2017 TEXAS STAAR TEST GRADE 3 MATH - Scott … TEXAS STAAR TEST – GRADE 3 – MATH Total Possible...
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2017 TEXAS STAAR TEST – GRADE 3 – MATH Total Possible Score: 32 Needed Correct to Pass: 24 Needed Correct to Master: 28 Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf . When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected] . Please direct any questions about the content of the test to the Texas Education Agency at the address above. Provided as a public service by Former State Representative Scott Hochberg . No tax dollars were used for this web site.
Transcript of 2017 TEXAS STAAR TEST GRADE 3 MATH - Scott … TEXAS STAAR TEST – GRADE 3 – MATH Total Possible...
2017 TEXAS STAAR TEST – GRADE 3 – MATH
Total Possible Score: 32 Needed Correct to Pass: 24
Needed Correct to Master: 28
Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .
When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.
Provided as a public service by Former State Representative Scott Hochberg.
No tax dollars were used for this web site.
®STAAR State of Texas
Assessments of Academic Readiness
GRADE 3 Mathematics
Administered May 2017
RELEASED
Copyright © 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
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8 Inches
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STAAR State of Texas
Assessments of Academic Readiness
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STAAR GRADE 3 MATHEMATICS REFERENCE MATERIALS LENGTH
Customary Metric
1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m)
1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm)
1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)
VOLUME AND CAPACITY
Customary Metric
1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (mL)
1 quart (qt) = 2 pints (pt)
1 pint (pt) = 2 cups (c)
1 cup (c) = 8 fluid ounces (fl oz)
WEIGHT AND MASS
Customary Metric
1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)
1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)
TIME
1 year = 12 months
1 year = 52 weeks
1 week = 7 days
1 day = 24 hours
1 hour = 60 minutes
1 minute = 60 seconds
0
1 2
3 4
5 6
7 8
9 1
0 11
1213
1415
1617
1819
20
Cent
imet
ers
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STAAR GRADE 3 MATHEMATICS REFERENCE MATERIALS
This page shows only the metric ruler.
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MATHEMATICS
Mathematics
Page 7
736 �� 197 �� 150 =
736 �� 197 + 150 =
736 + 197 + 150 =
736 + 197 �� 150 =
DIRECTIONS
Read each question carefully. For a multiple-choice question, determine the best answer to the question from the four answer choices provided. For a griddable question, determine the best answer to the question. Then fill in the answer on your answer document.
1 An art teacher had 736 crayons.
• She threw away 197 broken crayons. • Then she bought 150 more crayons.
Which equation shows how to find the number of crayons the art teacher has now?
A
B
C
D
Mathematics
Page 8
12
2 The number line represents a distance of 1 foot.
0 1 foot
On which of these number lines does point H represent foot?
F
G
H
J
Mathematics
Page 9
1 foot0
H
1 foot0
H
1 foot0
H
1 foot0
H
1 unit
1 unit
3 A model of a rectangular bulletin board is shown. The top row has been divided into squares of equal size.
The rest of the model will also be divided into squares of the same size. What is the area in square units represented by this model?
A 8 square units
B 15 square units
C 12 square units
D 16 square units
Mathematics
Page 10
4 Inez did laundry. She found $6.47 in the pocket of her dad’s pants. Which of thefollowing could NOT represent the amount of money Inez found?
F
G
H
J
Mathematics
Page 11
5 Aaron will place 99 towels on a shelf. He will make 9 equal stacks.
How many towels will be in each stack?
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
6 These six basketball jerseys are hanging on a wall. Lori’s favorite basketball players each have an odd number on their jerseys.
Which list shows only the numbers of Lori’s favorite basketball players?
F 10, 21, 25, 33
G 21, 25, 33
H 21, 50, 52
J 10, 33, 50, 52
Mathematics
Page 12
7 Erika’s goal is to practice playing her guitar for 300 minutes this week.
• On Sunday she practiced for 117 minutes. • On Tuesday she practiced for 58 minutes.
How many more minutes does Erika need to practice in order to meet her goal?
