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IX.

Mathematics, Grade 3

Grade 3 Mathematics Test


The spring 2012 grade 3 Mathematics test was based on learning standards in the five major content strands of the Massachusetts Mathematics Curriculum Framework (2000) listed below. Specific learning standards for grade 3 are found in the Supplement to the Massachusetts Mathematics Curriculum Framework (2004). Page numbers for the grades 3 4 Framework learning standards and for the grade 3 Supplement standards appear in parentheses. Number Sense and Operations (Framework, pages 2223; Supplement, pages 3 4) Patterns, Relations, and Algebra (Framework, page 32; Supplement, page 4) Geometry (Framework, page 40; Supplement, pages 4 5) Measurement (Framework, page 48; Supplement, page 5) Data Analysis, Statistics, and Probability (Framework, page 56; Supplement, pages 56) The Mathematics Curriculum Framework and Supplement are available on the Department website at www.doe.mass.edu/frameworks/current.html. Mathematics test results are reported under five MCAS reporting categories, which are identical to the five framework content strands listed above.

Test Sessions
The grade 3 Mathematics test included two separate test sessions. Each session included multiple-choice, short-answer, and open-response questions. Approximately half of the common test items are shown on the following pages as they appeared in grade 3 test & answer booklets.

Reference Materials and Tools


Each student taking the grade 3 Mathematics test was provided with a plastic ruler and a grade 3 Mathematics Tool Kit. A copy of the tool kit pieces used by students to answer question 17 immediately follows the last question in this chapter. An image of the ruler is not reproduced in this publication. The use of bilingual word-to-word dictionaries was allowed for current and former English language learner students only, during both Mathematics test sessions. No calculators, other reference tools, or materials were allowed.

Cross-Reference Information
The tables at the conclusion of this chapter indicate each released and unreleased common items reporting category and the framework learning standard it assesses. The correct answers for released multiple-choice and short-answer questions are also displayed in the released item table.

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Mathematics
SeSSion 1
You may use your tool kit and MCAS ruler during this session. You may not use a calculator during this session. DIRECTIONS This session contains six multiple-choice questions, two short-answer questions, and two openresponse questions. For multiple-choice questions, mark your answers by filling in the circle next to the best answer. For the short-answer and open-response questions, write your answer in the space provided below the question.
ID:227130 EBH185_faces.eps B Common

ID:281097 C Common

Jeremy drew the faces shown in the box below.

Ms. Pack wrote the number sentence shown below.

Which of these number sentences is equal to Ms. Packs number sentence? A B What fraction of the faces are ? C D \ A \ B \ C \ D 1 3 3 8 3 5 8 3 5 5 10 13 9 9 9 5 9 0

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Mathematics

Session 1

Question 3 is a short-answer question. Write your answer to this question in the Answer Box provided.
ID:227298 Common

What number belongs in the

below to make the number sentence true?

90 3

5 630

Write your answer in the Answer Box below.

Answer Box

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Mathematics

Session 1

Mark your choice for multiple-choice question 4 by filling in the circle next to the best answer.
ID:207697 MI101_Cards_with_Numbers. B Common

Oliver made the pattern shown below with his number cards.

16
Start

22

28

34

40

Which of these could be the rule for Olivers pattern? A B C D add 5 add 6 subtract 5 subtract 6

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Mathematics

Session 1

Write your answers to parts (a) and (b) of open-response question 5 in the spaces provided.
ID:253597 SEM331_bar_graph.eps, SEM Common

The table below shows the numbers of seashells that four children found at the beach.

Seashells Found
Child Bob Carlos Edwin Fred Number of Seashells 9 9 5 10

a. Complete the bar graph below by drawing bars to show the number of seashells each child found.

Seashells Found
12 Number of Seashells 10 8 6 4 2 0 Bob Carlos Edwin Child Fred

b. Use the data from your bar graph to write a sentence that compares the numbers of seashells the children found.

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Mathematics

Session 1

Question 6 is a short-answer question. Write your answer to this question in the Answer Box provided.
ID:203636 MH624-right_trapezoid.eps Common

Eva drew the shape shown below.

How many right angles does Evas shape seem to have? Write your answer in the Answer Box below.

Answer Box

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Mathematics

Session 1

Mark your choices for multiple-choice questions 7 through 9 by filling in the circle next to the best answer.
ID:203592 D Common

ID:282999 ER560_rectangle.eps [opt_ A Common

The chart below shows the number of pounds of newspaper that were collected by students in each grade at Jefferson School.

Which of these rectangles has a perimeter of 12 feet?

Newspaper Collected
Grade Pounds

A 4 feet

2 feet

3 4 5

87 109 145

B 4 feet

3 feet

How many pounds of newspaper did these students collect altogether? \ 221 A \ 241 B \ 321 C \ 341 D D C

2 feet 6 feet

4 feet 8 feet

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Mathematics
ID:206966 TK0122_mixed_circles.eps A Common

Session 1

Jasmine shaded the circles below to show a mixed number.

stands for 1 stands for 1

What mixed number is shown by Jasmines circles? \ A 21 3 21 2

\ B

\ 61 C 3 \ 61 D 2

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Mathematics

Session 1

Write your answers to parts (a) and (b) of open-response question 10 in the spaces provided.
ID:287161 ER1545_Rectangle.eps [ste Common

10

Jaya drew a shaded rectangle on a grid, as shown below.

stands for 1 square unit

a. What is the area, in square units, of Jayas shaded rectangle? _________ Show or explain how you got your answer.

b. Marc also drew a rectangle. Marcs rectangle has the same area as Jayas rectangle. Marcs rectangle has a width of 3 units. What is the length, in units, of Marcs rectangle? _________ On the grid below, draw Marcs rectangle.

