instructional materials - · pdf fileit is not unusual for grade-appropriate, ......

Nevada

DEPARTMENTOFEDUCATION

Ne

va

da

GRADE

3

Grade 3MATHEMATICS

Copyright © 2009 by the Nevada Department of Education

InstructionalMaterialsfor THE

CrITErIoNrEfErENCEDTEST

Page �Copyr�ght © 2009 by the Nevada Department of Educat�on

KEITH W. RHEAULT Superintendent of Public Instruction STATE OF NEVADA

SOUTHERN NEVADA OFFICE 1820 E. Sahara, Suite 205

Las Vegas, Nevada 89104-3746 GLORIA P. DOPF

Deputy Superintendent Instructional, Research and Evaluative

Services

(702) 486-6455 Fax: (702) 486-6450

JAMES R. WELLS Deputy Superintendent MOODY STREET OFFICE

Administrative and Fiscal ServicesDEPARTMENT OF EDUCATION

700 E. Fifth Street Carson City, Nevada 89701-5096 (775) 687-9200 · Fax: (775) 687-9101

1749 Moody Street, Suite 40 Carson City, Nevada 89706-2543

Dear Educators,

The following materials, developed as a collaborative effort between the Nevada Department of Education and WestEd, a nonprofit research, development, and service agency, are designed to be used as part of a guided instructional activity to support student performance on assessments. While these materials can provide students with practice in answering assessment items, we believe it is critical that these materials be used to help students understand the elements of the state assessment and to guide them in the use of effective strategies that will support their ability to comprehend and take a variety of assessments. If you choose, however, to use this support document solely as a practice activity, we highly recommend that you go back over each item with students and investigate each response to better understand their knowledge of the assessment.

Types of Items The math test includes two types of items—multiple choice items for all grades (3rd – 8th and high school) and constructed-response items for grades 4th – 8th. To help prepare students for the constructed-response items we have provided:

1. the student checklist (included in the student test booklet at grades 4 and 5) 2. the general student rubric (included in the student test booklet at grades 6 through 8) 3. item-specific rubrics

With the use of these materials, students can become familiar with the different types of items used on the state assessments. They can learn to use the checklist or rubric to determine if they have answered the constructed-response items completely. Familiarity with the tools provided as part of the assessment and the vocabulary of the standards can result in less anxiety on the part of students. Please note that the student checklist and general rubric can be on the walls of your classroom throughout the school year. As you assign constructed-response items, students can use these tools as they develop their answers. The types of items included in these instructional materials allow for the assessment of different levels of depth of knowledge in the content areas defined by the standards. The different Depth of Knowledge (DOK) levels are explained below. The items are developed so that students can demonstrate mathematical thinking at multiple DOK levels. Teaching students to identify, write, and use different levels of questioning skills as they assess various mathematical concepts will likely lead to improved student achievement on classroom, district, state, and national assessments. We hope that the use of these materials will assist in the creation of students who are powerful mathematical thinkers.

Depth of Knowledge (DOK) Levels In addition to measuring a broad spectrum of math content domains, the Nevada Proficiency Examination Program in math includes items to assess three Depth of Knowledge levels. These DOK levels are based on descriptions developed by Dr. Norman Webb and adapted for Nevada's mathematics assessments.

Page ��Copyr�ght © 2009 by the Nevada Department of Educat�on

The following are the three DOK levels used on state level assessments in mathematics on Nevada assessments:

DOK 1 - Recall - Items at the DOK Level 1 require the recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple algorithm, reading an uncomplicated data display, or applying a formula. A one-step, well-defined, and straight algorithmic procedure should be included at DOK Level 1.

DOK 2 - Skills and Concepts - Items at the DOK Level 2 require the engagement of some mental processing beyond a habitual response. The content knowledge or process involved is more complex than in Level 1. Interpreting information from a simple graph or reading information from the graph is at a DOK Level 2. DOK Level 2 activities are not limited only to number skills, but may involve probability skills.