A 125 minutes
B 235 minutes
C 475 minutes
D 175 minutes
8 Zayne sorted some figures into two groups.
Group X Group Y
Which statement about the figures Zayne sorted is true?
F All the figures in Group X are cylinders.
G All the figures in Group X are cones.
H All the figures in Group Y are prisms.
J All the figures in Group Y are rectangular prisms.
Mathematics
Page 13
A 7 7 7 7 7 7
B
C
6 6 6 6 6 6
42 42 42 42 42 42
D 7 7 7 7 7 7 7
9 Gina has 42 mushrooms to put into 6 salads. She wants to put the same number of mushrooms in each salad.
Which strip diagram shows how to find the number of mushrooms that Gina should put in each salad?
Mathematics
Page 14
Tiles
0 4 5 6 9 12 321 7 8 10 11 Number on Tile
Tiles
0 4 5 6 9 12 321 7 8 10 11 Number on Tile
Tiles
1 2 3 4 5 6 7 8 9 10 11 12 Number on Tile
0
10 Merlin had a bag of tiles. Each tile was labeled with a number. Merlin pulled one tile out of the bag and recorded the number on that tile. He repeated this 18 times. The numbers on the tiles Merlin pulled are shown in the list.
8, 7, 12, 1, 8, 9, 12, 0, 7, 8, 10, 4, 5, 8, 12, 4, 0, 8
Which dot plot represents the numbers on the tiles Merlin pulled out of the bag?
F
G
Tiles
0 4 5 6 9 12321 7 8 10 11 Number on Tile
H
J
Mathematics
Page 15
28
23
2 8
13
28
23
6 8
1 3
A is greater than , because thirds are larger than eighths
B is greater than , because 2 shaded parts out of 3 parts is greater
than 2 shaded parts out of 8 parts
C is less than , because 1 shaded part out of 3 parts is less
than 2 shaded parts out of 8 parts
D is less than , because thirds are smaller than eighths
11 The models shown are the same size and are each divided into equal parts. The models are shaded to show two fractions.
Based on the models, which statement is true?
Mathematics
Page 16
Land Areas
State Area (square miles)
Arkansas 52,068 Louisiana 43,204 Alabama 50,744 Oklahoma 68,667 Mississippi 46,907
12 A baseball league bought 9 boxes of baseballs. Each box contained 36 baseballs.
How many baseballs did the league buy?
F 324
G 274
H 84
J 34
13 The table shows the land areas of some states.
Which comparison of two land areas is NOT true?
A The land area of Alabama > the land area of Mississippi
B The land area of Arkansas < the land area of Alabama
C The land area of Oklahoma > the land area of Louisiana
D The land area of Louisiana < the land area of Mississippi
Mathematics
Page 17
14 Holly made a poster using two congruent pentagons and a square.
30 in. 12 in.
22 in.
22 in.
30 in. 12 in.
What is the perimeter of the poster in inches?
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
Mathematics
Page 18
15 Kacie sold bracelets at a store. She sold 3 bracelets for 1 dollar.
Which table represents the numbers of bracelets that would be sold for different numbers of dollars?
Bracelets Sold
Number of Dollars
Number of Bracelets
1 32 44 65 10
Bracelets Sold
Number of Dollars
Number of Bracelets
3 14 26 4
10 5
A
C
Bracelets Sold
Number of Dollars
Number of Bracelets
1 32 64 125 15
Bracelets Sold
Number of Dollars
Number of Bracelets
3 16 2
12 415 5
B D
Mathematics
Page 19
F
G
H
J
16 Which of these describes the number 35,824?
The sum of three thousands, five thousands, eight hundreds, two tens, and four ones
The sum of thirty-five hundreds, eight tens, and twenty-four ones
The sum of three ten thousands, five thousands, eight hundreds, two tens, and four ones
The sum of five ten thousands, three thousands, eight hundreds, two tens, and four ones
17 Kevin and his two brothers ate a bowl of grapes. There were 27 grapes in the bowl. Each boy ate the same number of grapes.
