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Grade 3 Mathematics

Item Specifications

The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers

in developing items to be field tested in 2016. The revisions in the specifications will NOT affect the Spring 2015

Florida Standards Assessments. The enhanced explanations, clarifications, and sample items should assist item writers

and other stakeholders in understanding the Florida Standards and the various types of test items that can be

developed to measure student proficiency in the applicable content areas for 2016 and beyond.

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ThedraftFloridaStandardsAssessments(FSA)TestItemSpecifications(Specifications)

arebasedupontheFloridaStandardsandtheFloridaCourseDescriptionsasprovidedin

CPALMs.TheSpecificationsarearesourcethatdefinesthecontentandformatofthe

testandtestitemsforitemwritersandreviewers.Eachgradelevelandcourse

SpecificationsdocumentindicatesthealignmentofitemswiththeFloridaStandards.It

alsoservestoprovideallstakeholderswithinformationaboutthescopeandfunctionof

theFSA.

ItemSpecificationsDefinitions

Alsoassessesreferstostandard(s)closelyrelatedtotheprimarystandardstatement.

Clarificationstatementsexplainwhatstudentsareexpectedtodowhenrespondingto

thequestion.

Assessmentlimitsdefinetherangeofcontentknowledgeanddegreeofdifficultythat

shouldbeassessedintheassessmentitemsforthestandard.

Itemtypesdescribethecharacteristicsofthequestion.

Contextdefinestypesofstimulusmaterialsthatcanbeusedintheassessmentitems.

ContextAllowablereferstoitemsthatmaybutarenotrequiredtohave

context.

ContextNocontextreferstoitemsthatshouldnothavecontext.

ContextRequiredreferstoitemsthatmusthavecontext.

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

The Florida Standards Assessments (FSA) are composed of test items that include

traditional multiplechoice items, items that require students to type or write a response,

and technologyenhanced items (TEI). Technologyenhanced items are computerdelivered

items that require students to interact with test content to select, construct, and/or support

their answers.

Currently, there are nine types of TEIs that may appear on computerbased assessments for

FSA Mathematics. For Grades 3 and 4 assessments, which will be paperbased tests in 2014

2015, and for students with an IEP or 504 plan that specifies a paperbased accommodation,

TEIs will be modified or replaced with test items that can be scanned and scored

electronically.

For samples of each of the item types described below, see the FSA Training Tests.

TechnologyEnhanced Item Types Mathematics

1. Editing Task Choice The student clicks a highlighted word or phrase, which

reveals a dropdown menu containing options for correcting an error as well

as the highlighted word or phrase as it is shown in the sentence to indicate

that no correction is needed. The student then selects the correct word or

phrase from the dropdown menu. For paperbased assessments, the item is

modified so that it can be scanned and scored electronically. The student fills

in a circle to indicate the correct word or phrase.

2. Editing Task The student clicks on a highlighted word or phrase that may be

incorrect, which reveals a text box. The directions in the text box direct the

student to replace the highlighted word or phrase with the correct word or

phrase. For paperbased assessments, this item type may be replaced with

another item type that assesses the same standard and can be scanned and

scored electronically.

3. Hot Text

a. Selectable Hot Text Excerpted sentences from the text are presented

in this item type. When the student hovers over certain words, phrases,

or sentences, the options highlight. This indicates that the text is

selectable (hot). The student can then click on an option to select it.

For paperbased assessments, a selectable hot text item is modified

so that it can be scanned and scored electronically. In this version, the

student fills in a circle to indicate a selection.

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

b. DragandDrop Hot Text Certain numbers, words, phrases, or

student hovers over these areas, the text highlights. The student can

then click on the option, hold down the mouse button, and drag it to a

graphic or other format. For paperbased assessments, draganddrop

hot text items will be replaced with another item type that assesses the

same standard and can be scanned and scored electronically.

4. Open Response The student uses the keyboard to enter a response into a text

field. These items can usually be answered in a sentence or two. For paperbased

assessments, this item type may be replaced with another item type that assesses

the same standard and can be scanned and scored electronically.

5. Multiselect The student is directed to select all of the correct answers from

among a number of options. These items are different from multiplechoice items,

which allow the student to select only one correct answer. These items appear in

the online and paperbased assessments.

6. Graphic Response Item Display (GRID) The student selects numbers, words,

phrases, or images and uses the draganddrop feature to place them into a graphic.

This item type may also require the student to use the point, line, or arrow tools to

create a response on a graph. For paperbased assessments, this item type may be

replaced with another item type that assesses the same standard and can be scanned

and scored electronically.

7. Equation Editor The student is presented with a toolbar that includes a variety of

mathematical symbols that can be used to create a response. Responses may be in

the form of a number, variable, expression, or equation, as appropriate to the test

item. For paperbased assessments, this item type may be replaced with a modified

version of the item that can be scanned and scored electronically or replaced with

another item type that assesses the same standard and can be scanned and scored

electronically.

8. Matching Item The student checks a box to indicate if information from a column

header matches information from a row. For paperbased assessments, this item

type may be replaced with another item type that assesses the same standard and

can be scanned and scored electronically.

9. Table Item The student types numeric values into a given table. The student

may complete the entire table or portions of the table depending on what is being

asked. For paperbased assessments, this item type may be replaced with another

item type that assesses the same standard and can be scanned and scored

electronically.

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

Mathematical Practices:

The Mathematical Practices are a part of each course description for Grades 38, Algebra 1,

Geometry, and Algebra 2. These practices are an important part of the curriculum. The

Mathematical Practices will be assessed throughout.

