiple of 10 Context (1.NBT.C.4) Word Story
Leo has 38 cards. He buys 4 packs of 10 cards. How many cards does he have in all?
Equation: 38 + 40 = [ ? ]
Solving Number Line:
38
48
58
68
78
Explain your addition strategy:
Total Cards:
cards
3G. Mental Math Chain (1.NBT.C.5) Chain
Follow the mental math steps starting at 74:
1. Start at 74. 10 more:
2. From that number, 10 less:
Chain Number Line:
54
64
74
84
94
Explain why +10 then −10 returns to 74:
Write your mental answers in the boxes above.
3H. Decade Story Problem (1.NBT.C.6) Story
A farmer picked 90 pumpkins. He sold 60 pumpkins. How many are left?
Equation: 90 − 60 = [ ? ]
Decade Number Line (Hop back 60):
0
30
60
90
Write your explanation or tens rods model:
Pumpkins Left:
pumpkins
Student Reflection: 😊 Confident 😐 Needed help 💪 Tried hard
★ All 6 Pages Complete! ★
Page 6 of 6
| 1 ten and [ ____ ] ones |
| 10 + [ ] = 15 |
| 1 full + 5 |
| 18 | [ ____ ] ten and 8 ones | 10 + 8 = [ ] | 1 full + 8 |
3. Compare Two 2-Digit Numbers • Use >, =, or < (1.NBT.B.3):
Compare Tens:
37
52
3 tens < 5 tens
Same Tens, Check Ones:
48
42
8 ones > 2 ones
Equal Numbers:
60
60
6 tens = 6 tens
Comparison Secret: Always check the TENS place first! Only check ONES if tens are tied! Tens First!
1.NBT Base Ten Packet • Place Value & Comparison Page 2 of 4 Turn to Page 3 for Addition within 100 ➔
3
Addition Workshop Add 2-Digit + 1-Digit & Multiples of 10
Packet Page 3 of 4
1.NBT.C.4
Strategy 1: Add 2-Digit + Multiple of 10 (Add Tens to Tens) Ones Stay Same!
Look at 42 + 30: 4 tens + 3 tens = 7 tens. Ones stay 2!
35 + 20 =
56 + 40 =
Strategy 2: Add 2-Digit + 1-Digit (Add Ones to Ones) No New Ten
Look at 53 + 4: 3 ones + 4 ones = 7 ones. Tens stay 5!
41 + 6 =
62 + 7 =
Strategy 3: Composing a Ten (When Ones Make 10 or More) Bundle 10
Solve: 28 + 6 = [ ? ]
Step 1: Add ones: 8 + 6 = 14 ones.
Step 2: Bundle: 14 ones = 1 ten and 4 ones.
Step 3: Combine: 2 tens + 1 ten = 3 tens + 4 ones = 34!
[ 1 ] ← new ten
28
+ 6
34
Now you try: Solve 47 + 5:
Draw quick tens and ones or show trading 10 ones
47 + 5 =
1.NBT Base Ten Packet • Addition within 100 Page 3 of 4 Turn to Page 4 for Mental ±10 & Subtraction ➔
4
Mental Math & Subtraction Mentally ±10 & Multiples of 10 Subtraction
Packet Page 4 of 4
1.NBT.C.5 • 1.NBT.C.6
1. Mental 10 More & 10 Less Cross Grids (1.NBT.C.5) No Counting!
Fill in 10 less (top) and 10 more (bottom) without counting by ones:
Start at 54:
53
54
55
Start at 81:
80
81
82
2. Subtract Decades (1.NBT.C.6) • 10 to 90 Range Basic Facts
Think of basic subtraction facts: 7 − 2 = 5, so 7 tens − 2 tens = 5 tens (50)!
60 − 20 =
90 − 40 =
70 − 50 =
3. Real-World Story Problem • Explain Your Reasoning:
The toy store had 70 green marbles in the jar. They sold 30 marbles to customers. How many marbles are left in the jar?
Show equation and tens rods drawing:
Equation & Answer:
70 − 30 =
marbles
1.NBT Base Ten Packet • Mental Math & Subtraction Page 4 of 4 Packet Complete!