What is the number of grapes each boy ate?
A 54
B 81
C 7
D 9
Mathematics
Page 20
18 Debra and Shelly started running a race at 9:00 A.M. Debra finished in 45 minutes.
Start Time
1211 10 9 8
7 6 5 4 3
2 1
Shelly finished the race 20 minutes after Debra did. Which clock shows the time Shelly finished the race?
F H
1211 10 9 8
7 6 5 4 3
2 1
1211 10 9 8
7 6 5 4 3
2 1
1211 10 9 8
7 6 5 4 3
2 1
1211 10 9 8
7 6 5 4 3
2 1
G J
Mathematics
Page 21
Puzzle Pieces
Puzzle Number of Pieces
Lion 402Boat 498Garden 419 Waterfall 473
19 The table shows the numbers of puzzle pieces in four puzzles. Derek put together the two puzzles that had the greatest numbers of pieces.
What is the total number of pieces in these two puzzles?
A 961
B 900
C 861
D Not here
Mathematics
Page 22
34
34
1 5 6
4 6
3 6
2 6
1 6 0
1 7 8
6 8
5 8
4 8
3 8
2 8
1 8
0
1 7
8 6 8
5 8
4 8
3 8
2 8
1 8 0
1 5 6
4 6
3 6
2 6
1 6 0
20 Eddie marked the fraction with a star on the number line shown.
0 11 4
2 4
3 4
Which of these number lines shows a fraction equivalent to marked with a star?
F
G
H
J
Mathematics
Page 23
6 + + = 5 2
6 × × = 5 2
6 5 2 × ÷ =
6 + × = 5 2
A
C
B
D
21 A classroom currently contains 6 rows of chairs with 5 chairs per row. On parents’ night the classroom had twice as many chairs.
Which number sentence can be used to find the number of chairs in the classroom on parents’ night?
Mathematics
Page 24
Rectangle V Rectangle W Rectangle X
Rectangle Y Rectangle Z
= 1 square centimeter
22 Each rectangle shown will be covered with equal-size squares. Some of the squares have been placed as shown.
Which of these rectangles have an area of 36 square centimeters?
F Rectangles V, W, X, Y, and Z
G Rectangles X and Y only
H Rectangles W and Z only
J Rectangles V, X, and Y only
Mathematics
Page 25
23 Scott has 28 toy cars to put on 4 shelves. He wants to put the same number of cars on each shelf.
How many toy cars should Scott put on each shelf?
A 32, because 4 + 28 = 32
B 112, because 28 × 4 = 112
C 7, because 4 × 7 = 28
D 24, because 28 �� 24 = 4
Mathematics
Page 26
24 The graph shows the number of rings Mrs. Adams sold during six weeks at her jewelry store.
Rings Sold
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Each means 6 rings sold.
What is the total number of rings Mrs. Adams sold during weeks 4, 5, and 6?
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
Mathematics
Page 27
Test Scores
Test Score Before Bonus
Points
Test Score After Bonus
Points
77 81 79 8381 8583 87
A
B
C
D
25 Mr. Morales gives bonus points when a challenge question on a test is answered correctly. The table shows the relationship between test scores before and after Mr. Morales gives the bonus points.
Which of these describes the relationship shown in the table?
The test score before bonus points minus 2 equals the test score after bonus points.
The test score before bonus points minus 4 equals the test score after bonus points.
The test score before bonus points plus 2 equals the test score after bonus points.
The test score before bonus points plus 4 equals the test score after bonus points.
Mathematics
Page 28
J
26 In which set do all the figures appear to be either a rhombus, parallelogram, trapezoid, rectangle, or square?
27 The list shows three clues about a number.
• The number is less than 6,538.• The number is greater than 6,355.• The number has a digit less than 5 in the hundreds place.
Which of these could be the number described?
A 6,549
B 6,268
C 6,519
D 6,449
Mathematics
Page 29
F
G
H
$75 + $52 =
$75 + $23 =
$75 �� $23 =
$52 �� $23 =
$75
Camera
$23 ?