Make sense of problems and persevere in solving them.

MAFS.K12.MP.1.1:

MAFS.K12.MP.2.1:

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the meaning of a problem and looking for entry points to its solution.

They analyze givens, constraints, relationships, and goals. They make

conjectures about the form and meaning of the solution and plan a

solution pathway rather than simply jumping into a solution attempt.

They consider analogous problems, and try special cases and simpler

forms of the original problem in order to gain insight into its

solution. They monitor and evaluate their progress and change

course if necessary. Older students might, depending on the context

of the problem, transform algebraic expressions or change the

viewing window on their graphing calculator to get the information

they need. Mathematically proficient students can explain

correspondences between equations, verbal descriptions, tables, and

graphs or draw diagrams of important features and relationships,

graph data, and search for regularity or trends. Younger students

might rely on using concrete objects or pictures to help

conceptualize and solve a problem. Mathematically proficient

students check their answers to problems using a different method,

and they continually ask themselves, Does this make sense? They

can understand the approaches of others to solving complex

problems and identify correspondences between different

approaches.

Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and

their relationships in problem situations. They bring two

complementary abilities to bear on problems involving quantitative

relationships: the ability to decontextualizeto abstract a given

situation and represent it symbolically and manipulate the

representing symbols as if they have a life of their own, without

necessarily attending to their referentsand the ability to

contextualize, to pause as needed during the manipulation process in

order to probe into the referents for the symbols involved.

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

representation of the problem at hand; considering the units

involved; attending to the meaning of quantities, not just how to

compute them; and knowing and flexibly using different properties

of operations and objects.

Construct viable arguments and critique the reasoning of

others.

MAFS.K12.MP.3.1:

MAFS.K12.MP.4.1:

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assumptions, definitions, and previously established results in

constructing arguments. They make conjectures and build a logical

progression of statements to explore the truth of their conjectures.

They are able to analyze situations by breaking them into cases, and

can recognize and use counterexamples. They justify their

conclusions, communicate them to others, and respond to the

arguments of others. They reason inductively about data, making

plausible arguments that take into account the context from which

the data arose. Mathematically proficient students are also able to

compare the effectiveness of two plausible arguments, distinguish

correct logic or reasoning from that which is flawed, andif there is

a flaw in an argumentexplain what it is. Elementary students can

construct arguments using concrete referents such as objects,

drawings, diagrams, and actions. Such arguments can make sense

and be correct, even though they are not generalized or made formal

until later grades. Later, students learn to determine domains to

which an argument applies. Students at all grades can listen or read

the arguments of others, decide whether they make sense, and ask

useful questions to clarify or improve the arguments.

Model with mathematics.

Mathematically proficient students can apply the mathematics they

know to solve problems arising in everyday life, society, and the

workplace. In early grades, this might be as simple as writing an

addition equation to describe a situation. In middle grades, a student

might apply proportional reasoning to plan a school event or analyze

a problem in the community. By high school, a student might use

geometry to solve a design problem or use a function to describe

how one quantity of interest depends on another. Mathematically

proficient students who can apply what they know are comfortable

making assumptions and approximations to simplify a complicated

situation, realizing that these may need revision later. They are able

to identify important quantities in a practical situation and map their

relationships using such tools as diagrams, twoway tables, graphs,

flowcharts and formulas. They can analyze those relationships

mathematically to draw conclusions. They routinely interpret their

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

MAFS.K12.MP.5.1:

whether the results make sense, possibly improving the model if it

has not served its purpose.

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when

solving a mathematical problem. These tools might include pencil

and paper, concrete models, a ruler, a protractor, a calculator, a

spreadsheet, a computer algebra system, a statistical package, or

dynamic geometry software. Proficient students are sufficiently

familiar with tools appropriate for their grade or course to make

sound decisions about when each of these tools might be helpful,

recognizing both the insight to be gained and their limitations. For

example, mathematically proficient high school students analyze

graphs of functions and solutions generated using a graphing

calculator. They detect possible errors by strategically using

estimation and other mathematical knowledge. When making

mathematical models, they know that technology can enable them to

visualize the results of varying assumptions, explore consequences,

and compare predictions with data. Mathematically proficient

students at various grade levels are able to identify relevant external

mathematical resources, such as digital content located on a website,

and use them to pose or solve problems. They are able to use

technological tools to explore and deepen their understanding of

concepts.

Attend to precision.

MAFS.K12.MP.6.1:

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others. They try to use clear definitions in discussion with others and

in their own reasoning. They state the meaning of the symbols they

choose, including using the equal sign consistently and

appropriately. They are careful about specifying units of measure,

and labeling axes to clarify the correspondence with quantities in a

problem. They calculate accurately and efficiently, express numerical

answers with a degree of precision appropriate for the problem

context. In the elementary grades, students give carefully formulated

explanations to each other. By the time they reach high school they

have learned to examine claims and make explicit use of definitions.

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

MAFS.K12.MP.7.1:

MAFS.K12.MP.8.1:

or structure. Young students, for example, might notice that three

and seven more is the same amount as seven and three more, or they

may sort a collection of shapes according to how many sides the

shapes have. Later, students will see 7 8 equals the well

remembered 7 5 + 7 3, in preparation for learning about the

distributive property. In the expression x + 9x + 14, older students

can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the

significance of an existing line in a geometric figure and can use the

strategy of drawing an auxiliary line for solving problems. They also

can step back for an overview and shift perspective. They can see

complicated things, such as some algebraic expressions, as single

objects or as being composed of several objects. For example, they

can see 5 3(x y) as 5 minus a positive number times a square and

use that to realize that its value cannot be more than 5 for any real

numbers x and y.

Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are

repeated, and look both for general methods and for shortcuts. Upper

elementary students might notice when dividing 25 by 11 that they

are repeating the same calculations over and over again, and

conclude they have a repeating decimal. By paying attention to the

calculation of slope as they repeatedly check whether points are on

the line through (1, 2) with slope 3, middle school students might

abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in

the way terms cancel when expanding (x 1)(x + 1), (x 1)(x + x +

1), and (x 1)(x + x + x + 1) might lead them to the general formula

for the sum of a geometric series. As they work to solve a problem,

mathematically proficient students maintain oversight of the

process, while attending to the details. They continually evaluate the

reasonableness of their intermediate results.

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

Calculators:

General Designations:

Calculator:

Items only appear on Calculator Sessions.

Calculator Neutral:

Items appear on Calculator and No Calculator Sessions.

No Calculator:

Items only appear on No Calculator Sessions.

Types of Calculators:

Grades 36

No calculator permitted for paperbased or computerbased tests.

Grades 78

Online scientific calculator provided in the CBT platform for Sessions 2 and 3 of the Grades 7

and 8 FSA Mathematics tests.

Online calculator may be accessed in the FSA Portal for use in the classroom.

CBT students may request and use a handheld scientific calculator during Sessions 2 and 3.

See below for a list of prohibited functionalities for handheld scientific calculators. Calculators

that allow these prohibited functionalities may not be used.

Students with paperbased accommodations must be provided a handheld scientific

calculator for Sessions 2 and 3. See below for a list of prohibited functionalities for handheld

scientific calculators. Calculators that allow these prohibited functionalities may not be used.

EndofCourse (EOC)

Online scientific calculator provided in the CBT platform for Session 2 of the Algebra 1,

Algebra 2, and Geometry tests.

Online calculator may be accessed in the FSA Portal for use in the classroom.

CBT students may request and use a handheld scientific calculator during Session 2. See

below for a list of prohibited functionalities for handheld scientific calculators. Calculators that

allow these prohibited functionalities may not be used.

Students with paperbased accommodations must be provided a handheld scientific

calculator for Session 2. See below for a list of prohibited functionalities for handheld scientific

calculators. Calculators that allow these prohibited functionalities may not be used.

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

Calculator Functionality:

Students will need access to the following calculator functions:

2

Square root ()

3 or for Grade 8 and EOCs

for Algebra 1 and Algebra 2

Trigonometric functions for Geometry and Algebra 2

log and/or ln for Algebra 2

Students may not use a handheld calculator that has ANY of the following prohibited

functionalities:

CAS (an ability to solve algebraically) or a solver of any kind

regression capabilities

a table

unit conversion other than conversions between degrees and radians (e.g., feet to inches)

ability to simplify radicals

graphing capability

matrices

a display of more than one line

textediting functionality (edit, copy, cut, and paste)

the ability to perform operations with complex numbers

the ability to perform prime factorization

the ability to find gcd or lcm

wireless or Bluetooth capability or Internet accessibility

QWERTY keyboard or keypad

need for an electrical outlet

calculator peripherals

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

Reference Sheets:

Reference sheets and ztables will be available as online references (in a popup window). A

paper version will be available for paperbased tests.

Reference sheets with conversions will be provided for FSA Mathematics assessments in

Grades 48 and EOC Mathematics assessments.

There is no reference sheet for Grade 3.

For Grades 4, 6, and 7, Geometry, and Algebra 2, some formulas will be provided on the

reference sheet.

For Grade 5 and Algebra 1, some formulas may be included with the test item if needed to

meet the intent of the standard being assessed.

For Grade 8, no formulas will be provided; however, conversions will be available on a

reference sheet.

For Algebra 2, a ztable will be available.

Grade

Conversions

Some Formulas

ztable

3

No

No

No

4

On Reference Sheet

On Reference Sheet

No

5

On Reference Sheet

With Item

No

6

On Reference Sheet

On Reference Sheet

No

7

On Reference Sheet

On Reference Sheet

No

8

On Reference Sheet

No

No

Algebra 1

On Reference Sheet

With Item

No

Algebra 2

On Reference Sheet

On Reference Sheet

Yes

Geometry

On Reference Sheet

On Reference Sheet

No

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.1Representandsolveproblemsinvolvingmultiplicationanddivision.

MAFS.3.OA.1.1 Interpretproductsofwholenumbers,e.g.,interpret57asthe

totalnumberofobjectsin5groupsof7objectseach.Forexample,describea

contextinwhichatotalnumberofobjectscanbeexpressedas57.

AssessmentLimits Wholenumberfactorsmaynotexceed10x10.

Studentsmaynotberequiredtowriteanequationtorepresentaproductof

wholenumbers.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

Multiselect

OpenResponse

TableItem

Context

Allowable

SampleItem

ItemType

TomtoldMaryheplanted4x5flowers.HowmightMarydescribethe

OpenResponse

arrangementofflowersinTomsrectangularshapedgarden?

TomtoldMaryheplanted48flowersintherectangularshapedgarden.Which

sentencecouldMaryusetodescribehowtheflowerswereplanted?