DOK 3 - Strategic Thinking - Items at the DOK Level 3 require students to use reasoning, justifying, planning, using evidence, and a higher level of thinking than the previous two levels. Activities that require students to make conjectures are at this level. The cognitive demands at DOK Level 3 are complex and abstract. The complexity does not result from the fact that there are multiple answers, but because the task requires more demanding reasoning. Some additional DOK Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and deciding which concepts to apply in order to solve a complex non-routine problem.

Math Content LiteracyThe Department of Education believes that the breadth and depth of the content and vocabulary of the Nevada Mathematics Content and Achievement indicators present a continuing challenge for instruction at all grade levels. It is not unusual for grade-appropriate, content-specific terminology and vocabulary to be required for instruction prior to these same terms being used on assessments.

Students in Nevada, therefore, must have repeated experiences with hearing (oral vocabulary), reading,and writing the vocabulary of the standards in order to be successful on the state assessment as well as in classroom and district assessments. Make sure that your students know the language of the standards that are being assessed. They should be able to recognize the vocabulary of the standards when you discuss them in class and read them in assessments, and they should be able to effectively use the vocabulary in their writing. This will be especially useful when students are working on the constructed-response items of the state assessment.

We hope that interaction with these instructional support materials will lead to lowered anxiety and better understanding of the assessment tasks being presented to students. If you have questions about the math instructional materials or about how to embed this information into your curriculum, please contact David Brancamp at [email protected] or call (775) 687-9133, and he will work with you on making these documents beneficial to you and your students.

Cindy Sharp K–12 CRT/HSPE Consultant Nevada Department of Education

Page �Copyr�ght © 2009 by the Nevada Department of Educat�on

MathematicsGrade 3

Name:

This booklet contains mathematics questions for you to answer. For the questions, you will be given four answer choices—A, B, C, and D. You are to choose the correct answer from the four choices. Each question has only one right answer.

Grade 3 Mathematics� Instruct�onal Mater�als

Go OnCopyr�ght © 2009 by the Nevada Department of Educat�on Page 2

■1Look at the number sentence below.

7 – 2 8 – 4

Wh�ch symbol goes �n the box to make the number sentence true?

A =B <C >

D >

■2Look at the number below.

6,593

Wh�ch d�g�t �s �n the ones place?

A 3B 5C 6D 9

■3Look at the numbers below.

4,125 2,516 3,080 2,197

What �s the order of the numbers from least to greatest?

A 2,�97 2,5�6 4,�25 3,080B 3,080 2,�97 2,5�6 4,�25C 2,�97 2,5�6 3,080 4,�25D 3,080 4,�25 2,5�6 2,�97

■4The menu below l�sts all of the dr�nks offered at a restaurant. Gary closes h�s eyes and po�nts to a dr�nk on the menu.

WaterTeaSodaHot chocolateMilkCoffee

Drink Choices

Wh�ch word best descr�bes the chance that Gary po�nts to lemonade?

A certa�nB l�kelyC unl�kelyD �mposs�ble



■5A number pattern �s shown below.

6 10 7 6 10 7 6 10 7 6 10 7

The pattern cont�nues. What �s the next number �n the pattern?

A 4B 6C 7D �0

■6Brody’s football pract�ce ended at the t�me shown on the clock below.

12

6

39

111210

4857

At what t�me d�d Brody’s football pract�ce end?

A 3:05B 3:27C 5:�7D 5:23

■7Wh�ch l�ne appears to be a vert�cal l�ne?

A

B

C

D



■8Some money �s shown �n the p�cture below.

What number of quarters has the same value as the money �n the p�cture?

A �0 quarters B 20 quartersC 25 quartersD 50 quarters

■9Amy planted seeds �n her garden. She planted the seeds �n three rows. The number of seeds �n each row �s l�sted below.

• Row one: 28 seeds • Row two: 25 seeds • Row three: 2� seeds

What �s the total number of seeds Amy planted?

A 53 seedsB 64 seedsC 74 seedsD 99 seeds

■10Lu�z has the buttons shown below.

white black white

What fract�on of the buttons �s black?

A �3

B �2

C 2�

D 3�

■11Look at the sp�nner below.

