**multilevel assessment
** This is a math "pre-test" designed to be similar to a Math GED Ready. This is an overall review to assess a student's mathematical reasoning skills.

## Practices Level B

## (CCSS Grades 2-3 / Beginning Basic Education)

At level B, students’ engagement with mathematical practice has two core components.

The initial component is simply an extension of all of the specific practices represented in Level A, building towards complete fluency. Instructional activities should include:

- Representing whole number quantities using spoken, hands-on, and written techniques. This includes an understanding of place value of whole numbers.
- Recognizing addition and subtraction with whole numbers including similar activities to those described at Level A.
- Engaging in discussions around addition and subtraction based on mathematical equations, illustrations, and hands-on manipulatives. These discussions should include possible starting points for problem solving, basic analysis to make sense of the problem, and an understanding of the quantities involved. Activities should include representing length and/or measurement using addition and subtraction. At this point, standard units of length should be introduced and used in situations.
- Recognizing common errors in mathematical processes involving addition or subtraction mathematical equations, illustrations, and hands-on manipulatives.

The second component introduces the operations multiplication and division and expands content within geometry, algebra, and number sense. Instructional activities should include:

- Recognizing multiplication of whole numbers and division of whole numbers using single digit divisors. This should include development of multiplication or division equations given an illustration or manipulative. It should also include algebraic representation of multiplication or division. Students should recognize and understand division as the inverse of multiplication.
- Engaging in discussions around multiplication and division based on mathematical equations, illustrations, and hands-on manipulatives. These discussions should include possible starting points for problem solving, basic analysis to make sense of the problem, an understanding of the quantities involved, and questions to clarify the mathematical process.
- Recognizing common errors in mathematical processes involving multiplication and division given mathematical equations, illustrations, and hands-on manipulatives.
- Developing conceptual understanding of fractions, particularly unit fractions and their connection to division as well as the use of single-digit-denominator fractions to define parts of a whole.
- Using the four basic operations to solve problems involving area and perimeter.

Using geometry and basic geometric terms to more precisely define and compare shapes introduced at Level A. Students should identify and describe relationships among these basic shapes. They should also be able to construct complex shapes from basic shapes, identify them, and explain how such construction/deconstruction increases or decreases dimensions.