A. Tomplanted24rowsof24flowers.

B. Tomplanted4rowsof24flowers.

C. Tomplanted40rowsof8flowers.

D. Tomplanted8rowsof6flowers.

MultipleChoice

TableItem

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.1Representandsolveproblemsinvolvingmultiplicationanddivision.

MAFS.3.OA.1.2 Interpretwholenumberquotientsofwholenumbers,e.g.,

interpret568asthenumberofobjectsineachsharewhen56objectsare

partitionedequallyinto8shares,orasanumberofshareswhen56objectsare

partitionedintoequalsharesof8objectseach.Forexample,describeacontext

inwhichanumberofsharesoranumberofgroupscanbeexpressedas568.

AssessmentLimits Wholenumberquotientsanddivisorsmaynotexceed10.

Itemsmaynotrequirestudentstowriteanequationtorepresentaquotientof

wholenumbers.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

GRID

Heidihas12applesand6bags.Sheplacesanequalnumberofapplesineachbag.

Dragapplestoshowhowmanyapplesareineachbag.

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

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ItemType

Multiselect

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.1Representandsolveproblemsinvolvingmultiplicationanddivision.

MAFS.3.OA.1.3 Usemultiplicationanddivisionwithin100tosolvewordproblems

insituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,by

usingdrawingsandequationswithasymbolfortheunknownnumberto

representtheproblem.

AssessmentLimits Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

Itemsmaynotcontainmorethanoneunknownperequation.

Itemsmaynotcontainthewordstimesasmuch/many.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Required

SampleItem

ItemType

Craighas72grapes.Heseparatesthegrapesinto9equalgroups.Howmany

EquationEditor

grapesareineachgroup?

EquationEditor

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.1Representandsolveproblemsinvolvingmultiplicationanddivision.

MAFS.3.OA.1.4 Determinetheunknownwholenumberinamultiplicationor

divisionequationrelatingthreewholenumbers.Forexample,determinethe

unknownnumberthatmakestheequationtrueineachoftheequations

8?=48,5=_3,66=?

AssessmentLimits Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

Itemsmustprovidetheequation.

Studentsmaynotberequiredtocreatetheequation.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

Context

Nocontext

SampleItem

ItemType

EquationEditor

Adivisionproblemisshown.

9equalsdividedby3

Whatisthevalueoftheunknownnumber?

Whatisthevalueoftheunknownnumberintheequation72=9?

EquationEditor

MultipleChoice

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.2Understandpropertiesofmultiplicationandtherelationship

betweenmultiplicationanddivision.

MAFS.3.OA.2.5 Applypropertiesofoperationsasstrategiestomultiplyand

divide.Examples:If64=24isknown,then46=24isalsoknown.

(Commutativepropertyofmultiplication.)352canbefoundby35=15,

then152=30,orby52=10,then310=30.(Associativepropertyof

multiplication.)Knowingthat85=40and82=16,onecanfind87as8

(5+2)=(85)+(82)=40+16=56.(Distributiveproperty.)

AssessmentLimit

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

ItemType

MultipleChoice

Anequationisshown.

4x9=9x

Whatisthemissingvalue?

A. 4

B. 5

C. 9

D. 13

Dragnumberstotheboxestocreateadifferentexpressionthatisequalto

(3+4)+5.

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March20,2015

GRID

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Selectalltheexpressionsthatcouldbeusedtofind6x10.

10x6

6x(2x5)

6+(2x5)

(6x2)x5

(6x8)x(6x2)

ItemType

Multiselect

MultipleChoice

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.2Understandpropertiesofmultiplicationandtherelationship

betweenmultiplicationanddivision.

MAFS.3.OA.2.6 Understanddivisionasanunknownfactorproblem.Forexample,

find328byfindingthenumberthatmakes32whenmultipliedby8.

AssessmentLimit

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

ItemType

EquationEditor

Createamultiplicationequationyoucouldusetosolve213=.

GRID

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.3Multiplyanddividewithin100.

MAFS.3.OA.3.7 Fluentlymultiplyanddividewithin100,usingstrategiessuchas

therelationshipbetweenmultiplicationanddivision(e.g.,knowingthat85=

40,oneknows405=8)orpropertiesofoperations.BytheendofGrade3,

knowfrommemoryallproductsoftwoonedigitnumbers.

AssessmentLimit

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

No

EquationEditor

MultipleChoice

Multiselect

TableItem

Nocontext

ItemType

EquationEditor

Calculator

ItemTypes

Context

SampleItem

Solve:8x2=

Multiselect

Selectallthefactorpairsof24.

3and8

4and8

6and3

7and4

6and4

TableItem

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.4Solveproblemsinvolvingthefouroperations,andidentifyand

explainpatternsinarithmetic.

MAFS.3.OA.4.8 Solvetwostepwordproblemsusingthefouroperations.

Representtheseproblemsusingequationswithaletterstandingforthe

unknownquantity.Assessthereasonablenessofanswersusingmental

computationandestimationstrategiesincludingrounding.

AssessmentLimits Addingandsubtractingislimitedtowholenumberswithin1,000.

Allvaluesinmultiplicationordivisionsituationsmaynotexceedwholenumber

multiplicationfactsof10x10ortherelateddivisionfacts.

Studentsmaynotberequiredtoperformroundinginisolation.

Equationsmaybeprovidedinitems.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

OpenResponse

Context

Required

SampleItem

ItemType

Abookstorehas4boxesofbooks.Eachboxcontains20books.OnMonday,the

EquationEditor

bookstoresold16books.Howmanybooksremaintobesold?

