<p> Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Estimate the results of whole 11 2.13 number addition and subtraction problems using front-end B estimation, and judge the 83% 2nd Grade reasonableness of the answers. Indicator</p><p>NNS Use place value concepts to represent 3.2a whole numbers and decimals using 1 numerals, words, expanded notation and physical models. For example: A 97% a. Recognize 100 means “10 tens” as well as a single entity (1 hundred) through physical models and trading games.</p><p>NNS Count money and make change using 3.4 coins and paper bills to ten dollars. 29</p><p>55% B A= 8% C=36%</p><p>J. Burke 2007 Page 1 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Recognize and use decimal and 3.7 fraction concepts and notations as 45 related ways of representing parts of a whole or a set; e.g., 3 of 10 90% marbles are red can also be described C 3 as 10 and 3 tenths are red.</p><p>J. Burke 2007 Page 2 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Model, represent and explain division; 3.9a,b e.g., sharing equally, repeated 7 subtraction, rectangular arrays and 76% area model. For example: C a. Translate contextual situations involving division into conventional mathematical symbols. 25 a. Explain how a remainder may impact an answer in a real- 2pt=60% world situation; e.g., 14 SA cookies being shared by 4 1pt=18% children. 0pt=23% NR=<1%</p><p>J. Burke 2007 Page 3 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Model and use the commutative and 3.11 associative properties for addition 17 and multiplication. 76% A</p><p>J. Burke 2007 Page 4 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Add and subtract whole numbers with 3.12 and without regrouping. 21</p><p>78% A</p><p>41 88%</p><p>A</p><p>J. Burke 2007 Page 5 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Add and subtract whole numbers with 3.12 and without regrouping. 15</p><p>NNS Multiply and divide 2- and 3-digit 4pt=26% 3.14 numbers by a single-digit number, ER 3pt=18% without remainders for division.</p><p>2pt=16% 1pt=28% 0pt=12% NR=<1%</p><p>J. Burke 2007 Page 6 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Number, Number Sense, and Operations</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct NNS Multiply and divide 2- and 3-digit 3.14 numbers by a single-digit number, 39 without remainders for division. 84% C</p><p>Model, represent and explain multiplication; e.g., repeated addition, NNS skip counting, rectangular arrays and 3.8b area model. For example: b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.</p><p>J. Burke 2007 Page 7 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Measurement</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct MEA Identify and select appropriate units 3.1b for measuring: 44 65% b. volume (capacity) – gallons C A=19% B=15%</p><p>MEA Identify and select appropriate 3.1c units for measuring: 22 c. weight – ounces, pounds, grams, or kilograms. A 78%</p><p>J. Burke 2007 Page 8 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Measurement</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct MEA Tell time to the nearest minute 3.3 and find elapsed time using a 6 calendar or a clock. C 87%</p><p>31</p><p>A 53%</p><p>B=15% C=31%</p><p>J. Burke 2007 Page 9 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Measurement</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct MEA Read thermometers in both 3.4 Fahrenheit and Celsius scales. 16</p><p>B 76%</p><p>MEA Estimate and measure length, 3.5 weight and volume (capacity), 27 using metric and U.S. customary 74% units, accurate to the nearest 1 or 2 B 1 4 unit as appropriate.</p><p>J. Burke 2007 Page 10 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Measurement</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct MEA Use appropriate measurement 46 3.6 tools and techniques to construct a figure or approximate an amount of specified length, weight 2pt=56% or volume (capacity); e.g., SA construct a rectangle with length 2 1pt=35% 1 0pt=9% 2 inches and width 3 inches, fill a 3 NR=0% measuring cup to the 4 cup mark.</p><p>MEA Make estimates for perimeter, area 3.7 and volume using links, tiles, 2 cubes and other models. B 94%</p><p>J. Burke 2007 Page 11 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Geometry and Spatial Sense</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct GSS Identify, compare and sort two- 1.1a dimensional shapes; i.e., square, 9 circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, GSS pentagon and hexagon. For A 1.1b example: 91% a. Recognize and identify triangles and rhombuses independent of position, shape or size; 1st Grade b. Describe two-dimensional Indicator shapes using attributes such as number of sides and number of vertices (corners or angles).