1.NBT Diagnostic Error Analysis Matrix & IEP Goal Bank (1.NBT)
Student: ____________________
1.NBT Diagnostic Error Analysis Matrix Misconceptions Across 1.NBT
Counting Sequence & 120 Range (1.NBT.A.1):
Tens and Ones Place Value (1.NBT.B.2 & B.3):
Addition within 100 (1.NBT.C.4):
Mental ±10 & Decade Subtraction (1.NBT.C.5 & C.6):
Grade 1 1.NBT IEP Goal Bank Measurable Annual Objectives
1. Count to 120 & Read/Write Numerals (1.NBT.A.1):
"By [Date], given an arbitrary starting number within 120, [Student] will count forward, read, and write numerals up to 120 with ____% accuracy (Baseline: ____% on Tier [1/2/3])."
2. Two-Digit Place Value & Comparison (1.NBT.B.2 & 1.NBT.B.3):
"By [Date], [Student] will identify tens and ones in two-digit numbers and compare two two-digit numbers using >, =, and < with ____% accuracy across 3 trials."
3. Add within 100 with Composing Ten (1.NBT.C.4):
"By [Date], [Student] will add a two-digit number and a one-digit number (composing a ten when necessary) using place value strategies with ____% accuracy."
4. Mental 10 More/Less & Decade Subtraction (1.NBT.C.5 & 1.NBT.C.6):
"By [Date], given a two-digit number, [Student] will mentally find 10 more and 10 less, and subtract multiples of 10 in the range 10–90 with ____% accuracy."
Evaluator Signature:
Review Date:
Page 2 of 2
C 48 and 58
D 50 and 65
2B. Count by 10s NJSLS.2.NBT.A.2
Count by 10s: 120, 130, 140, ____, 160, ____
Point & Skip-Count Number Line:
|110 |120 |130 |140 |150 |160 |170 |180
and
Which two numbers complete the 10s pattern?
A 145 and 165
B 150 and 170
C 150 and 180
D 141 and 161
2C. Count by 100s NJSLS.2.NBT.A.2
Count by 100s: 200, 300, 400, ____, 600, ____
Point & Skip-Count Number Line:
|100 |200 |300 |400 |500 |600 |700 |800
and
Which two numbers complete the 100s pattern?
A 450 and 650
B 500 and 700
C 500 and 800
D 410 and 610
2D. Hop Check: Start at 85 NJSLS.2.NBT.A.2
Start at 85. Count by 5s two times:
Point & Hop Number Line:
|80 |85 |90 |95 |100 |105
➔
What is the second number you land on?
A 90
B 95
C 100
D 105
Math Skill Radar • NJSLS Aligned • Form MC Page 2 of 8 Turn to Page 3 for Plus 2, Minus 2 & 0,1,2,3 ➔
Level 2 • Multiple Choice Part 3: Plus 2, Minus 2 & Plus 0, 1, 2, 3 NJSLS.2.OA.B.2
Page 3 of 8
Part 3: Mental Strategies. Point to the number line to add 2, subtract 2, or add 0, 1, 2, 3. Items 3A–3D
3A. Plus 2 and Minus 2 NJSLS.2.OA.B.2
Solve: 16 + 2 = ____ and 16 − 2 = ____
Point & Hop Number Line:
|14 |15 |16 |17 |18 |19 |20
What is 16 − 2?
A 14
B 15
C 17
D 18
3B. Plus 2 and Minus 2 NJSLS.2.OA.B.2
Solve: 29 + 2 = ____ and 29 − 2 = ____
Point & Hop Number Line:
|26 |27 |28 |29 |30 |31 |32
What is 29 + 2?
A 30
B 31
C 27
D 32
3C. Plus 0s and Plus 1s NJSLS.2.OA.B.2
Solve: 48 + 0 = ____ and 48 + 1 = ____
Point & Hop Number Line:
|46 |47 |48 |49 |50 |51 |52
What is 48 + 0?
A 0
B 48
C 49
D 47
3D. Plus 2s and Plus 3s NJSLS.2.OA.B.2
Solve: 54 + 2 = ____ and 54 + 3 = ____
Point & Hop Number Line:
|52 |53 |54 |55 |56 |57 |58
What is 54 + 3?
A 55
B 56
C 57
D 58
Math Skill Radar • NJSLS Aligned • Form MC Page 3 of 8 Turn to Page 4 for Missing Numbers ➔
Level 2 • Multiple Choice Part 4: Missing Number Problems (+ and −) NJSLS.1.OA.D.8 & 2.OA.A.1
Page 4 of 8
Part 4: Missing Numbers. Point to the number line to find the missing addend or whole number. Items 4A–4D
4A. Missing Addend NJSLS.1.OA.D.8
Find the missing number: 8 + ____ = 14
Point & Count Up Number Line:
|7 |8 |9 |10 |11 |12 |13 |14 |15
Which number belongs on the line?