OnMonday,abookstoresold75books.OnTuesday,thebookstoresold125

books.Thebookstoremustsell500booksbyFriday.Createanequationthatcan

beusedtofindhowmanymorebooks,b,thebookstoremustsellbyFriday.

EquationEditor

MultipleChoice

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.OAOperationsandAlgebraicThinking

MAFS.3.OA.4Solveproblemsinvolvingthefouroperations,andidentifyand

explainpatternsinarithmetic.

MAFS.3.OA.4.9 Identifyarithmeticpatterns(includingpatternsintheaddition

tableormultiplicationtable),andexplainthemusingpropertiesofoperations.

Forexample,observethat4timesanumberisalwayseven,andexplainwhy4

timesanumbercanbedecomposedintotwoequaladdends.

AssessmentLimits Addingandsubtractingislimitedtowholenumberswithin1,000.

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10

ortherelateddivisionfacts.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

TableItem

Context

Nocontext

SampleItem

ItemType

MultipleChoice

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March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.NBTNumberandOperationsinBaseTen

MAFS.3.NBT.1Useplacevalueunderstandingandpropertiesofoperationsto

performmultidigitarithmetic.

MAFS.3.NBT.1.1 Useplacevalueunderstandingtoroundwholenumberstothe

nearest10or100.

AssessmentLimit

Calculator

ItemTypes

Itemsmaycontainwholenumbersupto1,000.

No

EquationEditor

GRID

MatchingItem

Multiselect

TableItem

Nocontext

Context

SampleItem

Whatvalueis846roundedtothenearest100?

A.Round846tothenearesthundred.

B.Round846tothenearestten.

Selectallthenumbersthatwillequal800whenroundedtothenearesthundred.

739

751

792

805

850

Anincompletetableisshown.Completethetablebyfillinginthemissingoriginal

numberswithpossiblevalues.

Original

Roundedto

Number

NearestTen

100

150

190

ItemType

EquationEditor

EquationEditor

Multiselect

TableItem

Plotpointsonthenumberlinetorepresentallwholenumbervaluesthatroundto

500whenroundedtothenearesthundredandto450whenroundedtothe

nearestten.

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GRID

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

MatchingItem

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ContentStandard

MAFS.3.NBTNumber&OperationsinBaseTen

MAFS.3.NBT.1Useplacevalueunderstandingandpropertiesofoperationsto

performmultidigitarithmetic.

MAFS.3.NBT.1.2 Fluentlyaddandsubtractwithin1,000usingstrategiesand

algorithmsbasedonplacevalue,propertiesofoperations,and/orthe

relationshipbetweenadditionandsubtraction.

AssessmentLimits Addendsandsumsarelessthanorequalto1,000.

Minuends,subtrahends,anddifferencesarelessthanorequalto1,000.

Itemsmaynotrequirestudentstonamespecificproperties.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

ItemType

Whatisthesumof153,121,and178?

EquationEditor

Multiselect

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FloridaStandardsAssessments

ContentStandard

MAFS.3.NBTNumber&OperationsinBaseTen

MAFS.3.NBT.1Useplacevalueunderstandingandpropertiesofoperationsto

performmultidigitarithmetic.

MAFS.3.NBT.1.3 Multiplyonedigitwholenumbersbymultiplesof10intherange

1090(e.g.,980,560)usingstrategiesbasedonplacevalueandproperties

ofoperations.

AssessmentLimit

Calculator

ItemTypes

Itemsmaynotrequirestudentstonamespecificproperties.

No

EquationEditor

MatchingItem

Multiselect

Allowable

Context

SampleItem

Whatistheproductof7and50?

ItemType

EquationEditor

Selectallexpressionsthathaveaproductof320.

3x90

4x80

5x60

8x40

9x30

Mr.Englehas10tablesinhisclassroom.Thereare3studentsateachtable.Each

studenthas6gluesticks.

A. Howmanygluesticksareateachtable?

B. HowmanygluesticksdoallofMr.Englesstudentshavecombined?

Multiselect

EquationEditor

EquationEditor

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.NFNumberandOperationsFractions

MAFS.3.NF.1Developunderstandingoffractionsasnumbers.

wholeispartitionedintobequalparts;understandafraction asthequantity

formedbyapartsofsize .

AlsoAssesses:

MAFS.3.GGeometry

MAFS.3.G.1Reasonwithshapesandtheirattributes.

MAFS.3.G.1.2 Partitionshapesintopartswithequalareas.Expresstheareaof

eachpartasaunitfractionofthewhole.Forexample,partitionashapeinto4

partswithequalarea,anddescribetheareaofeachpartas oftheareaofthe

shape.

AssessmentLimits Denominatorsarelimitedto2,3,4,6,and8.

Itemsarelimitedtocombiningorputtingtogetherunitfractionsratherthan

formaladditionorsubtractionoffractions.

Maintainconceptofawholeasoneentitythatcanbeequallypartitionedin

variouswayswhenworkingwithunitfractions.

Fractionsa/bcanbefractionsgreaterthan1.

Itemsmaynotusethetermsimplifyorlowesttermsindirectives.

Itemsmaynotusenumberlines.

Shapesmayinclude:quadrilateral(parallelogram,rhombus,rectangle,square,

isoscelestrapezoid),equilateraltriangle,isoscelestriangle,regularhexagon,

andcircle.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

TableItem

Context

Allowablefor3.NF.1.1;nocontextfor3.G.1.2

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Eachmodelshownhasbeenshadedtorepresentafraction.Whichmodelshows

shaded?