4

42

4

The arrow on the sp�nner �s spun one t�me. Wh�ch word best descr�bes the chance that the arrow lands �n a sect�on labeled 4 ?




■12Wh�ch tool could be used to measure the we�ght of a potato?

A

2 Cups

1 1/2

1 Cup

1/2

C

1

INCHES

2

3

4

5

61CM

23

45

67

89

1011

12131415

B 100 90 80 70 60 50 403020100°F

D

lb

55

252015

1050

5045

4035 30



■13Four shapes are shown on the gr�d below.

Shape W Shape Y

Shape X Shape Z

Wh�ch shape has the least area?

A shape WB shape XC shape YD shape Z

■14A number �s shown �n the place-value chart below.

1,000 100 10 1

2 4 5 0

What number �s shown �n the place- value chart?

A 245B 542C 2,450D 5,420

■15Sam has exactly five co�ns �n h�s pocket. The total value of the co�ns �s $0.50 . Wh�ch word best descr�bes the chance that at least one of the co�ns �s a d�me?




■16Paul uses str�ng beans to model a number sentence. He makes a group of 6 str�ng beans and a group of 2 str�ng beans, as shown �n the p�cture below.

Wh�ch number sentence does Paul model?

A 6 + 2 = 8B 6 – 2 = 4C 6 × 2 = �2D 6 ÷ 2 = 3

■17The clocks below show the t�me that a baby’s afternoon nap started and the t�me that �t ended.

Start Time End Time

12

6

39

111210

4857

12

6

39

111210

4857

How long was the baby’s afternoon nap?

A � hourB 2 hoursC 2 hours 30 m�nutesD 4 hours 30 m�nutes

■18A number sentence �s shown below.

3 + = 10 – 2

What number goes �n the box to make the number sentence true?

A 2B 3C 5D 8



■19A bag has exactly 64 buttons �n �t. Rob g�ves 22 of the buttons to h�s s�ster and �6 of the buttons to h�s brother. How many buttons are left �n the bag?

A 26 buttonsB 36 buttonsC 38 buttonsD 42 buttons

■20The p�ctograph below shows the number of cakes baked at a bakery on each of five days.

Cakes Baked

Key

= 2 cakes

Monday

Tuesday

Wednesday

Thursday

Friday

Number ofCakes Baked

Day ofthe Week

How many cakes were baked on Thursday?

A 3 cakesB 4 cakesC 6 cakesD �� cakes

■21Subtract:

709 – 186

A 523B 583C 6�3D 683

■22Use a ruler to measure the length of the p�ece of str�ng p�ctured below.

What �s the length of the p�ece of str�ng?

A 3 �nches

B 3 �2

�nches

C 4 �nches

D 4 �2

�nches



■23Jana wants to buy a baseball that costs $2.70 . Wh�ch group of b�lls and co�ns has a value of exactly $2.70 ?

A

B

C

D


Go OnCopyr�ght © 2009 by the Nevada Department of Educat�on Page �0

■24Add:

9 + 9

A �6B �7C �8D �9

■25Wh�ch of these best descr�bes a rhombus?

A a shape that has only three s�desB a shape that does not have any s�desC a shape w�th four s�des that are all the

same lengthD a shape w�th four s�des, but only two

s�des are the same length

■26The clock below shows the t�me when Carter arr�ved at a store.

Time Carter Arrivedat the Store

4:00

Carter left h�s house to go to the store 30 m�nutes before he arr�ved at the store. What t�me d�d Carter leave h�s house to go to the store?

A 3:00B 3:30C 4:00D 4:30

■27Mult�ply:

6 × 7

A 36B 42C 48D 56

■28The p�cture below shows seven cards w�th numbers on them.

6 6 2 2 3 4 4

Carla p�cks one card w�thout look�ng. Wh�ch word best descr�bes the chance that Carla p�cks a card w�th the number 3 on �t?



Go OnCopyr�ght © 2009 by the Nevada Department of Educat�on Page ��

■29El�za uses the b�lls and co�ns shown below to buy lunch.