A 5
B 6
C 7
D 8
4B. Missing Subtrahend NJSLS.1.OA.D.8
Find the missing number: 15 − ____ = 9
Point & Count Back Number Line:
|8 |9 |10 |11 |12 |13 |14 |15 |16
Which number belongs on the line?
A 6
B 7
C 5
D 8
4C. Missing Start Number NJSLS.1.OA.D.8
Find the missing number: ____ + 7 = 16
Point & Hop Number Line:
|7 |8 |9 |10 |11 |12 |13 |14 |15 |16
Which number belongs in the space?
A 8
B 9
C 10
D 11
4D. Missing Whole Number NJSLS.1.OA.D.8
Find the missing number: ____ − 5 = 12
Point & Hop Number Line:
|11 |12 |13 |14 |15 |16 |17 |18
Which number belongs in the space?
A 15
B 16
C 17
D 18
Math Skill Radar • NJSLS Aligned • Form MC Page 4 of 8 Turn to Page 5 for Column Addition ➔
Level 2 • Multiple Choice Part 5: Column Addition (No Carrying) NJSLS.2.NBT.B.5 & 2.NBT.B.7
Page 5 of 8
Part 5: Column Addition. Point to the number line to add each place value column without regrouping. Items 5A–5D
5A. 2-Digit Column Addition NJSLS.2.NBT.B.5
Solve the vertical problem: add ones, then tens:
Point & Add Digits Line:
|0 |1 |2 |3 |4 |5 |6 |7 |8 |9
3 4
+ 2 5
What is the sum?
A 58
B 59
C 69
D 57
5B. 2-Digit Column Addition NJSLS.2.NBT.B.5
Solve the vertical problem: add ones, then tens:
Point & Add Digits Line:
|0 |1 |2 |3 |4 |5 |6 |7 |8 |9
5 2
+ 4 6
What is the sum?
A 98
B 97
C 88
D 96
5C. 3-Digit Column Addition NJSLS.2.NBT.B.7
Solve: add ones, tens, and hundreds:
Point & Add Digits Line:
|0 |1 |2 |3 |4 |5 |6 |7 |8 |9
2 4 1
+ 3 2 7
What is the sum?
A 567
B 568
C 578
D 468
5D. 3-Digit Column Addition NJSLS.2.NBT.B.7
Solve: add ones, tens, and hundreds:
Point & Add Digits Line:
|0 |1 |2 |3 |4 |5 |6 |7 |8 |9
4 1 5
+ 1 6 2
What is the sum?
A 576
B 577
C 587
D 677
Math Skill Radar • NJSLS Aligned • Form MC Page 5 of 8 Turn to Page 6 for Fact Families 1–10 ➔
Level 2 • Multiple Choice Part 6: Fact Families 1–10 & 10+ Decades NJSLS.1.OA.B.3 & 2.OA.B.2
Page 6 of 8
Part 6: Fact Families. Point to the number line, write 2 addition & 2 subtraction equations, then choose. Items 6A–6D
6A. Fact Family (3, 7, 10) NJSLS.1.OA.B.3
Numbers: 3, 7, and 10. Write 4 equations:
|0 |1 |2 |3 |4 |5 |6 |7 |8 |9 |10
=
=
− =
− =
Which subtraction fact is in this family?
A 10 − 7 = 3
B 10 − 4 = 6
C 7 − 3 = 4
D 10 − 2 = 8
6B. Fact Family (10, 4, 14) NJSLS.1.OA.B.3
Numbers: 10, 4, and 14. Write 4 equations:
|0 |2 |4 |6 |8 |10 |12 |14 |16
=
=
− =
− =
What is 14 − 10?
A 3
B 4
C 10
D 14
6C. Fact Family (40, 10, 50) NJSLS.2.NBT.B.8
Numbers: 40, 10, and 50. Write 4 equations:
|0 |10 |20 |30 |40 |50 |60
=
=
− =
− =
Which subtraction fact is in this family?
A 50 − 10 = 40
B 50 − 20 = 30
C 40 + 20 = 60
D 50 − 30 = 20
6D. Fact Family (26, 10, 36) NJSLS.2.NBT.B.8
Numbers: 26, 10, and 36. Write 4 equations:
|20 |23 |26 |30 |33 |36 |40
=
=
− =
− =
What is 26 + 10?
