grade 3 mathematics assessment eligible texas essential knowledge and skills texas education agency...

Grade 3 Mathematics Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2011

Webb ArticleFoldable

Level 1 Level 2

Level 3 Level 4

Same Verb Used at Depth of Knowledge Levels

3.1(C) determine the value of a collection of coins and bills.4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.5.2D use place value to relate decimals to fractions that name tenths, hundredths, and thousandths.

Verb Level 1 Level 2 Level 3 Level 4Compare compare

Look at two pictures and compare the value for each set of bills and dollars.

What is the value for each set of bills and dollars?

compare

Paul asked William for 4 dollars and fifty-two cents to buy a hamburger and fries. William has a variety of bills and coins in his pocket. Determine and compare three different ways William can present Paul with $4.52.

(picture of money)

If Paul asked William for $4.52 to purchase a hamburger and french fries for lunch, what are three different ways William can group dollars and coins to pay for his lunch?

compare

Paul and William each have $20.00 and are going to the matinee. Their movie tickets cost $5.00 each. Paul buys popcorn for $3.54 and a coke for $3.79. William buys candy for $3.36 and a pickle for $4.02. Create a graphical representation of Paul and Williams purchases.

Determine how much money Paul and William have. After the movie Paul and William plan to play video games. Each video game is $0.50. Compare the number of video games each boy will get to play. In writing explain your answer.

How much money does Paul and William have left? If Paul and William use the rest of their money to play video games at $0.50 a game. How many games will each boy get to play?

compare

Paul and William are getting ready to ship birthday presents to their grandma.

They need to make sure they have enough money to pay for shipping. You are going to conduct comparative shopping. Through your research you find that at the U. S. Postal Service each package cost $3.75 plus .$0.37 per ounce. At UPS you discover each package is $2.49 plus $0.53 per ounce. At FedEx each package is $3.15 plus $0.45 per ounce. Create chart that compares the different cost for each delivery service. Write a memo to Paul and William letting them know which delivery service is the most cost effective and why.

Same Verb Used at Depth of Knowledge Levels

Have each grade level look at their SE below and practice writing a learning task and question within each level of thinking.

5.10 C perform simple conversions within the same measurement system (SI (metric or customary).

4.11A estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

3.11A use linear measurement tools to estimate and measure lengths using standard units.

2.9A identify concrete models that approximate standard units of length and use them to measure length.

1.7A Estimate and measure length using nonstandard units such as paper clips or sides of color tiles.

K.10A compare and order tow or three concrete objects according to length (longer/shorter than, or the same.

Verb Level 1 Level 2 Level 3 Level 4

Examining STAAR Implications for Teaching

Number of Non-linguistic Representation

Number of word problems with no pictorial support

Number of 2nd Grade Aligned SEs

Number of 1st Grade Aligned SEs

Number of Kinder Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

In order for a 3rd grade student to be able to master this question what does the student need to know?

2011 3rd Grade Math Release Items

2011 3rd Grade STARR Math Released Item~Question 13.1 C (2.3, 1.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to:

3.14 A (2.12, 1.11, K.13) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to

K.13(A) identify the mathematics in everyday situations

1.1 (C) identify individual coins by name and value and describe relationships among them

1.11(A) identify the mathematics in everyday situations

2.3 (D) determine the value of a collection of coins up to one dollar; and

2.3 (E) describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.


Tested SE3.1(C) determine the value of a collection of coins and bills.


In order for a 3rd grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

1st Grade CSCOPE Performance Indicators

2nd Grade CSCOPE Performance Indicators

3rd Grade CSOPE Performance Indicators

Unit 8 (2nd Nine Weeks)

Provide a set of coins for students that include a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as: The school money box was dropped causing all of the coins to combine in one big mound. The office asked for help by: (1) sort the coins by like coins or value, (2) place each sorted set in a bag and label the bag according to the type of coin and its value, and (3) order the bags according to the value of the coin the bag represents. (1.1C; 1.11A; 1.12A)

Provide a set of coins to each student that includes a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as the following: Kayley is standing in line for ice cream. The vanilla cup she is buying costs 10¢. If Kayley does not have a dime, what other coins could she use that have the same value as a dime? (1.1C; 1.11A; 1.12A)

Unit 4 (1st Nine Weeks) Determine the collection of like coins whose value is represented on a pre-selected number line (e.g., a number line that begins with 25 and ends with 100, with points built every 25th interval). Use coin manipulatives or pictures to represent the coin values named on the number line and orally explain the pattern and how it relates to the like coin representation. (2.3D; 2.8; 2.13A, 2.13B)

Unit 7 (2nd Nine Weeks) Count a collection of coins from a real-life situation such as the following: Chia emptied the following coins from her purse.