28 Timothy wants to buy a camera that costs $75. He has saved $23, as shown in the model.
Which equation can be used to find how much more money Timothy needs in order to buy the camera?
F
G
H
J
Mathematics
Page 30
Third Graders Who Brought Lunch to School
Day
Mon.
Tues.
Wed.
Thurs.
Fri.
0 8 16 24 32 40 48 56 Number of Lunches
29 The bar graph shows the number of third graders who brought lunch to school each day last week.
Which table best represents the data in the graph?
Third Graders Who Brought Lunch to School
Third Graders Who Brought Lunch to School
A C
Day Number of Lunches
Monday 36 Tuesday 24 Wednesday 28 Thursday 20 Friday 56
Day Number of Lunches
Monday 40 Tuesday 24 Wednesday 32 Thursday 24 Friday 56
Third Graders Who Brought Lunch to School
Third Graders Who Brought Lunch to School
B D Day
Number of Lunches
Monday 32 Tuesday 24 Wednesday 24 Thursday 16 Friday 56
Day Number of Lunches
Monday 34 Tuesday 24 Wednesday 26 Thursday 18 Friday 56
Mathematics
Page 31
Amount needed
$4,000 $5,000
A
B
C
D
30 A triangle has a perimeter of 18 units. Each side of this triangle is the same length.
What is the length of one side of the triangle in units?
F 3 units
G 6 units
H 19 units
J 54 units
31 The point on the number line represents the amount of money needed to build a garage.
Which statement best describes the amount of money needed to build the garage?
The amount of money needed is more than $5,000.
The amount of money needed is less than $4,000.
The amount of money needed is about $5,000, because the point is closer to $5,000.
The amount of money needed is about $4,000, because the point is closer to $4,000.
Mathematics
Page 32
32 In math class 5 students split up 65 flash cards to practice their math facts. The picture shows the total number of flash cards. Each student took the same number of flash cards.
What is the number of flash cards each student took?
F 13
G 15
H 70
J 60
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Mathematics
Page 33 ON THE ANSWER DOCUMENT. STOP
STAAR GRADE 3
Mathematics May 2017
STAAR® Grade 3 Mathematics 2017 Release
Answer Key Paper
Item Number
Reporting Category
Readiness or Supporting
Content Student Expectation
Correct Answer
1 2 Readiness 3.5(A) B 2 1 Supporting 3.7(A) J 3 3 Readiness 3.6(C) B 4 4 Supporting 3.4(C) H 5 2 Readiness 3.4(K) 11 6 1 Supporting 3.4(I) G 7 2 Readiness 3.4(A) A 8 3 Readiness 3.6(A) H 9 2 Readiness 3.5(B) A
10 4 Readiness 3.8(A) J 11 1 Readiness 3.3(H) B 12 2 Supporting 3.4(G) F 13 1 Readiness 3.2(D) B 14 3 Readiness 3.7(B) 196 15 2 Readiness 3.5(E) B 16 1 Readiness 3.2(A) H 17 2 Supporting 3.4(F) D 18 3 Supporting 3.7(C) F 19 2 Readiness 3.4(A) D 20 1 Readiness 3.3(F) H 21 2 Readiness 3.5(B) B 22 3 Readiness 3.6(C) J 23 2 Supporting 3.4(J) C 24 4 Supporting 3.8(B) 108 25 2 Readiness 3.5(E) D 26 3 Supporting 3.6(B) G 27 1 Readiness 3.2(D) D 28 2 Readiness 3.5(A) H 29 4 Readiness 3.8(A) A 30 3 Readiness 3.7(B) G 31 1 Supporting 3.2(C) C 32 2 Supporting 3.4(H) F
Copyright © 2017, Texas Education Agency (TEA). All rights reserved.
2017 STAAR Grade 3 Math Rationales
Item # Response A/F Response B/G Response C/H Response D/J 1 A is incorrect because 197
should be subtracted from 736, and 150 should be added, not subtracted.