A 35
B 36
C 37
D 46
Math Skill Radar • NJSLS Aligned • Form MC Page 6 of 8 Turn to Page 7 for Story Problems ➔
Level 2 • Multiple Choice Part 7: Story Problems (Operation, Equation & Choice) NJSLS.2.OA.A.1
Page 7 of 8
Part 7: Story Problems. Point to the number line, circle the operation (+ or −), write your equation, then choose. Items 7A–7D
7A. Dugout Baseballs NJSLS.2.OA.A.1
Maya had 9 baseballs. Coach gave her 7 more baseballs. How many baseballs now?
Point & Hop Number Line:
|9 |10 |11 |12 |13 |14 |15 |16 |17
1. Circle the operation:
− Subtraction (−)
2. Write matching equation:
3. Circle the correct answer:
A 15 balls
B 16 balls
C 17 balls
D 14 balls
7B. Batting Gloves NJSLS.2.OA.A.1
Leo brought 15 batting gloves. 8 teammates borrowed a glove. How many remain?
Point & Hop Number Line:
|7 |8 |9 |10 |11 |12 |13 |14 |15
1. Circle the operation:
− Subtraction (−)
2. Write matching equation:
3. Circle the correct answer:
A 7 gloves
B 8 gloves
C 6 gloves
D 9 gloves
7C. Dugout Bat Rack NJSLS.2.OA.A.1
The rack holds 18 bats. 9 players took bats to the box. How many remain?
Point & Hop Number Line:
|9 |10 |11 |12 |13 |14 |15 |16 |17 |18
1. Circle the operation:
− Subtraction (−)
2. Write matching equation:
3. Circle the correct answer:
A 8 bats
B 7 bats
C 9 bats
D 10 bats
7D. Inning Runs NJSLS.2.OA.A.1
Sam scored 6 runs in the 1st inning and 8 runs in the 2nd inning. Total?
Point & Hop Number Line:
|6 |7 |8 |9 |10 |11 |12 |13 |14 |15
1. Circle the operation:
− Subtraction (−)
2. Write matching equation:
3. Circle the correct answer:
A 13 runs
B 12 runs
C 15 runs
D 14 runs
Math Skill Radar • NJSLS Aligned • Form MC Page 7 of 8 Turn to Page 8 for Fast Fact Sprint (15 Facts) ➔
Speed & Fluency Part 8: Fast Fact Sprint (15 Problems) NJSLS.2.OA.B.2 & 2.NBT.B.5
Page 8 of 8
Point to the master number lines below to solve each of the 15 fast facts! 15 At-Bats
Master Pointing Number Line (0 to 20):
|0 |2 |4 |6 |8 |10 |12 |14 |16 |18 |20
Decades Pointing Number Line (10 to 100):
|10 |20 |30 |40 |50 |60 |70 |80 |90 |100
#1. Plus 2 Fact 1
7 + 2 =
A) 8 B) 9 C) 10 D) 7
#2. Minus 2 Fact 2
9 − 2 =
A) 6 B) 7 C) 8 D) 5
#3. Plus 10 Fact 3
14 + 10 =
A) 24 B) 25 C) 15 D) 20
#4. Plus 0 Fact 4
8 + 0 =
A) 0 B) 8 C) 9 D) 80
#5. Plus 1 Fact 5
12 + 1 =
A) 11 B) 13 C) 14 D) 21
#6. Plus 2 Fact 6
15 + 2 =
A) 17 B) 16 C) 18 D) 20
#7. Plus 3 Fact 7
11 + 3 =
A) 13 B) 14 C) 15 D) 12
#8. Missing Number Fact 8
6 + = 10
A) 3 B) 4 C) 5 D) 6
#9. Missing Number Fact 9
13 − = 8
A) 4 B) 5 C) 6 D) 7
#10. Plus 10 Decade Fact 10
30 + 10 =
A) 35 B) 40 C) 50 D) 20
#11. 40s + 10 Fact 11
42 + 10 =
A) 51 B) 52 C) 53 D) 43
#12. 50s + 10 Fact 12
55 + 10 =
A) 64 B) 65 C) 66 D) 75
#13. 2-Digit Addition Fact 13
24 + 12 =
A) 36 B) 35 C) 37 D) 46
#14. 2-Digit Addition Fact 14
53 + 34 =
A) 86 B) 87 C) 88 D) 97
#15. Subtract to 10 Fact 15
10 − 6 =
A) 3 B) 4 C) 5 D) 6
Assessment Complete: ⚾ Pointing Number Lines ⚾ NJSLS-M Aligned ⚾ 15 Fast Facts Sprint
★ All 8 Parts Finished! ★
Page 8 of 8
10
Hop on the number line: 10 11 12 13 14 15
11. Color to make 14: 14
Here is 10. Color more blocks to make 14:
10
Hop on the number line: 10 11 12 13 14 15
Kindergarten Math • Block Practice & Number Lines Page 2 of 4 Turn to Page 3 for Numbers 16 to 20 ➔
Kindergarten • K.NBT.A.1 Part 3: Teen Numbers 16 to 20
Page 3 of 4