What �s the total value of the b�lls and co�ns that El�za uses to buy lunch?

A $2.07B $2.64C $6.07D $6.64



■30Add:

575 + 33

A 508B 608C 805D 905

■31Kate took �26 blocks out of a box. She then took another 58 blocks out of the box. What �s the total number of blocks Kate took out of the box?

A �74 blocksB �84 blocksC 706 blocksD �,7�4 blocks

■32Wh�ch figure �s �

6 shaded?

A

B

C

D



■33Terry makes a pattern us�ng groups of dots. The first four groups of dots �n the pattern are shown below.

Group 1 Group 2 Group 3 Group 4

Terry cont�nues the pattern. Wh�ch rule could be used to find the number of dots �n the next group?

A add 3 to the number of dots �n group 4B subtract 3 from the number of dots �n group 4C add 5 to the number of dots �n group 4D subtract 5 from the number of dots �n group 4



■34A teacher has a set of markers. Some �nformat�on about the markers �n the set �s l�sted below.

• The number of blue markers �s equal to the number of green markers. • The number of p�nk markers �s equal to the number of yellow markers. • There are more orange markers than any other color marker.

Based on the l�st, wh�ch table could show the total number of markers of each color �n the set of markers?

A

Blue

Green

Orange

Pink

Yellow

3

3

15

10

11

Number

Markers

Color

C

Number

Markers

Blue

Green

Orange

Pink

Yellow

4

3

10

3

4

Color

B

Blue

Green

Orange

Pink

Yellow

3

3

1

10

10

Number

Markers

Color

D

Blue

Green

Orange

Pink

Yellow

4

4

15

11

11

Number

Markers

Color



■35Mr. Traner gave 3 bookmarks to each student �n h�s read�ng group. He gave a total of 24 bookmarks to the students. Wh�ch number sentence could be used to find the number of students �n Mr. Traner’s read�ng group?

A × 3 = 24

B 3 + = 24

C − 3 = 24

D 24 − = 3

■36Eva left home at 8:30, as shown on the clock below.

12

6

39

111210

4857

Eva returned home exactly 2 hours later. At what t�me d�d Eva return home?

A 6:30B 9:30C �0:30D ��:30



■37Holly models a number sentence us�ng paper cl�ps. She arranges 8 paper cl�ps �nto 4 groups, as shown �n the p�cture below.

Wh�ch number sentence does Holly model?

A 8 + 4 = �2B 8 – 4 = 4C 8 × 4 = 32D 8 ÷ 4 = 2



■38Subtract:

11 – 8

A 2B 3C 4D 5

■39Look at the number sentence below.

112 + 106 < 358 128

Wh�ch symbol goes �n the to make the number sentence true?

A –B <C =D >

■40Wh�ch fract�on �s one one hundredth?

A �

� �00,

B �00

�

C �00�00

D �

�00

■41Bonn�e has 5 empty baskets. She puts 3 apples �n each basket. What �s the total number of apples Bonn�e puts �n the baskets?

A 2 applesB 8 applesC �2 applesD �5 apples

■42Look at the two sp�nners below.

1

2

3

Spinner A Spinner B

1

22

3

The arrow on each sp�nner w�ll be spun one t�me. Wh�ch statement about the sect�on each arrow w�ll stop �n �s true?

A The arrow on sp�nner A �s more l�kely to stop �n a sect�on w�th the number 3 �n �t than the arrow on sp�nner B.

B It �s �mposs�ble for the arrows on both sp�nner A and sp�nner B to stop �n a sect�on w�th the number 3 �n �t.

C The arrows on both sp�nner A and sp�nner B are certa�n to stop �n a sect�on w�th the number 3 �n �t.

D The arrow on sp�nner A �s less l�kely to stop �n a sect�on w�th the number 3 �n �t than the arrow on sp�nner B.



■43Wh�ch p�cture shows the object w�th the greatest we�ght?

A

blanket

B

book

C

chair

D

cup

■44Ken had $3.75 . He bought a pen for $�.25 . How much money does Ken have left after pay�ng for the pen?