B is correct because 197 should be subtracted from 736, and 150 should be added.
C is incorrect because 197 should be subtracted from 736, not added, and 150 should be added.
D is incorrect because 197 should be subtracted from 736, not added, and 150 should be added, not subtracted.
2 F is incorrect because point H is not halfway between 0 and 1 foot. It is about 1/4 of the way.
G is incorrect because point H is not halfway between 0 and 1 foot. It is 1/3 of the way.
H is incorrect because point H is not halfway between 0 and 1 foot. It is 1/4 of the way.
J is correct because point H is halfway between 0 and 1 foot.
3 A is incorrect because the area is 5 x 3 = 15, not 5 + 3 = 8.
B is correct because there are 5 square units in the first row, and there are three rows. 5 x 3 = 15.
C is incorrect because the area is 5 x 3 = 15, not 4 x 3 = 12.
D is incorrect because the area is 5 x 3 = 15, not 4 x 4 = 16.
4 F is incorrect because it represents $6.47.
G is incorrect because it represents $6.47.
H is correct because it represents $6.37, not $6.47.
J is incorrect because it represents $6.47.
5 A; The correct answer is 11 because 99 ÷ 9 = 11.
B; Students may have multiplied 99 x 9 = 891 or added 99 + 9 = 108 or subtracted 99 - 9 = 90.
6 F is incorrect because it lists 10, an even number.
G is correct because it lists all the odd numbers from the jerseys.
H is incorrect because it lists 50 and 52, both even numbers.
J is incorrect because it lists 10, 50, and 52, all even numbers.
7 A is correct because 117 + 58 = 175 and 300 - 175 = 125.
B is incorrect because 117 + 58 = 175 and 300 - 175 = 125, not 235.
C is incorrect because 117 and 58 were added to 300. They should be subtracted from 300.
D is incorrect because 117 and 58 were added to get 175, but 175 was not subtracted from 300.
8 F is incorrect because only one figure in Group X is a cylinder.
G is incorrect because only one figure in Group X is a cone.
H is correct because all the figures in Group Y are prisms.
J is incorrect because only two of the figures in Group Y are rectangular prisms.
9 A is correct because 7 x 6 = 42.
B is incorrect because 6 x 6 = 36, not 42.
C is incorrect because 42 x 6 = 252, not 42.
D is incorrect because 7 x 7 = 49, not 42.
10 F is incorrect because it shows an extra dot on 0 and no dot on 10.
G is incorrect because it only shows 9 dots. It does not show the additional dots when numbers are in the list more than once.
H is incorrect because it shows 20 dots. There is an extra dot on 2 and on 6.
J is correct because it shows all 18 dots in the correct place.
11 A is incorrect because 1/3 is not greater than 6/8.
B is correct because 2/3 is greater than 2/8.
C is incorrect because 1/3 is not less than 2/8.
D is incorrect because 2/3 is not less than 2/8.
12 F is correct because 9 x 36 = 324.
G is incorrect because 9 x 36 = 324, not 274.
H is incorrect because 9 x 36 = 324, not 84.
J is incorrect because 9 x 36 = 324, not 34.
13 A is incorrect because 50,744 is greater than 46,907. This comparison is true.
B is correct because 52,068 is not less than 50,744. This comparison is not true.
C is incorrect because 68,667 is greater than 43,204. This comparison is true.
D is incorrect because 43,204 is less than 46,907. This comparison is true.
14 F; The correct answer is 196 because 30 + 12 + 22 + 22 + 12 + 30 + 12 + 22 + 22 + 12 = 196.
G; Students may have forgotten the left side of the figure and only added the numbers showing 30 + 12 + 22 + 22 + 12 + 30 = 128.
Texas Education Agency Student Assessment Division
September 2017
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2017 STAAR Grade 3 Math Rationales
Item # Response A/F Response B/G Response C/H Response D/J 15 A is incorrect because it
shows a pattern of adding 2 to most of the number of dollars: 1 + 2 = 3; 2 + 2 = 4; and 4 + 2 = 6.
