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1 TEKSING TOWARD STAAR 2014 GRADE 3 STAAR FormatMini-AssessmentsandPeriodicAssessm ents MATHEMATICSTEKSING TOWARD STAARTEKSING TOWARD STAAR 2014 Page1 OVERVIEWG rade 3 Mini-Assessments and Periodic AssessmentsMINI-ASSESSMENTSThe Mini-Assessments were created with all students in mind and provide teachers with10-questionassessments that address each TEKS in each STAAR Reporting Category with focus on the ProcessStandards Mini-Assessment is correlated to a specific Category and should not be utilized until after all instruction hasbeen completedfor the TEKS addressed in the assessment. The Mini-Assessments can be utilized at any time after instruction has occurred for the TEKS addressed in the assessment. Allow approximately 20 minutes for completion of each Mini-Assessment (the amount of time mayvary for some assessments). No assistance should be given during this time except as allowed onSTAAR for GRADE 3. The Mini-Assessments should be completed by individual students, graded by the teacher andperformance discussed by the teacherwith individual ASSESSMENTSThe Periodic Assessments were created with all students in mind and provide teachers with a 20-questionassessmenttool to periodically assess assessments should not beutilized until after all instruction has been completed for all TEKS addressed in the assessment.

2 The Periodic Assessments can be utilized at any time after instruction has occurred for all TEKS addressed in the assessment. Allow approximately40 minutes for completion of each PeriodicAssessment (the amount of timemay vary for some assessments). No assistance should be given during this time except asallowed on STAAR for GRADE 3. The Periodic Assessments should be completed by individual students, graded by the teacher andperformance discussed by the teacher with individual keyis provided for the Mini-Assessmentsand Periodic Assessments. Teachers shouldconsider creation of a personalized Solutions Manual to become more familiar with theRevised TEKSand assessment of the Revised TEKS, as well as to formulate various solution strategies for are encouraged to communicate with the author regarding discussion of anyquestion in this document. MATHEMATICSTEKSING TOWARD STAARTEKSING TOWARD STAAR 2014 GRADE 3 STAAR FormatMini-AssessmentsOrganized byTEKS Categories MATHEMATICSTEKSING TOWARD STAARTEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page1 TEKS Category 1- Mathematical Process StandardsThese student expectations will not be listed under a , they will be incorporated into questions acrossTEKS categories sincethe application of mathematical process standards is part of each knowledge statement.

3 ( )Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical EXPECTATIONN umber (A)apply mathematics to problems arising in everyday life, society, andthe (B)use a problem-solving model that incorporates analyzing giveninformation, formulating a plan or strategy, determining a solution,justifying the solution, and evaluating the problem-solving process andthe reasonableness of the (C)select tools, including real objects, manipulatives, paper and pencil, andtechnology as appropriate, and techniques, including mental math,estimation,and number sense as appropriate, to solve (D)communicate mathematical ideas, reasoning, and their implicationsusing multiple representations, including symbols, diagrams, graphs,and language as (E)create anduse representations to organize, record, and communicatemathematical (F)analyze mathematical relationships to connect and communicatemathematical (G)display, explain, and justify mathematical ideas and arguments usingprecise mathematical language in written or oral communication3 TEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page2 TEKSC ategory2: Number and Operations( ) Number and OperationsThe student applies mathematical process standards to represent and compare whole numbers andunderstand relationships related to place EXPECTATIONN umber ofAssessmentsReadiness3.

4 2(A)compose and decompose numbers up to 100,000 as a sum of somany ten thousands, so many thousands, so many hundreds, somany tens, and so many ones using objects, pictorial models, andnumbers, including expanded notation as appropriate3 Supporting3. 2(B)describe the mathematical relationships found in the base-10 placevalue system through the hundred thousands (C)represent a number on a number line as being between twoconsecutive multiples of 10; 100; 1,000; or 10,000 and use words todescribe relative size of numbers in order to round whole (D)compare and order whole numbers up to 100,000 and representcomparisons using the symbols >, <, or =3( ) Number and OperationsThe student applies mathematical process standards to represent and explain fractional EXPECTATIONN umber (A)represent fractions greater than zero and less than or equal to onewith denominators of 2, 3, 4, 6, and 8 using concrete objects andpictorial models, including strip diagrams and number lines2 Supporting3.

5 3(B)determine the corresponding fraction greater than zero and less thanor equal to one with denominators of 2, 3, 4, 6, and 8 given a specifiedpoint on a number (C)explain that the unit fraction 1/brepresents the quantity formed by onepart of a whole that has been partitioned intobequal parts wherebisa non-zero whole (D)compose and decompose a fractiona/bwith a numerator greater thanzero and less than or equal tobas a sum of parts 1 (E)solve problems involving partitioning an object or a set of objectsamong two or more recipients using pictorial representations offractions with denominators of 2, 3, 4, 6, and (F)represent equivalent fractions with denominators of 2, 3, 4, 6, and 8using a variety of objects and pictorial models, including number (G)explain that two fractions are equivalent if and only if they are bothrepresented by the same point on the number line or represent thesame portion of a same size whole for an area (H)compare two fractions having the same numerator or denominator inproblems by reasoning about their sizes and justifying the conclusionusing symbols, words, objects, and pictorial models3 TEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page3 TEKSC ategory2.

6 Number and Operations( )Number andOperationsThe student applies mathematical process standards to develop and use strategies and methodsfor whole number computations in order to solve problems with efficiency and EXPECTATIONN umber (A)solve with fluency one-step and two-step problems involving additionand subtraction within 1,000 using strategies based on place value,properties ofoperations, and the relationship between addition (B)round to the nearest 10 or 100 or use compatible numbers to estimatesolutions to addition and subtraction (C)determine the value of a collection of coins and (D)determine the total number of objects when equally-sized groups ofobjects are combined or arranged in arrays up to 10 by (E)represent multiplication facts by using a variety of approaches such asrepeated addition, equal-sized groups, arrays, area models, equaljumps on a number line, and skip (F)recall facts to multiply up to 10 by 10 with automaticity and recall thecorresponding division (G)use strategies and algorithms, including the standard algorithm, tomultiply a two-digit number by a one-digit number.