</p><p>J. Burke 2007 Page 12 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Geometry and Spatial Sense</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct GSS Analyze and describe properties of 3.1 two-dimensional shapes and 19 three-dimensional objects using terms such as vertex, C 95% edge, angle, side and face.</p><p>24</p><p>85% A</p><p>J. Burke 2007 Page 13 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Geometry and Spatial Sense</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct GSS Analyze and describe properties of 3.1 two-dimensional shapes and 28 three-dimensional objects using terms such as vertex, edge, angle, side and face. C 66%</p><p>A= 2% B= 31%</p><p>43</p><p>64% B A=32% C=4%</p><p>J. Burke 2007 Page 14 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Geometry and Spatial Sense</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct GSS Identify and describe the relative 3.2b size of angles with respect to right 13 angles as follows: c. Identify, classify and draw C right, acute, obtuse and 69% straight angles. A=17% B=14%</p><p>GSS Find and name locations on a 3.3 labeled grid or coordinate system; 40 e.g., a map or graph. 72% B</p><p>2pt=21% GSS Draw lines of symmetry to verify 5 3.4 symmetrical two-dimensional 1pt=70% shapes. 0pt=7% SA NR=2%</p><p>J. Burke 2007 Page 15 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Patterns, Functions, and Algebra</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct</p><p>PFA Extend multiplicative and growing 2pt=17% 3.1 patterns, and describe the pattern 10 or rule in words. 1pt=18% SA 0=64% NR=1%</p><p>18</p><p>47% A</p><p>B=30% C=22%</p><p>23</p><p>82% B</p><p>J. Burke 2007 Page 16 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Patterns, Functions, and Algebra</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct PFA Analyze and replicate arithmetic 3.2 sequences with and without a 8 calculator. 96% B</p><p>PFA Model problem situations using 3.4 objects, pictures, tables, 4 numbers, letters and other 79% symbols. A</p><p>PFA Write, solve and explain simple 3.5 mathematical statements, such 38 as: 7 + □ > 8 or ∆ + 8 = 10. A 46%</p><p>B=39% C=14%</p><p>J. Burke 2007 Page 17 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Patterns, Functions, and Algebra</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct PFA Create tables to record, organize 3.7 and analyze data to discover 14 patterns and rules. B</p><p>77%</p><p>J. Burke 2007 Page 18 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Patterns, Functions, and Algebra</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct PFA Identify and describe quantitative 3.8 changes, especially those involving 42 2pt=33% addition and subtraction; e.g., the SA height of water in a glass 1pt=20% becoming 1 centimeter lower each 0pt-45% week due to evaporation. NR=1%</p><p>J. Burke 2007 Page 19 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Data Analysis and Probability</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct DAP List some of the possible outcomes 2.7 of a simple experiment, and 12 predict whether given outcomes are more, less or equally likely to occur. B 57%</p><p>2nd Grade A=24% Indicator C=18%</p><p>DAP Support a conclusion or prediction 3.4 orally and in writing, using 26 information in a table or graph. 78% B</p><p>J. Burke 2007 Page 20 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Data Analysis and Probability</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct DAP Read, interpret and construct bar 3.3 graphs with intervals greater than 30 one. 4pt=21% ER 3pt=23%</p><p>2pt=24% Support a conclusion or prediction DAP 1pt=18% orally and in writing, using 0pt-13% 3.4 information in a table or graph. NR=1%</p><p>DAP Translate information freely among 3.6 charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.</p><p>J. Burke 2007 Page 21 of 22 Mathematics—Grade 3 March 2005 Released Test Questions Item Analysis</p><p>Data Analysis and Probability</p><p>Ques # State District Building Code Grade Level Indicator w/ Question % % % Answer Correct Correct Correct DAP Identify the mode of a data set 3.8 and describe the information it 3 gives about a data set. 93% A</p><p>DAP Use physical models, pictures, 3.10 diagrams and lists to solve 20 problems involving possible 2pt=36% arrangements or combinations of SA two to four objects. 1pt=40% 0pt=22% NR=2%</p><p>J. Burke 2007 Page 22 of 22</p>