Record the value of Chia’s collection using two different representations. Describe how the symbol of each representation is used to name the value of Chia’s coin collection. Compare the collection below to the above collection. Explain in words if the collections represent the same value.

2.3D, 2.3E; 2.12A, 2.12D; 2.13B)

Unit 16 (4th Nine Weeks)Use your knowledge of coins to solve a real-life situationsuch as:James Lee had saved 58¢. Today he found some coins in the cushion of the couch. He now has $ .94. Using coin manipulatives, create two different sets of coins that could represent the amount of money James Lee found in the couch cushion. Record the model of coins for both representations and a number sentence for each model. In writing, explain the solution process to represent your thinking, and justify if your answer is reasonable. (2.3D; 2.12A, 2.12C, 2.12D; 2.14)

Unit 7 (2nd Nine Weeks) Estimate and calculate the solutions to whole number addition and/or subtraction real-life problem situations such as:A bakery sells specialty bagels on two days of the week as shown in the table below.

How many more jalapeno cheese bagels did the bakery sell than pecan bagels?

Jordan, Ben, and Linda all made bracelets to sell at the school fair. All of Jordan’s bracelets sold for $4.15. All of Ben’s bracelets sold for 10¢ more than Jordan’s and Linda sold all her bracelets for 5¢ less than Ben’s.Draw a picture using the least number of bills and coins to show the amount of money they received for selling all the bracelets.

How many more jeans were sold in March and April than in June and July?

What is the perimeter of the garden Mr. Garza designed?Use a graphic organizer for each problem to record (1) the estimation strategy, (2) the actual solution, (3) a sketch ofthe solution strategy or model, and (4) a written justificationof the reasonableness of the solution. (3.1C; 3.3A, 3.3B;3.5A, 3.5B; 3.11B; 3.13B; 3.14A, 3.14B, 3.14C, 3.14D;3.15A, 3.15B; 3.16B)

CSCOPE Performance Indicators

Supporting3.1 C (2.3 E, 1.1C)

determine the

value of a

collection of

coins and bills

Processing3.14 A (2.12A, 1.11 A, K.13A)

identify the

mathematics in

everyday

situations

DOK: Level (Evidence)

Level 2

Determine the amount of money Lynn has. Determine the amount each group of money. Compare to find matching values

What part of the SE is being tested?

Determining a value of a group (collection) of bills and coins

What do the students need to know in order to answer the question correctly?

Students have to be able to identify a dollar bill front and back, and a quarter, dime, nickel, and penny front and back and know the value of each. Student have to be able to add the amount of the dollars and coins together. Students have to match two different sets of bills and coins to the same value.

Number of steps it takes to solve the problem?

3 steps

Academic Vocabulary Write (S) if it is stated and (I) if it is implied

bills (S)coins (S)Value (I)

How is it being tested?

Students are given a set of money (Lynn’s) and asked to determine which from a set of four match Lynn’s.

Which group of bills and coins could…..?

Taught inCSCOPE

3.1 C1st Nine Weeks, Unit 33.14 AAll nine weeks, all units except unit 2

Readiness3.2 C (2.2B, 1.2A, K.3B) use fraction names and symbols to describe fractional parts of whole objects or sets of objects

DOK: Level (Evidence)

Level 2 Interpret Graph, Select correlating fraction that represents graph

What part of the SE is being tested?Using fractional symbol to describe fractional part of a whole object


Students need to be know that the picture is showing one cracker divided into 3 parts or thirds and Bobby has eaten 2 parts or 2/3of the cracker and only 1/3 is left.

Students need to know that the question is asking how much of the cracker Bobby ate, not how much is left.

Student need to know how to read and write fractional symbols.