A.

B.

C.

D.

Eachmodelshownhasbeenshadedtorepresentafraction.Whichmodelshows

shaded?

A.

B.

C.

D.

Afigureisshown.Partofthefigureisshaded.

Whichfractionofthetotalareaofthefiguredoestheshadedpartrepresent?

Afigureisshown.Partofthefigureisshaded.

Whichfractionofthetotalareaofthefiguredoestheshadedpartrepresent?

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ItemType

MultipleChoice

MultipleChoice

EquationEditor

EquationEditor

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Ahalfofashapeisshown.

ItemType

GRID

Clicksquarestocompletethewholeshape.

Asixthofashapeisshown.

GRID

Clicksquarestocompletethewholeshape.

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FloridaStandardsAssessments

SampleItem

Eachshapeshownrepresents ofawhole.

ItemType

EquationEditor

Howmanyshapesshouldbeputtogethertomake ?

GRID

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FloridaStandardsAssessments

ContentStandard

MAFS.3.NFNumberandOperationsFractions

MAFS.3.NF.1Developunderstandingoffractionsasnumbers.

MAFS.3.NF.1.2 Understandafractionasanumberonthenumberline;represent

fractionsonanumberlinediagram.

intervalfrom0to1asthewholeandpartitioningitintobequalparts.Recognize

thateachparthassize andthattheendpointofthepartbasedat0locatesthe

number onthenumberline.

lengths from0.Recognizethattheresultingintervalhassize andthatits

endpointlocatesthenumber onthenumberline.

AssessmentLimits Denominatorsarelimitedto2,3,4,6,and8.

NumberlinesinMAFS.3.NF.1.2bitemsmayextendbeyond1.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

Whichnumberlineisdividedintothirds?

A.

B.

C.

D.

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ItemType

MultipleChoice

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Whatfractionisrepresentedbythetotallengthmarkedonthenumber

lineshown?

ItemType

EquationEditor

Whatfractionisrepresentedbythelengthmarkedonthenumberlineshown?

EquationEditor

GRID

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FloridaStandardsAssessments

ContentStandard

MAFS.3.NFNumberandOperationsFractions

MAFS.3.NF.1Developunderstandingoffractionsasnumbers.

MAFS.3.NF.1.3 Explainequivalenceoffractionsinspecialcases,andcompare

fractionsbyreasoningabouttheirsize.

MAFS.3.NF.1.3a Understandtwofractionsasequivalent(equal)iftheyarethe

samesize,orthesamepointonanumberline.

MAFS.3.NF.1.3b Recognizeandgeneratesimpleequivalentfractions,e.g.,

.Explainwhythefractionsareequivalent,e.g.,byusingavisualfraction

model.

MAFS.3.NF.1.3c Expresswholenumbersasfractions,andrecognizefractionsthat

areequivalenttowholenumbers.Examples:Express3intheform3= ;

recognizethat =6;locate and1atthesamepointofanumberlinediagram.

MAFS.3.NF.1.3d Comparetwofractionswiththesamenumeratororthesame

denominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalid

onlywhenthetwofractionsrefertothesamewhole.Recordtheresultsof

comparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,by

usingavisualfractionmodel.

AssessmentLimits Denominatorsarelimitedto2,3,4,6,and8.

Fractionsmustreferencethesamewholeentitythatcanbeequallypartitioned,

unlessitemisassessingMAFS.3.NF.1.3d.

Itemsmaynotusethetermsimplifyorlowesttermsindirectives.

Visualmodelsmayincludenumberlinesandareamodels.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

TableItem

Context

Allowable

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

JenniandJimmysequalsizedpizzasareeachcutinto8pieces.Jennieats2slices

ofherpizza,andJimmyeats3slicesofhispizza.

ItemType

GRID

ClickonJennispizzatoshowhowmuchsheate.ClickonJimmyspizzatoshow

howmuchheate.

Drag<,>,or=totheboxtomakeatruestatement.

JennisandJimmysequalsizedpizzasareeachcutinto8slices.Jennieats2slices

ofherpizza,andJimmyeats3slicesofhispizza.

CompletethecomparisonofJennispizzatoJimmyspizza.

34|P a g e

March20,2015

GRID

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

Maryhastwomodels,eachdividedintoequalsizedsections.Eachmodelhasbeen EquationEditor

shadedtorepresentafraction.

CreateatruecomparisonofthetwofractionsrepresentedinMarysmodels.

Maryhastwomodels,eachdividedintoequalsizedsections.Thefirstmodelhas

beenshadedtorepresentafraction.

Clicktoshadesectionsonthesecondmodeltoshowafractionequivalenttothe

oneinthefirstmodel.

Createatruecomparisonofthe2fractions.

GRID

Multiselect

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.1Solveproblemsinvolvingmeasurementandestimationofintervals

oftime,liquidvolumes,andmassesofobjects.

MAFS.3.MD.1.1 Tellandwritetimetothenearestminuteandmeasuretime

intervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionof

timeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberline

diagram.

AssessmentLimits Clocksmaybeanalogordigital.

Digitalclocksmaynotbeusedforitemsthatrequiretellingorwritingtimein

isolation.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

TableItem

Context

Allowable

SampleItem

ItemType

Alexarrivesatthegrocerystoreat5:15p.m.Heleavesthegrocerystore

GRID

75minuteslater.Placeanarrowonthenumberlinetoshowthetimeheleftthe

grocerystore.