B is correct because it shows a pattern of multiplying all of the number of dollars by 3: 1 x 3 = 3; 2 x 3 = 6; 4 x 3 = 12; and 5 x 3 = 15.
C is incorrect because it shows a pattern of subtracting 2 from most of the number of dollars: 3 - 2 = 1; 4 - 2 = 2; and 6 - 2 = 4.
D is incorrect because it shows a pattern of dividing all of the number of dollars by 3: 3 ÷ 3 = 1; 6 ÷ 3 = 2; 12 ÷ 3 = 4; and 15 ÷ 3 = 5.
16 F is incorrect because (3 x 1,000) + (5 x 1,000) + (8 x 100) + (2 x 10) + (4 x 1) = 8,824.
G is incorrect because (35 x 100) + (8 x 10) + (24 x 1) = 3,604.
H is correct because (3 x 10,000) + (5 x 1,000) + (8 x 100) + (2 x 10) + (4 x 1) = 35,824.
J is incorrect because (5 x 10,000) + (3 x 1,000) + (8 x 100) + (2 x 10) + (4 x 1) = 53,824.
17 A is incorrect because 27 should be divided by 3, not multiplied by 2.
B is incorrect because 27 should be divided by 3, not multiplied.
C is incorrect because 27 ÷ 3 = 9, not 7.
D is correct because 27 ÷ 3 = 9.
18 F is correct because Debra finished 45 minutes after the race started at 9:45 and Shelly finished 20 minutes after Debra at 10:05.
G is incorrect because it only shows Shelly's time 20 minutes after the race started at 9:20.
H is incorrect because Debra finished 45 minutes after the race started at 9:45 and Shelly finished 20 minutes after Debra at 10:05, not 9:05.
J is incorrect because Debra finished 45 minutes after the race started at 9:45 and Shelly finished 20 minutes after Debra at 10:05, not 10:00.
19 A is incorrect because the two largest puzzles are 498 + 473 = 971, not 961.
B is incorrect because the two largest puzzles are not 402 + 498 = 900.
C is incorrect because the two largest puzzles are 498 + 473 = 971, not 861.
D is correct because the two largest puzzles are 498 + 473 = 971, which is "Not here."
20 )�LV�LQFRUUHFW�EHFDXVH�������3/4.
*�LV�LQFRUUHFW�EHFDXVH�������3/4.
H is correct because 6/8 = 3/4.
-�LV�LQFRUUHFW�EHFDXVH�������3/4.
21 A is incorrect because 6 should be multiplied by 5, not added, and then multiplied by 2, not added.
B is correct because 6 should be multiplied by 5 and then multiplied by 2.
C is incorrect because 6 should be multiplied by 5 and then multiplied by 2, not divided.
D is incorrect because 6 should be multiplied by 5, not added, and then multiplied by 2.
22 F is incorrect because it lists the two rectangles with an area that is not 36. The area of Rectangle W is 12 x 6 = 72, and the area of Rectangle Z is 10 x 8 = 80.
G is incorrect because it does not list Rectangle V with an area of 6 x 6 = 36.
H is incorrect because it lists the two rectangles with an area that is not 36. The area of Rectangle W is 12 x 6 = 72, and the area of Rectangle Z is 10 x 8 = 80.
J is correct because Rectangles V, X, and Y have an area of 36 square centimeters.
23 A is incorrect because 28 should be divided by 4, not added to 4.
B is incorrect because 28 should be divided by 4, not multiplied by 4.
C is correct because 28 ÷ 4 = 7, and 4 x 7 = 28 is in the same fact family.
D is incorrect because 28 should be divided by 4, not subtracted by 4.
24 F; The correct answer is 108. Week 4 has a total of 8 x 6 = 48. Week 5 has a total of 5 x 6 = 30, and 30 + 3 = 33. Week 6 has a total of 4 x 6 = 24, and 24 + 3 = 27, (48 + 33 + 27 = 108).
G; Students may have used 6 ÷ 2 = 2, not 6 ÷ 2 = 3, for a total of 48 + 32 + 26 = 104.