2-3 steps

Academic Vocabulary Write (S) if it is stated and (I) if it is impliedFractional symbol (s)Fractional part of whole (I)


Students are being provided a concrete model (nonlinguistic representation) of the cracker Bobby ate.

Which fraction shows…

Taught inCSCOPE

3.2 C2nd Nine Weeks, Unit 64th Nine Weeks, Unit 12

Readiness3.4 B (2.4A) solve and record multiplication problems (up to two digits times one digit)

Processing3.14 C (2.12C, 1.11CK.13C)select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem

DOK: Level (Evidence) What part of the SE is being tested?





Taught inCSCOPE

3.4 B2nd Nine Weeks, Units 4,54th Nine Weeks, Unit 103.14 C1st Nine Weeks, Unit 1,22nd Nine Weeks, Units 4,53rd Nine Weeks, Unit 94th Nine weeks, Unit 10

Supporting3.6 A identify and extend whole-number and geometric patterns to make predictions and solve problems

Processing3.16 (A) make generalizations from patterns or sets of examples and nonexamples






Taught inCSCOPE

3.6 A2nd Nine Weeks, Unit 4,53rd Nine Weeks, Unit 84th Nine Weeks, Unit 103.16 A2nd Nine Weeks, Unit 53rd Nine Weeks, Unit 8

Readiness3.7B (2.6C, 1.5E, K.6A)identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table






Taught inCSCOPE

3.7 B2nd Nine Weeks, Units 4,54th Nine Weeks, Unit 10

Readiness3.8 A (2.7, 1.6, K.9) The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary

Processing3.14 D (2.12D, 1.11D, K.13D) use tools such as real objects, manipulatives, and technology to solve problems






Taught inCSCOPE

3.8 A3rd Nine Weeks, Unit 83.14 DAll Nine Weeks, All Units

Readiness3.10 A (2.8 A) The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths

Processing3.14 C (2.12C, 1.11CK.13C)select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem






Taught inCSCOPE

3.10 A1st Nine Weeks, Units 1,22nd Nine Weeks, Units 4,64th Nine Weeks, Unit 103.14 C1st Nine Weeks, Units 1,32nd Nine Weeks, Units 4,53rd Nine Weeks, Unit 94th Nine weeks, Unit 10

Supporting3.11 A (2.9A) use linear measurement tools to estimate and measure lengths using standard units

Processing3.14 D (2.12D, 1.11D, K.13D)use tools such as real objects, manipulatives, and technology to solve problems






Taught inCSCOPE

3.11 A2nd Nine Weeks, Unit 63rd Nine Weeks, Unit 73.14 DAll Nine Weeks, All Units

Readiness3.11 (B) use standard units to find the perimeter of a shape

Processing3.14 B (2.12 B, 1.11B,K.13B)solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

3.11 B1st Nine Weeks, Unit 32nd Nine Weeks, Unit 54th Nine Weeks, Unit 103.14 B1st Nine Weeks, Unit 32nd Nine Weeks, Units 4,53rd Nine Weeks, Unit 94th Nine weeks, Unit 10

Supporting3.12 A (2.10A) use a thermometer to measure temperature

Processing3.14 A (2.12A, 1.11 A, K.13A)identify the mathematics in everyday situations






Taught inCSCOPE

3.12 B3rd Nine Weeks, Unit 73.14 AAll nine weeks, all units except unit 2

Readiness3.13 A (2.11 A, 1.9B, K.12A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data

Processing3.14 B (2.12 B, 1.11B,K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

3.13 A3rd Nine Weeks, Unit 93.14 B1st Nine Weeks, Unit 32nd Nine Weeks, Units 4,53rd Nine Weeks, Unit 94th Nine weeks, Unit 10

Supporting3.13 B (2.11B, 1.10A, K.12B) interpret information from pictographs and bar graphs

Processing3.14 B (2.12 B, 1.11B,K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

3.13 B1st Nine Weeks, Unit 32nd Nine Weeks, Unit 53rd Nine Weeks, Unit 93rd Nine Weeks, Unit 93.14 B1st Nine Weeks, Unit 32nd Nine Weeks, Units 4,53rd Nine Weeks, Unit 94th Nine weeks, Unit 10

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