7 Strategies mayinclude mental math, partial products, and the commutative,associative, and distributive (H)determine the number of objects in each group when a set of objects ispartitioned into equal shares or a set of objects is shared (I)determine if a number is even or odd using divisibility (J)determine a quotient using the relationship between multiplication (K)solve one-step and two-step problems involving multiplication anddivision within 100 using strategies based on objects; pictorial models,including arrays, area models, and equal groups; properties ofoperations; or recall of facts3 TEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page4 TEKSC ategory3: Algebraic Reasoning( )Algebraic ReasoningThe student applies mathematical process standards to analyze andcreate patternsand EXPECTATIONN umber (A)represent one- and two-step problems involving addition andsubtraction of whole numbers to 1,000 using pictorial models, numberlines, and (B)represent and solve one- and two-step multiplication and divisionproblems within 100 using arrays, strip diagrams, and (C)describe a multiplication expression as a comparison such as 3 x 24represents 3 timesas much as (D)determine the unknown whole number in a multiplication or divisionequation relating three whole numbers when the unknown is either amissing factor or (E)represent real-world relationships using number pairs in a table andverbal descriptions3 TEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page5 TEKSC ategory4.

8 Geometry and Measurement( )Geometry and MeasurementThe student applies mathematical process standards to analyze attributes of two-dimensionalgeometric figures to develop generalizations about their EXPECTATIONN umber (A)classify and sort two- and three-dimensional solids, including cones,cylinders, spheres, triangular and rectangular prisms, and cubes, basedon attributes using formal geometric (B)use attributes to recognize rhombuses, parallelograms, trapezoids,rectangles, and squares as examples of quadrilaterals and drawexamples of quadrilaterals thatdo not belong to any of (C)determine the area of rectangles with whole number side lengths inproblems using multiplication related to the number of rows times thenumber of unit squares in each row3 Supporting3. 6(D)decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure usingthe additive property of (E)decompose two congruent two-dimensional figures into parts with equalareas and express the area of each part as a unit fraction of the wholeand recognize that equal shares of identical wholes need not have thesame shape1( )Geometry and MeasurementThe student applies mathematical process standards to selectappropriate units, strategies,and tools to solve problems involving customary and metric EXPECTATIONN umber (A)represent fractions of halves, fourths, and eighths as distancesfromzero on a number (B)determine the perimeter of a polygon or a missing length when givenperimeter and remaining side lengths in (C)determine the solutions to problems involving addition and subtractionof time intervals in minutes using pictorial models or tools such as a15 -minute event plus a 30-minute event equals 45 (D)

9 Determine when it is appropriate to use measurements of liquid volume(capacity) or (E)determine liquid volume (capacity) or weight using appropriate unitsand tools2 TEKSING TOWARD STAARGRADE 3 MINI-ASSESSMENTST able of ContentsTEKSING TOWARD STAAR 2014 Page6 TEKSC ategory5: Data Analysis( )Data AnalysisThe student applies mathematical process standards to solve problems by collecting,organizing, displaying, and interpreting EXPECTATIONN umber (A)summarize a data set with multiple categories using a frequency table,dot plot, pictograph, or bar graph with scaled (B)solve one- and two-step problems using categorical data representedwith a frequency table, dot plot, pictograph, or bar graph with scaledintervals2 TEKSC ategory6: Personal Financial Literacy( ) Personal Financial LiteracyThe student applies mathematical processes standards to manage one's financial resources effectivelyfor lifetime financial EXPECTATIONN umber (A)explain the connection between human capital/labor and (B)describe the relationship between the availability or scarcity ofresources and how that impacts (D)explain that credit is used when wants or needs exceed the ability topay and thatit is the borrower's responsibility to pay it back to thelender, usually with (E)

10 List reasons to save and explain the benefit of a savings plan, includingfor college2 GRADE 3 MINI-ASSESSMENTSTEKSING TOWARD STAAR 2014 TEKS CATEGORY 1- PROCESS STANDARDSQ uestion Number andAnswerTEKS Mini-Assessment Mini-Assessment Mini-Assessment Mini-Assessment Mini-Assessment4 DJCFCJAFDFGRADE 3 MINI-ASSESSMENTSTEKSING TOWARD STAAR 2014 TEKS CATEGORY2 - NUMBER AND OPERATIONSQ uestion Number and AnswerTEKS AssessedMini-Assessment Number123456789103. 2A Mini-Assessment 1 CFDHDHBHCG3. 2A Mini-Assessment2 BJCGDGCJBJ3. 2A Mini-Assessment3 CJDJAHBJCH3. 2 BMini-Assessment 1 BHBJBJCJCG3. 2 BMini-Assessment2C2 AHBGBHDH3. 2 CMini-Assessment1 CHCHCGCFBF3. 2 CMini-Assessment2 BJBJCHAGCH3. 2 DMini-Assessment 1 BJDJDHDGAJ3. 2 DMini-Assessment2 CJBJCHCJDH3. 2 DMini-Assessment3 AHAGBGAGAG3. 3 AMini-Assessment1 DFDGBGDHDH3. 3 AMini-Assessment2 BJBGDHDGCJ3. 3 BMini-Assessment 1 DJDJCGDGCF3. 3 BMini-Assessment2 CJDHDGBJDH3. Mini-Assessment 2 AHAHB4 JFBG3.