Part 3: Solve each problem. Hop on the large number line to show your work! 16 to 20
12. Build 17: 10 + 7
1 Ten-Rod (10) plus 7 loose blocks:
10
7 ones
Hop on the number line: 10 11 12 13 14 15 16 17 18 19 20
10 + 7 =
13. Build 19: 10 + 9
1 Ten-Rod (10) plus 9 loose blocks:
10
9 ones
Hop on the number line: 10 11 12 13 14 15 16 17 18 19 20
10 + 9 =
14. Build 16: 10 + 6
1 Ten-Rod (10) plus 6 loose blocks:
10
6 ones
Hop on the number line: 10 11 12 13 14 15 16 17 18 19 20
10 + 6 =
15. Build 18: 10 + 8
1 Ten-Rod (10) plus 8 loose blocks:
10
8 ones
Hop on the number line: 10 11 12 13 14 15 16 17 18 19 20
10 + 8 =
16. Color to make 16: 16
Here is 10. Color more blocks to make 16:
10
Hop on the number line: 10 11 12 13 14 15 16 17 18 19 20
17. Two Ten-Rods: 20
What number do 2 full ten-rods make?
10
10
Hop on the number line: 0 5 10 15 20
10 + 10 =
Kindergarten Math • Block Practice & Number Lines Page 3 of 4 Turn to Page 4 for Decompositions & Stories ➔
Kindergarten • K.NBT.A.1 Part 4: Decompositions & Word Stories
Page 4 of 4
Part 4: Hop on the large number line under each problem to find missing blocks and solve! K.NBT & K.OA
How many extra ones blocks are in each teen number? Decompositions
18. Number 13:
10 +
ones
10 11 12 13 14 15 16 17 18 19 20
19. Number 15:
10 +
ones
10 11 12 13 14 15 16 17 18 19 20
20. Number 17:
10 +
ones
10 11 12 13 14 15 16 17 18 19 20
21. Number 18:
10 +
ones
10 11 12 13 14 15 16 17 18 19 20
22. Leo's Block Tower: Story 1
Leo builds a tower with 10 blue blocks. He adds 5 orange blocks on top. How many blocks in all?
Hop on the number line to show your solving: 0 5 10 15 20
10 + 5 =
blocks
23. Maya's Long Train: Story 2
Maya has 10 blocks in her train. She needs 16 blocks. How many more blocks must Maya add?
Hop on the number line to show your solving: 0 5 10 15 20
10 + [ ? ] = 16:
blocks
My Block Math: ⭐ Built towers ⭐ Hopped number lines ⭐ Built 20
★ All 23 Tasks Complete! ★
Kindergarten Math • Block Practice & Number Lines Page 4 of 4 Complete • Numbers Under 20 Mastered
Draw Array & Write Equation: __ rows of __
Unit: muffins Record on Sheet ➔
Card 08
Equal Groups Set 2
Eli bought 6 packs of stickers for art class. Each pack contains 4 dinosaur stickers. How many dinosaur stickers did Eli purchase in total?
Draw Groups & Write Equation: __ groups of __
Unit: stickers Record on Sheet ➔
Math Skill Radar Suite • Task Cards Page 2 of 4
Set 3: Skip Counting Contextual Practices • Patterns & Sequences
Skip Counting • Cards 09–12
Standard: 2.NBT.A.2
Cut along dashed lines to create 4 individual task cards, or use as a table mat. Math Skill Radar Suite
Card 09
Skip Count by 5s Set 3
Liam is counting his coin jar. He has 8 nickels (each nickel is worth 5 cents). Skip count by 5s to find the total value of Liam's 8 nickels.
Write Skip Counting Sequence: 5, 10, ...
Unit: cents (¢) Record on Sheet ➔
Card 10
Skip Count by 10s Set 3
A bead shop packages beads into containers of 10. A worker already has 30 beads on the counter. She adds 5 full containers of 10 beads. Skip count by 10s to find the new total.
Write Skip Counting Sequence: 30, 40, ...
Unit: beads Record on Sheet ➔
Card 11
Skip Count by 2s Set 3
Coach Rivera is distributing team socks for 9 players. Each player receives 1 pair (2 socks). Skip count by 2s to find how many socks Coach Rivera distributes in all.