A $�.75B $2.50C $3.50D $5.00



■45Wh�ch group of co�ns has a value of $�.60 ?

A

B

C

D

■46Look at the t�me on the d�g�tal clock below.

4:53

Wh�ch clock shows the same t�me as the d�g�tal clock?

A 12

6

39

111210

4857

B 12

6

39

111210

4857

C 12

6

39

111210

4857

D 12

6

39

111210

4857



■47A pattern of figures �s shown below.

The pattern cont�nues. What �s the next figure �n the pattern?

A

B

C

D


Go OnCopyr�ght © 2009 by the Nevada Department of Educat�on Page 2�

■48There are 737 words �n Ingred’s book. There are 698 words �n Tyler’s book. How many more words are �n Ingred’s book than Tyler’s?

A 39 wordsB 4� wordsC �6� wordsD �79 words

■49The bar graph below shows how students �n a class traveled to school on Monday.

Student Travel to School

Num

ber

of S

tude

nts

Car

1514131211109876543210

Walk Bike Bus

How Students Traveled

How d�d the greatest number of students �n the class travel to school on Monday?

A carB walkC b�keD bus



■50Wh�ch p�cture shows a group of co�ns w�th a total value of $0.86 ?

A

B

C

D

You may want to go back and check your answers or answer quest�onsyou d�d not complete.


Copyr�ght © 2009 by the Nevada Department of Educat�on Page 23

Copyr�ght © 2009 by the Nevada Department of Educat�on

Nevada


Ne

va

da

GRADE

3

Grade 3MATHEMATICS

Appendix I

ScoringSupportMaterials


Correct Answers for Multiple-choice Items

ItemNumber

CorrectAnswer

ContentCluster DOK

ItemNumber

CorrectAnswer

ContentCluster DOK

1 D C2 1 26 B C3 2

2 A C1 1 27 B C1 1

3 C C1 1 28 C C4 1

4 D C4 1 29 D C3 1

5 B C2 1 30 B C1 1

6 C C3 1 31 B C1 2

7 D C3 1 32 A C1 1

8 B C3 2 33 A C2 2

9 C C1 2 34 D C4 2

10 A C1 1 35 A C2 2

11 B C4 1 36 C C3 2

12 D C3 1 37 D C1 1

13 B C3 2 38 B C1 1

14 C C1 1 39 A C2 2

15 A C4 2 40 D C1 1

16 A C1 1 41 D C1 2

17 B C3 2 42 A C4 2

18 C C2 1 43 C C3 1

19 A C1 2 44 B C1 2

20 C C4 1 45 D C3 2

21 A C1 1 46 C C3 1

22 B C3 1 47 A C2 1

23 D C3 2 48 A C1 2

24 C C1 1 49 B C4 1

25 C C3 1 50 D C3 1

Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions can be found on the Nevada Department of Education Website.

Page 25


Nevada


Ne

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GRADE

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Grade 3MATHEMATICS

Appendix II

AdministrativeSupportMaterials

A B C D

A B C D

A B C D

A B C D A B C D

Mathematics

Answer Document

Name:

Copyr�ght © 2009 by the Nevada Department of Educat�on Page 27

A

A

A

A

A

A

A

A

A

A

A

B C D

B C D

A B C D

B C D

B C D

A B C D

B C D

A B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C DA

26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.43.

A

A

A

A

B C D

A B C D

B C D

B C D

B C D

44.45.46.47.48.49.50.

A B C DB C DA

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

A B C D

B C D

B C D

B C D

B C D

B C DA

1.2.3.4.5.6.7.8.9.

10.11.12.13.14.15.16.17.18.

A

A

A

A

B C D

A B C D

B C D

B C D

B C D

19.20.21.22.23.24.25.

A B C D

Nev

ada

Dep

artm

ent

of E

duca

tion

CrT • Instructional Materials

GRADE

3Nevada


Keith W. RheaultSuperintendent of Public Instruction

Office of Assessment, Program Accountability, and Curriculum 775-687-9188

instructional materials - · pdf fileit is not unusual for grade-appropriate, ......

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