Grade 3 Mid to End of Year Math Assessment – Number Sense

WHAT IS IT? FRENCH

The grade 3 mid to end of year math assessment can be used to answer the question, “Did we get there?” In the fall, we determined a starting

point for individual students and our class as a whole. After instruction, we want to know where each student presently sits in their learning.

From the assessment results, we can see trends within the class and for each student. We learn quickly about their math knowledge and can fill

any gaps before the end of the year, celebrate learning and be reflective about our math instruction.

The key understandings from the number sense strand covered in the grade 3 math assessment are: comparing / ordering fractions, skip counting,

number patterns, place value, addition strategies, partitioning and multiplication problem solving.

HOW IS IT DELIVERED?

We like to administer this assessment as a team (class teachers, LST, CST, administrators, EA) and will spend 1 TO 2 hours in each classroom. One

teacher will present the book, “Armeline Fourshedrue” engaging the students in the context and play some number games orally (counting,

number naming, partitioning…) as they read the book. The Surrey Math problem is then read and explained to the students. Each student returns

to their desk with the problem on a piece of paper to start solving it. During this quiet work time, each student is asked to conference with a

teacher to complete the math assessment conference. Teachers follow the questions on the math assessment page, recording student answers,

comments and noting their observations and judgments on the table on right side of the assessment page. At another time, questions 6, 7 can be

completed. Question 8 can be done during the conference, or as a whole class with questions 6 and 7. A class profile can also be created to assist

data analysis.

THE ASSESSMENT IN YOUR CLASSROOM

In order to prepare for the assessment, please:

• Have a class list printed off

• Star the students on the class list that you would like assessed by a certain teacher (yourself, your CST, or LST…)

• Have a “busy” activity that is easy to organize for the EA to lead during the hour assessment so that you are free to assess as well

• Provide a small table and chairs and hopefully a quieter spot (for each adult assessing)

• Make sure all students have a pencil

Cheryl.Adebar@sd71.bc.ca

Materials to complete this assessment include:

*The book, Armeline Fourshedrue by Quinton Blake

*47 counters per adult

*One copy, per student of the #9 Word problem

*One copy, per student of questions 6,7

*One copy, per student of question 8

*One copy, per student of the Conference Recording Sheet

*One set of number cards per adult

*One copy of the number table (with missing numbers) per adult.

Student Name:__________________________________ Grade 3 Mid to End of Year Math Assessment -Number Sense

Assessment ideas: The book Armeline Fourshedrue can be read to the entire class and the contexts in the book can be used as a basis for manipulatives and

questions. Please note that some questions have multiple parts. Do not hesitate to adjust the numbers, or the quantity of tasks completed to suit the student.

The Surrey math problem solving assessment might also be used as it uses this same book to assess problem solving and partitioning.

Teacher Observations Comments / Next Steps:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________Key: NP – Needs time, practice and /or support DA – Developing appropriately CI – Confidently and independently Na- not assessed at this time

Task NP DA CI Na

1Compares and orders fractions

2. Estimates and checks

2b,4a. Skip counts by 5s, 10s

2c. Even/odd reasoning

3, 7. Add / Subtract

4b. One more… large numbers

4a,8. Place Value

5. Division

6. Number chart patterns

9. Partitioning

9. Problem Solving

Student Conference

1. Place the numeral cards in front of the student and say, “Chaque carte montre des parties d’un

kilomètre qu’ Armeline a voyagé en bicyclette. Touche la carte qui représente la distance la plus

courte? Puis – la plus longue?

𝟑

𝟖 <

𝟒

𝟖 Correct?___________ then

𝟐

𝟑 >

𝟏

𝟑 Correct?_________

2. Place 47 counters on the table in front of the student and ask, ” Je place à peu près combien de

bicyclettes / jetons avant toi?” 2b. “Peux-tu vérifier ton estimation maintenant en comptant les

jetons par les bonds de 5 à haute voix?» Estimates: ______ skip counts by 5s ______ trusts the count_______ 2c. “ Est-ce que ce montant est pair ou impair et comment sais-tu?” Even/odd reasoning: ___________________________________________ 3. “Si j’ai 11 bicyclettes de moins, combien de bicyclettes aurais-je?” 11 fewer_______ 4a. Show the student the number chart and ask them to start at 854 and count backwards (compter à

rebours par)by 10s. ____ ____ ____ ____ ____ ____ _____ _____ 764

4b. The teacher says, “Si Armeline voit _____ bicyclettes et une autre bicyclette arrive, combien de

bicyclettes verrait-elle? (prompt with, Quel est le nombre après? – if needed)

97______ 599_____ 1099_____ 9999 ________

5. “Si Armeline a 16 bicyclettes, comment pourrait-elle partager ces bicyclettes également entre 4

amis? _____________________________

8. Wheels task (Use conference or whole class format this). Ask students to count the number of

wheels (roues) on the page; note and record how students count. Agree and record that there are 48

wheels together. Point to the 8 and say, “Encercle ce montant des roues avec un crayon vert” while

circling the 4 in 48 “et ce montant des roues avec un crayon rouge” while circling the 8 in 48. Do not

use the words value, amount, four, eight, forty. As students complete the task, notice and record

how they count (by 1s, 2s, rows, columns, doubling, multiplication….)

***Students now complete the whole class questions independently (numbers 6,7.) Question 9 is

the word problem that can be done independently as the conferences are taking place.

Nom________________________________

6. This is a chunk taken from a

number chart. Fill in the empty boxes

with the correct numbers, and explain

your thinking.

6. Voici un morceau d’une table à compter à

1000. Remplis les cases vides avec les

nombres manquants et expliquer ta réponse.

Expliques pourquoi tu as choisi ces nombres:

7

..

8

.. Nom_______________________

Combien de roues?

Il y a ________ roues de motocyclette dans l’image.

9. 3e année- Fin de l’année – L’évaluation de la resolution de problèmes

Nom______________________________ Date__________________

Quand Armeline était en train de se promener en bicyclette, elle a vu des enfants sur bicyclettes et des petits enfants sur

tricycles. Elle a compté 29 roues en tout.

Si elle a vu plus de tricycles que de bicyclettes, combien de chaque type de véhicule aurait-elle vu?

Y-a-t-il des autres combinaisons de bicyclettes et de tricycles qu’elle pouvait voir?

Comment sais-tu? Expliques tes pensées en mots, en nombres et en images.

Cheryl.Adebar@sd71.bc.ca based on Ball, Millar, Garneau (2010) K-7 Problem

Solving

Une table à compter

Ball, Millar, Garneau (2010) K-7 Problem solving

Ball, Millar, Garneau (2010) K-7 Problem

Solving

My Class – Trends – Data Spreadsheet Teacher’s Name ________________________ Grade __________

To create a class “photo” from the assessment, place NP (Needs time, practice and/or support), DA (Developing Appropriately), CI (Confidently and

independently) or Na (Not assessed at this time) in the appropriate grid for each student.

Class and individual trends may then be seen easily.

Student Name 1 Compares/ orders fractionss

2 Estimates and checks

3a,d Skip counts by 5s, 10s

3c Even/odd reasoning

3b. Add/ Subtract 4. one more…

4,8 Place Value

5 Division

6 Number Chart Patterns

9 Partitioning and Problem Solving

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

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