Write Skip Counting Sequence: 2, 4, 6, ...
Unit: socks Record on Sheet ➔
Card 12
Skip Count by 5s Set 3
At the school math carnival, completing an obstacle course gives 5 star points per lap. Chloe completes 7 laps. Skip count by 5s to calculate Chloe's total star points.
Write Skip Counting Sequence: 5, 10, ...
Unit: star points Record on Sheet ➔
Math Skill Radar Suite • Task Cards Page 3 of 4
Student Response & Work Recording Sheet (Cards 01–12)
Score: / 12
Name:
Date:
Classroom:
Cards 01–04: 2-Digit Addition
Cards 05–08: Equal Groups
Cards 09–12: Skip Counting
Card 01 2-Digit Add
Equation & Work:
Ans: books
Card 02 2-Digit Add
Equation & Work:
Ans: pumpkins
Card 03 2-Digit Add
Equation & Work:
Ans: cans
Card 04 2-Digit Add
Equation & Work:
Ans: points
Card 05 Equal Groups
Model / Repeated Add:
Ans: slices
Card 06 Equal Groups
Model / Repeated Add:
Ans: glasses
Card 07 Array / Rows
Model / Repeated Add:
Ans: muffins
Card 08 Equal Groups
Model / Repeated Add:
Ans: stickers
Card 09 Skip Count (5s)
Sequence Track:
Ans: cents (¢)
Card 10 Skip Count (10s)
Sequence Track:
Ans: beads
Card 11 Skip Count (2s)
Sequence Track:
Ans: socks
Card 12 Skip Count (5s)
Sequence Track:
Ans: star points
Self-Check:
I wrote an equation or sequence I drew a model or showed work I included my unit label
Page 4 of 4
| Skip Count by 2s |
| 2, 4, 6, 8, 10, 12, 14, 16, 18 |
| 18 socks |
| Miscounts fingers or skips an even number (e.g., 2, 4, 8, 10...). |
| Card 12 | Skip Count by 5s | 5, 10, 15, 20, 25, 30, 35 | 35 star points | Adds \(5 + 7 = 12\) instead of skip counting by 5 seven times. |
2-Digit Addition (Cards 1–4)
3–4 / 4: Masters place value regrouping. Ready for 3-digit addition.
Equal Groups (Cards 5–8)
3–4 / 4: Demonstrates equal groups / array schema. Ready for multiplication facts.
Skip Counting (Cards 9–12)
3–4 / 4: Fluent with 2s, 5s, and 10s sequences from various starting points.
Math Skill Radar Suite • Teacher Scoring Key Page 1 of 2
Standards Alignment: 2.NBT.B.5, 2.OA.C.4, 2.NBT.A.2 • Special Education
Target Objectives
Grade 2 & Intervention
Evaluating Independent Performance
| Domain | 4 - Advanced | 3 - Proficient | 2 - Developing | 1 - Emerging |
|---|---|---|---|---|
| 2-Digit Addition (Regrouping) | Independently models and calculates 2-digit sums with regrouping without prompting. | Accurately adds with regrouping; minor basic fact slip but conceptual procedure is sound. | Frequently forgets to record the regrouped ten in the tens column. | Writes two-digit sums in a single column (e.g. \(38 + 47 = 715\)). |
| Equal Groups & Arrays | Draws accurate equal groups or arrays and writes corresponding repeated addition sentence. | Represents equal groups correctly; writes repeated addition with minor counting cue. | Combines the two numbers with simple addition (e.g. \(5 + 6 = 11\)) rather than equal groups. | Unable to draw or conceptualize equal groups without concrete manipulatives. |
| Skip Counting Application | Fluently skip counts forward by 2s, 5s, or 10s from any starting value to solve problems. | Skip counts correctly with standard patterns (e.g., from 0 or 5). | Losia track of count increments or stops before completing the required steps. | Counts by ones only; unable to skip count by 2s, 5s, or 10s. |
| Precision & Units | Always attaches correct contextual noun unit (e.g. "books", "slices", "¢") to answers. | Consistently writes appropriate unit label on the recording sheet. | Provides correct number but forgets unit label until reminded. | Leaves work unlabeled; does not connect numbers to context. |
Goal 1 (2-Digit Addition with Regrouping - 2.NBT.B.5): By [Date], when given 4 two-digit addition word problems requiring regrouping, student will set up an equation, show written work/models, and solve with 75% accuracy across 3 consecutive weekly trials.