Alexarrivesatthegrocerystoreat5:17p.m.Heleavesat5:59p.m.Howmany

minuteswasheinthegrocerystore?

EquationEditor

Alexhaschoreseveryday.Thelengthoftime,inminutes,ofeachchoreisshown. TableItem

Hestartsat9:00a.m.Completethetabletoshowwhattimehewillstartandfinish

eachchore.

Timeit

Takesto

Complete

theChore StartTime EndTime

Chore

Wateringflowers 12minutes

9:00

:

Sweepingkitchen 7minutes

:

:

Dustingallrooms 14minutes

:

:

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FloridaStandardsAssessments

SampleItem

ItemType

MultipleChoice

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FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.1Solveproblemsinvolvingmeasurementandestimationofintervals

oftime,liquidvolumes,andmassesofobjects.

MAFS.3.MD.1.2 Measureandestimateliquidvolumesandmassesofobjectsusing

standardunitsofgrams(g),kilograms(kg),andliters(l).Add,subtract,multiply,

ordividetosolveonestepwordproblemsinvolvingmassesorvolumesthatare

giveninthesameunits.

AssessmentLimits Itemsmaynotcontaincompoundunitssuchascubiccentimeters(cm3)or

findingthegeometricvolumeofacontainer.

Itemsmaynotrequiremultiplicativecomparison(e.g.,timesasmuch).

Unitconversionsarenotallowed.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Context

Allowable

SampleItem

ItemType

Mauricehasthecontainershown.

EquationEditor

Howmanyliters(L)ofwaterareinthecontainer?

Howmanyliters(L)ofwaterareinthefollowingcontainer?

38|P a g e

March20,2015

EquationEditor

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

GinaandMauricehavesamesizedcontainersfilledwithdifferentamountsof

water,asshown.

Ginascontainerhas4liters(L)ofwater.Abouthowmuchwater,inliters(L),does

Mauricescontainerhave?

GinaandMauricehavethecontainersshown.

Ginadoesnotknowhowmuchwaterisinhercontainer.Mauricescontaineristhe

samesizeasGinascontainer.Abouthowmuchlesswater,inliters(L),doesGina

havethanMaurice?

39|P a g e

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ItemType

EquationEditor

EquationEditor

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

EquationEditor

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March20,2015

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FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.2Representandinterpretdata.

MAFS.3.MD.2.3 Drawascaledpicturegraphandascaledbargraphtorepresenta

datasetwithseveralcategories.Solveoneandtwostephowmanymoreand

howmanylessproblemsusinginformationpresentedinscaledbargraphs.For

example,drawabargraphinwhicheachsquareinthebargraphmight

represent5pets.

AssessmentLimits Thenumberofdatacategoriesarefiveorfewer.

Itemsmustprovideappropriatescaleand/orkeyunlessitemisassessingthat

feature.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

TableItem

Context

Required

SampleItem

ItemType

GRID

Johnsurveyshisclassmatesabouttheirfavoritefoods,asshowninthetable.

FavoriteFood

Hamburger

2

Salad

5

Pizza

8

Clickonthegraphtocompletethebargraph.

41|P a g e

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Johnsurveyshisclassmatesabouttheirfavoritefoods,asshowninthebargraph.

Howmanymoreclassmatespreferpizzaoversalad?

Johnsurveyshisclassmatesabouttheirfavoritefoods,asshowninthetable.

FavoriteFood

HotDogs

5

Pizza

9

Salad

6

Chicken

3

Fish

8

Clickonthegraphtocreateabargraphthatrepresentsthedata.

42|P a g e

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ItemType

EquationEditor

GRID

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

GRID

43|P a g e

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FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.2Representandinterpretdata.

MAFS.3.MD.2.4 Generatemeasurementdatabymeasuringlengthsusingrulers

markedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,

wherethehorizontalscaleismarkedoffinappropriateunitswholenumbers,

halves,orquarters.

AssessmentLimits Standardrulersmaynotbeused;onlyspecialrulersthataremarkedoffinhalves

orquartersareallowed.

Measurementsarelimitedtoinches.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

Multiselect

Context

Allowable

SampleItem

ItemType

EquationEditor

Apencilisshown.

Whatisthelengthofthepenciltothenearestwholeinch?

Apencilisshown.

EquationEditor

Whatisthelengthofthepenciltothenearesthalfinch?

Apencilisshown.

Whatisthelengthofthepenciltothenearestquarterinch?

44|P a g e

March20,2015

EquationEditor

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

GRID

45|P a g e

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.3Geometricmeasurement:understandconceptsofareaandrelate

areatomultiplicationandaddition.

MAFS.3.MD.3.5 Recognizeareaasanattributeofplanefiguresandunderstand

conceptsofareameasurement.

MAFS.3.MD.3.5a Asquarewithsidelength1unit,calledaunitsquare,issaidto

haveonesquareunitofarea,andcanbeusedtomeasurearea.

MAFS.3.MD.3.5b Aplanefigurewhichcanbecoveredwithoutgapsoroverlapsby

nunitsquaresissaidtohaveanareaofnsquareunits.

AlsoAssesses:

MAFS.3.MD.3.6 Measureareasbycountingunitsquares(squarecm,squarem,

squarein,squareft,andimprovisedunits).

AssessmentLimits Itemsmayincludeplanefiguresthatcanbecoveredbyunitsquares.

Itemsmaynotincludeexponentialnotationforunitabbreviations(e.g.,cm2).