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Mathematics
SeSSion 2
You may use your tool kit and MCAS ruler during this session. You may not use a calculator during this session. DIRECTIONS This session contains seven multiple-choice questions and one short-answer question. For multiplechoice questions, mark your answers by filling in the circle next to the best answer. For the shortanswer question, write your answer in the space provided below the question.
ID:282103 D Common


11

ID:206962 C Common

below What number belongs in the to make the number sentence true?

12

Which of these is another way to write 9003? A B nine hundred three nine hundred thirty nine thousand three nine thousand thirty

4
A B C D 6 7 8 9

36

C D

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Mathematics
ID:287168 ER1548_pictograph.eps C Common

Session 2

13

The pictograph below shows how many pounds of metal, glass, and paper the Earth Club collected to recycle this week.

Earth Club Recycling


Material
metal glass paper Key stands for 6 pounds How many more pounds of glass than pounds of paper were collected? A B C D 4 12 24 36 Number of Pounds Collected

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Mathematics

Session 2

Question 14 is a short-answer question. Write your answer to this question in the Answer Box provided.
ID:203603 Common

14

Compute:

503 - 75
Write your answer in the Answer Box below.

Answer Box

14

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Mathematics

Session 2

Mark your choices for multiple-choice questions 15 through 18 by filling in the circle next to the best answer.
ID:260526 B Common

15

ID:261005 A Common

Katerina had 7 guests at her birthday party. She gave each guest 8 stickers. Which number sentence can be used to find how many stickers Katerina gave to her guests in all? A B C D 7 7 7 7 8 8 8 8

16

Joanie had $14. Then she got $23 for her birthday. Later she spent $5 on a book. Which number sentence can be used to find m, the amount of money Joanie has now? A B C D 14 14 23 23 23 23 14 14 5 5 5 5 m m m m

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Mathematics
ID:252964 EBH606_triangles.eps C Common

Session 2

Use the two triangles labeled 1 from your tool kit to answer question 17.

17

Corey put together the two triangles shown below to make a new shape.

1
a

1
a

The rules he used to make his new shape are in the box below. The sides labeled a are next to each other. The triangles should touch but not overlap. What new shape did Corey make? \ a square A \ a triangle B \ a rhombus C \ a rectangle D

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Mathematics
ID:281985 D Common

Session 2

18

Raul, Sam, and Wanda each had a bag of popcorn. All the bags of popcorn were the same size. Raul ate 2 of his popcorn. 2 Sam ate 2 of her popcorn. 3 Wanda ate 3 of her popcorn. 3 Which of these sentences is true? A B C D Raul ate less than Sam. Wanda ate more than Raul. Raul ate the same amount as Sam. Wanda ate the same amount as Raul.

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Massachusetts Department of

ELEMENTARY & SECONDARY TAR TARY R RY ELEMENTARY SECONDARY

Massachusetts Comprehensive Assessment System Grade 3 Mathematics Tool Kit

1
a

1
a

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Grade 3 Mathematics Spring 2012 Released Items: Reporting Categories, Standards, and Correct Answers*
Item No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Page No. 137 137 138 139 140 141 142 142 143 144 145 145 146 147 148 148 149 150 Reporting Category Number Sense and Operations Number Sense and Operations Patterns, Relations, and Algebra Patterns, Relations, and Algebra Data Analysis, Statistics, and Probability Geometry Number Sense and Operations Measurement Number Sense and Operations Measurement Patterns, Relations, and Algebra Number Sense and Operations Data Analysis, Statistics, and Probability Number Sense and Operations Number Sense and Operations Patterns, Relations, and Algebra Geometry Number Sense and Operations Standard 3.N.3 3.N.7 3.P.3 3.P.1 3.D.3 3.G.3 3.N.8 3.M.4 3.N.3 3.M.4 3.P.3 3.N.2 3.D.3 3.N.10 3.N.6 3.P.4 3.G.7 3.N.4 D C C 428 B A C D 2 D A A Correct Answer (MC/SA)* B C 7 B

* Answers are provided here for multiple-choice items and short-answer items only. Sample responses and scoring guidelines for open-response items, which are indicated by shaded cells, will be posted to the Departments website later this year.

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Grade 3 Mathematics Spring 2012 Unreleased Common Items: Reporting Categories and Standards
Item No. 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Reporting Category Data Analysis, Statistics, and Probability Geometry Number Sense and Operations Number Sense and Operations Data Analysis, Statistics, and Probability Geometry Measurement Number Sense and Operations Patterns, Relations, and Algebra Number Sense and Operations Number Sense and Operations Data Analysis, Statistics, and Probability Number Sense and Operations Measurement Measurement Patterns, Relations, and Algebra Number Sense and Operations Patterns, Relations, and Algebra Standard 3.D.2 3.G.1 3.N.6 3.N.11 3.D.3 3.G.2 3.M.1 3.N.9 3.P.1 3.N.4 3.N.8 3.D.3 3.N.8 3.M.5 3.M.3 3.P.4 3.N.12 3.P.4

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