Goal 2 (Equal Groups & Repeated Addition - 2.OA.C.4): By [Date], when presented with equal groups or array story problems up to 5 groups of 8, student will draw a visual representation and write a repeated addition equation to find the total with 80% accuracy in 4 out of 5 probes.
Goal 3 (Skip Counting in Context - 2.NBT.A.2): By [Date], when presented with real-world skip counting tasks (by 2s, 5s, and 10s up to 100), student will write the number sequence and determine the total with 85% accuracy over 4 trials.
Targeted Intervention & Reteaching Protocols:
2-Digit Addition: Use physical base-ten blocks on the Place Value Mat to exchange 10 ones units for 1 ten rod before paper-pencil practice.
Equal Groups: Use counter chips and small sorting cups so student physically creates equal sets and links each cup to an addend.
Skip Counting: Pair auditory rhythm (clapping/stepping) with a highlighted 100-chart or number line jumps.
Math Skill Radar Suite • Teacher Diagnostic & IEP Guide Page 2 of 2
Expanded Form:
Total Value:
bats
7 Item 7 • Compare Bat Sets >, =, < Comparison
Count the bat bundles and loose bats for Team Red and Team Blue. Write each value on the line and compare using >, =, or <:
Team Red
3 Tens
6 Ones
Value:
Compare
Team Blue
4 Tens
1 One
Value:
Compare the bundles of 10 first! Complete the comparison circle.
8 Item 8 • Dugout Bat Inventory Addition Problem
The Tigers dugout has 2 bundles of 10 bats and 4 loose bats. The coach brings 1 more bundle of 10 bats and 3 loose bats. How many bats are in the dugout now?
1. Tigers Starting:
Bundles:
Singles:
Value:
2. Coach Brought:
Bundles:
Singles:
Value:
3. Combine & Total:
Total Tens:
Total Ones:
Sum:
Equation & Total Answer:
24 + 13 =
bats in all
Math Skill Radar Suite • Visual Bundles Practice Page 2 of 4 • Continue to Items 9–12 ➔
⚾
Base Ten Studio Regrouping & Subtraction
Part 3 Page 3 of 4
The 10-Bat Trade: Trade 10 loose bats for 1 new bundle of 10! 10 Singles ➔ 1 Bundle
9 Item 9 • Bundle & Trade Up 10 Ones ➔ 1 Ten
The equipment bag has 1 bundle of 10 bats and 12 loose bats. Circle 10 loose bats to make 1 new bundle.
[10 BATS]
1 Bundle
10 loose bats to trade
2 loose bats left
New Bundles of 10:
Loose Bats left:
Expanded Form:
Total Bats in Bag:
bats
10 Item 10 • Bundle & Trade Up 10 Ones ➔ 1 Ten
Storage closet: 2 bundles of 10 bats and 15 loose bats. Trade 10 loose bats for 1 new bundle. Label new values:
New Bundles: tens
New Singles: ones
Expanded:
Total Value:
bats
11 Item 11 • Subtraction with Bat Bundles Subtract Bundles
Dugout started with 3 bundles of 10 bats and 6 loose bats (36 bats). Batters took 1 bundle of 10 bats and 4 loose bats (14 bats).
Remaining Bundles:
Remaining Singles:
Equation: 36 − 14
Total Bats Left:
bats remaining
12 Item 12 • Unbundling for Regrouping Decompose 1 Ten
Coach has 4 bundles of 10 and 2 single bats (42 bats). Coach unties 1 bundle of 10 to get single bats.
Bundles still tied: bundles
Single bats now: single bats
Confirm Same Total: \(30 + 12 =\)
bats
Math Skill Radar Suite • Visual Bundles Practice Page 3 of 4 • Continue to Items 13–16 ➔
⚾
Base Ten Studio Shipments, Equal Racks & Representation
Part 4 Page 4 of 4
13 Item 13 • Bat Shipment Skip Counting Skip Count by 10s
The factory delivers bat boxes. Each box holds 1 tied bundle of 10 bats. Skip count by 10s along the delivery track to find the total bats delivered across 7 boxes:
10
20
Write the missing counts above.