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

Alexputthetilesshownonhisfloor.

EquationEditor

Whatisthearea,insquarefeet,ofAlexsfloor?

46|P a g e

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

TheareaofAlexsflooris30squarefeet.

SelectallthefloorsthatcouldbeAlexs.

47|P a g e

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ItemType

Multiselect

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

MultipleChoice

48|P a g e

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.3Geometricmeasurement:understandconceptsofareaandrelate

areatomultiplicationandaddition.

MAFS.3.MD.3.7 Relateareatotheoperationsofmultiplicationandaddition.

MAFS.3.MD.3.7a Findtheareaofarectanglewithwholenumbersidelengthsby

tilingit,andshowthattheareaisthesameaswouldbefoundbymultiplyingthe

sidelengths.

MAFS.3.MD.3.7b Multiplysidelengthstofindareasofrectangleswithwhole

numbersidelengthsinthecontextofsolvingrealworldandmathematical

problems,andrepresentwholenumberproductsasrectangularareasin

mathematicalreasoning.

MAFS.3.MD.3.7c Usetilingtoshowinaconcretecasethattheareaofarectangle

withwholenumbersidelengthsaandb+cisthesumofabandac.Use

areamodelstorepresentthedistributivepropertyinmathematicalreasoning.

MAFS.3.MD.3.7d Recognizeareaasadditive.Findareasofrectilinearfiguresby

decomposingthemintononoverlappingrectanglesandaddingtheareasofthe

nonoverlappingparts,applyingthistechniquetosolverealworldproblems.

AssessmentLimits Figuresarelimitedtorectanglesandshapesthatcanbedecomposedinto

rectangles.

Dimensionsoffiguresarelimitedtowholenumbers.

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Allowable

49|P a g e

March20,2015

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Aparkisintheshapeoftherectangleshown.

Whatisthearea,insquaremiles,ofthepark?

Aparkisshown.

Whatisthearea,insquaremiles,ofthepark?

50|P a g e

March20,2015

ItemType

EquationEditor

EquationEditor

Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Aparkisshown.

ItemType

EquationEditor

Whatisthearea,insquaremiles,ofthepark?

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FloridaStandardsAssessments

SampleItem

ItemType

EquationEditor

52|P a g e

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.MDMeasurementandData

MAFS.3.MD.4Geometricmeasurement:recognizeperimeterasanattributeof

planefiguresanddistinguishbetweenlinearandareameasures.

MAFS.3.MD.4.8 Solverealworldandmathematicalproblemsinvolvingperimeters

ofpolygons,includingfindingtheperimetergiventhesidelengths,findingan

unknownsidelength,andexhibitingrectangleswiththesameperimeterand

differentareasorwiththesameareaanddifferentperimeters.

AssessmentLimits Onlypolygonsthatcanbetiledwithsquareunitsareallowable.

Dimensionsoffiguresarelimitedtowholenumbers.

Allvaluesinitemsmaynotexceedwholenumbermultiplicationfactsof10x10.

Itemsarenotrequiredtohaveagraphic,butsufficientdimensioninformation

mustbegiven.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Required

SampleItem

ItemType

MultipleChoice

Benisplanningagarden.Whichmeasurementdescribestheperimeterof

hisgarden?

A. thelengthoffencehewillneed

B. theamountofsoilhewillneed

C. thenumberofseedshewillbuy

D. thelengthofthegardenmultipliedbythewidth

Bensgardenhasaperimeterof32feet.Drawarectanglethatcouldrepresentthe GRID

garden.

Benhasarectangulargardenwithsidelengthsof2feetand5feet.Whatisthe

perimeter,infeet,ofBensgarden?

EquationEditor

Benwantstocreatearectangulargardenwithanarealessthan40squarefeet.He GRID

has30feetoffencing.DrawarectanglethatcouldrepresentBensgarden.

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

GRID

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard

MAFS.3.GGeometry

MAFS.3.G.1Reasonwithshapesandtheirattributes.

MAFS.3.G.1.1 Understandthatshapesindifferentcategories(e.g.,rhombuses,

rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthat

thesharedattributescandefinealargercategory(e.g.,quadrilaterals).

Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,

anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthese

subcategories.

AssessmentLimits Shapesmayincludetwodimensionalshapesandthefollowingquadrilaterals:

rhombus,rectangle,square,parallelogram,andtrapezoid.

Itemsmayreferenceand/orrelyonthefollowingattributes:numberofsides,

numberofangles,whethertheshapehasarightangle,whetherthesidesare

thesamelength,andwhetherthesidesarestraightlines.

Itemsmaynotusethetermsparallelorperpendicular.

Calculator

No

ItemTypes

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Nocontext

SampleItem

ItemTypes

Multiselect

Asquareandatrapezoidareshownbelow.

Whichattributesdotheseshapesalwayshaveincommon?

numberofsides

sidelengths

anglemeasures

rightangles

numberofangles

Multiselect

Selecttheshapesthatarealwaysquadrilateralsandnotrectangles.

rhombus

parallelogram

triangle

trapezoid

square

Drawaquadrilateralthatisnotarectangle.

GRID

55|P a g e

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Grade3MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Drawaquadrilateralthathasonerightangleand2sidesofthesamelength.

ItemType

GRID

Whatisthenameofashapethatisaquadrilateralbutnotarectangle?

A. hexagon

B. parallelogram

C. square

D. triangle

MultipleChoice

OpenResponse

56|P a g e

March20,2015

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