25 A is incorrect because the table shows a pattern of adding 4, not a pattern of VXEWUDFWLQJ�������� ������������������������ ��������DQG����� ��������
B is incorrect because the table shows a pattern of adding 4, not a pattern of VXEWUDFWLQJ�������� ������������������������ ��������DQG����� ��������
C is incorrect because the table shows a pattern of adding 4, not a pattern of DGGLQJ�������������������������������������������DQG��������������
D is correct because the table shows a pattern of adding 4: 77 + 4 = 81; 79 + 4 = 83; 81 + 4 = 85; and 83 + 4 = 87.
Texas Education Agency Student Assessment Division
September 2017
2017 STAAR Grade 3 Math Rationales
Item # Response A/F Response B/G Response C/H Response D/J 26 F is incorrect because the last
figure is not a rhombus, parallelogram, trapezoid, rectangle, or square.
G is correct because it shows a rectangle, square, rhombus, and trapezoid.
H is incorrect because the third figure is not a rhombus, parallelogram, trapezoid, rectangle, or square.
J is incorrect because the second figure is not a rhombus, parallelogram, trapezoid, rectangle, or square.
27 A is incorrect because 6,549 does not satisfy the first clue. 6,549 is not less than 6,538; it is greater than 6,538.
B is incorrect because 6,268 does not satisfy the second clue. 6,268 is not greater than 6,355; it is less than 6,355.
C is incorrect because 6,519 does not satisfy the third clue. 6,519 does not have a digit less than 5 in the hundreds place; it is equal to 5.
D is correct because 6,449 satisfies all three clues. 6,449 is less than 6,538; is greater than 6,355; and has a digit less than 5 in the hundreds place.
28 F is incorrect because 23 should be subtracted from 75, not added, to find how much more money is needed.
G is incorrect because 23 should be subtracted from 75, not added to 52, to find how much more money is needed.
H is correct because 23 should be subtracted from 75 to find how much more money is needed.
J is incorrect because 23 should be subtracted from 75, not 52, to find how much more money is needed.
29 A is correct because it shows the data from the graph.
B is incorrect because Monday shows 36, not 32; Wednesday shows 28, not 24; and Thursday shows 20, not 16.
C is incorrect because Monday shows 36, not 40; Wednesday shows 28, not 32; and Thursday shows 20, not 24.
D is incorrect because Monday shows 36, not 34; Wednesday shows 28, not 26; and Thursday shows 20, not 18.
30 F is incorrect because 18 ÷ 3 = 6, not 3.
G is correct because 18 ÷ 3 = 6.
H is incorrect because 18 ÷ 3 = 6, not 19.
J is incorrect because 18 should be divided by 3, not multiplied by 3.
31 A is incorrect because the point is not past 5,000.
B is incorrect because the point is not before 4,000.
C is correct because the point is past the halfway mark and is closer to 5,000.
D is incorrect because the point is past the halfway mark and is farther from 4,000.
32 F is correct because 65 ÷ 5 = 13.
G is incorrect because 65 ÷ 5 = 13, not 15.
H is incorrect because 65 should be divided by 5, not added to 5.
J is incorrect because 65 should be divided by 5, not subtracted by 5.