Total Delivered:
bats
14 Item 14 • Equal Bat Racks Equal Groups (5s)
In the practice batting cages, there are 4 wooden bat racks. Each rack holds exactly 5 bats. Write the repeated addition equation to find how many bats are on all 4 racks:
4 groups of 5 bats
5 + 5 + 5 + 5 =
Skip count by 5s: 5, 10, 15, 20
Total:
bats
15 Item 15 • Draw Your Own Bundles Representation Target: 34
Draw bat bundles (tied groups of 10) and loose single bats to represent the number 34:
Draw 3 bundles of 10: [10][10][10] Draw 4 single bats: | | | |
Label your work: Bundles: Singles:
30 + 4 = 34 bats
16 Item 16 • League Tournament Inventory 3 Addends & Tens
For the championship game, the equipment shed has 2 bundles of 10 wood bats, 3 bundles of 10 metal bats, and 8 training bats. How many total bats are available for the tournament?
Wood: 2 tens (20)
Metal: 3 tens (30)
Training: 8 ones (8)
Add Tens & Ones: \(20 + 30 + 8 =\)
bats in total
Final Checklist:
I counted bundles by 10s I traded 10 loose bats I completed all 16 items
Page 4 of 4 • Complete!
| Tens: 3 (30); Ones: 7 |
| 37 bats |
| Adds only bundles (\(2 + 1 = 3\)) and forgets loose bats (\(4 + 3 = 7\)). |
Mastery (14–16 / 16)
Accurately composes, unbundles, compares, and operates on base-ten bundles.
Developing (10–13 / 16)
Counts standard bundles accurately; needs prompting during 10-bat trade-ups.
Intervention (0–9 / 16)
Counts bundles as single units; requires hands-on manipulatives with rubber bands.
Math Skill Radar Suite • Teacher Answer Key Page 1 of 2 • Continue to Items 09–16 ➔
Teacher Resource Items 09–16 & IEP Alignment
Part 2 • Items 09–16
Standards: 1.NBT, 2.NBT, 2.OA
| Item | Target / Concept | Bundles & Singles Values | Total Value | Diagnostic Error Alert |
|---|---|---|---|---|
| Item 9 | Trade 10 Loose Bats | 1 ten + 12 ones ➔ 2 tens, 2 ones | ||
| \(20 + 2 = 22\) | 22 bats | Student forgets to add the newly created bundle to the original bundle. | ||
| Item 10 | Trade 10 Loose Bats | 2 tens + 15 ones ➔ 3 tens, 5 ones | ||
| \(30 + 5 = 35\) | 35 bats | Subtracts 10 from 15 but forgets to increment tens from 2 to 3. | ||
| Item 11 | Bundle Subtraction | 3 tens, 6 ones − 1 ten, 4 ones | ||
| \(36 - 14 = 22\) | 22 bats | Adds instead of subtracts (\(36 + 14 = 50\)). Reinforce "taken away" cue. | ||
| Item 12 | Unbundle 1 Ten | 4 tens, 2 ones ➔ 3 tens, 12 ones | ||
| \(30 + 12 = 42\) | 42 bats | Believes unbundling changes the total amount. Emphasize value conservation. | ||
| Item 13 | Skip Count by 10s | 10, 20, 30, 40, 50, 60, 70 | 70 bats | Skips decades (e.g. 10, 20, 40, 50). Prompt with the 100-chart column. |
| Item 14 | Equal Groups (5s) | 4 groups of 5 | ||
| \(5 + 5 + 5 + 5 = 20\) | 20 bats | Additive error: adds \(4 + 5 = 9\) instead of 4 equal sets of 5. | ||
| Item 15 | Representation (34) | 3 bundles of 10 + 4 single bats | ||
| \(30 + 4 = 34\) | 34 bats | Draws 34 single tally marks instead of grouping into 3 bundles of 10. | ||
| Item 16 | Tournament Total | Wood: 20; Metal: 30; Train: 8 | ||
| \(20 + 30 + 8 = 58\) | 58 bats | Combines face values without place value (\(2 + 3 + 8 = 13\)). |
Goal 1 (Bundling & Place Value - 1.NBT.B.2 • 2.NBT.A.1): By [Date], when presented with visual groupings of objects bundled in sets of 10 and loose units up to 60, student will identify the number of tens and ones, write the expanded equation, and state the total value with 80% accuracy over 4 trials.
Goal 2 (Composing & Decomposing Tens - 2.NBT.B.5): By [Date], when given a set of tens bundles and more than 10 loose single items, student will circle 10 singles to trade for 1 ten (or unbundle 1 ten into 10 ones) with 75% accuracy across 3 consecutive weekly probes.
Instructional Intervention Routine:
When students struggle with unbundling (Item 12), use 10 popsicle sticks bundled with a rubber band. Physically snap off the rubber band, spread out the 10 loose sticks, and count together to prove that the quantity has not changed.
Math Skill Radar Suite • Teacher Answer Key Page 2 of 2 • Complete