Texas Education Agency Student Assessment Division
September 2017
Grade 3 Mathematics Assessment
Eligible Texas Essential Knowledge and Skills
Texas Education Agency Student Assessment Division
January 2014
STAAR Grade 3 Mathematics Assessment
Mathematical Process Standards These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement. (3.1) Mathematical process standards. The student uses mathematical
processes to acquire and demonstrate mathematical understanding. The student is expected to
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and t heir implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
STAAR Grade 3 Mathematics Page 2 of 9 Texas Education Agency
Student Assessment Division January 2014
Reporting Category 1: Numerical Representations and Relationships The student will demonstrate an understanding of how to represent and manipulate numbers and expressions. (3.2) Number and operations. The student applies mathematical process
standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to
(A) compose and d ecompose numbers up t o 100,000 as a su m of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; Readiness Standard
(B) describe the mathematical relationships found in the base-10 place value system through the hundred thousands p lace; Supporting Standard
(C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order t o round whole numbers; and Supporting Standard
(D) compare and o rder whole numbers up to 100,000 and r epresent comparisons using the symbols >, <, or =. Readiness Standard
(3.3) Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to
(A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number l ines; Supporting Standard
(B) determine the corresponding fraction greater t han zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; Supporting Standard
(C) explain that the unit fraction 1/b represents the quantity formed by one p art of a whole that has been partitioned into b equal parts where b is a non-zero whole number; Supporting Standard
(D) compose and d ecompose a f raction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; Supporting Standard
STAAR Grade 3 Mathematics Page 3 of 9 Texas Education Agency
Student Assessment Division January 2014
STAAR Grade 3 Mathematics Page 4 of 9 Texas Education Agency
Student Assessment Division January 2014
(E) solve problems involving p artitioning a n object or a se t of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; Supporting Standard
(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; Readiness Standard
(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and Supporting Standard
(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. Readiness Standard
(3.4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and a ccuracy. The student is expected to
(I) determine if a number i s even or odd using divisibility rules. Supporting Standard
(3.7) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to
(A) represent fractions of halves, fourths, and eighths as distances from zero on a number line. Supporting Standard
STAAR Grade 3 Mathematics Page 5 of 9 Texas Education Agency
Student Assessment Division January 2014
Reporting Category 2: Computations and Algebraic Relationships The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. (3.4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to
(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; Readiness Standard
(B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; Supporting Standard
(D) determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10; Supporting Standard
(E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; Supporting Standard
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts; Supporting Standard
(G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include m ental math, partial products, and the c ommutative, associative, and distributive properties; Supporting Standard
(H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally; Supporting Standard
(J) determine a quotient using the relationship between multiplication and division; and Supporting Standard
(K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. Readiness Standard
STAAR Grade 3 Mathematics Page 6 of 9 Texas Education Agency
Student Assessment Division January 2014
(3.5) Algebraic r easoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to
(A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; Readiness Standard
(B) represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; Readiness Standard
(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; Supporting Standard
(D) determine the unknown whole number i n a multiplication or d ivision equation relating three whole numbers when the unknown is either a missing factor or product; and Supporting Standard
(E) represent real-world relationships using number pairs in a table and verbal descriptions. Readiness Standard
STAAR Grade 3 Mathematics Page 7 of 9 Texas Education Agency
Student Assessment Division January 2014
Reporting Category 3: Geometry and Measurement The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. (3.6) Geometry and measurement. The student applies mathematical process
standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to
(A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language; Readiness Standard
(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; Supporting Standard
(C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; Readiness Standard
(D) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and Supporting Standard
(E) decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. Supporting Standard
(3.7) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to
(B) determine the perimeter o f a polygon or a missing length when given perimeter a nd remaining side lengths in problems; Readiness Standard
(C) determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes; Supporting Standard
STAAR Grade 3 Mathematics Page 8 of 9 Texas Education Agency
Student Assessment Division January 2014
(D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and Supporting Standard
(E) determine liquid volume (capacity) or weight using appropriate units and tools. Supporting Standard
STAAR Grade 3 Mathematics Page 9 of 9 Texas Education Agency
Student Assessment Division January 2014
Reporting Category 4: Data Analysis and Personal Financial Literacy The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts. (3.4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and a ccuracy. The student is expected to
(C) determine the value of a collection of coins and bills. Supporting Standard
(3.8) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting d ata. The student is expected to
(A) summarize a data se t with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and Readiness Standard
(B) solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. Supporting Standard
(3.9) Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to
(A) explain the connection between human capital/labor and income; Supporting Standard
(B) describe the relationship between the availability or scarcity of resources and how that impacts cost; Supporting Standard
(D) explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest; and Supporting Standard
(E) list reasons to save and explain the benefit of a savings plan, including for college. Supporting Standard
