Delaware Grade 3

D ELA W A RE U N I VERSA L
SCREEN I N G T OOL FOR

N UM BER SEN SE
Grade 3
A ugust 2010
Prepared by:
Delaw are Department of Education

401 Federal Street, Suite 2
Dover, DE 19901
State Board of Education
Teri Quinn Gray, Ph.D., President
Jorge L. Melendez, Vice President
Gregory B. Coverdale, Jr.
G. Patrick Heffernan
Barbara B. Rutt
Terry M. Whittaker, Ed.D.
James L. Wilson, Ed.D.
Lillian Lowery, Ed.D., Executive Secretary
Judi Coffield, Ed.D., State Board Policy Analyst
Officers of the Department of Education

Lillian Lowery, Ed.D.
Secretary of Education
Daniel Cruce, Esq.
Deputy Secretary/Chief of Staff
Amelia E. Hodges, Ed.D.
Associate Secretary of Education
College and Workforce Readiness
Karen Field Rogers
Associate Secretary of Education/Chief Financial Officer
Financial Reform and Resource Management
Linda B. Rogers, Ed.D.
Associate Secretary of Education
Teaching and Learning
The Department of Education is an equal opportunity employer. It does not discriminate on the
basis of race, color, religion, national origin, sex, sexual orientation, marital status, disability, age,
or Vietnam Era veteran’s status in employment or its programs and activities. Inquiries should be
directed to the Department’s Human Resource Officer, 401 Federal Street, Suite 2, Dover,
Delaware 19901, Telephone No. (302) 735-4030.
Document No. 95-01/10/09/04 Updated August 2011

DELAWARE UNIVERSAL SCREENING TOOL
FOR NUMBER SENSE
TABLE OF CONTENTS
Introduction ..................................................................................................................... 1
Acknowledgements ......................................................................................................... 3
Assessment Guidelines – Fall ......................................................................................... 4
Grade 3 – Assessment 1 (Fall)........................................................................................ 6
Assessment Guidelines – Winter................................................................................... 13
Grade 3 – Assessment 2 (Winter) ................................................................................. 15
Assessment Guidelines – Spring................................................................................... 21
Grade 3 – Assessment 3 (Spring) ................................................................................. 23

INTRODUCTION
Delaware Department of Education (DOE) announces the development of the Delaware
Universal Screening Tool for Number Sense in Mathematics for grades 2–5:
The Delaware mathematics community has designed an elementary, cross-curricular, “universal
screening tool” that will enable districts to meet the Response to Intervention (RtI) guidelines for
diagnostic monitoring of all students. At each grade level, the screening tool is given three
times per year and offers developmental measures of student understandings of critical content
in the numeric reasoning strand. The Delaware Universal Screening Tool for Number Sense
can be utilized in conjunction with curriculum-embedded checkpoints to monitor the progress of
individual students on a common set of prioritized benchmarks defined by the Delaware
standards. This tool was designed to ensure a successful implementation for varied curriculum
resources.
We recommend the use of the Delaware Universal Screening Tool as a complementary
measure to the Delaware Comprehensive Assessment System (DCAS) for a number of
reasons. First, this tool is carefully designed to assess the trajectory of student learning in an
essential domain within each academic year and across multiple years and will, therefore,
satisfy the federal requirements for Response to Intervention. Second, implementing and
scoring this tool is an important aspect of professional learning for teachers charged with
teaching mathematics in the elementary and early middle grades. Utilizing this tool will, we
believe, enable teachers to become more closely observant of their students’ thinking and more
skillful in their use of formative assessment in their classrooms on a daily basis.
In a collaborative effort, teachers can gather to review assessment results and analyze student
work allowing schools and districts to better determine and address the intervention needs of
students who are struggling to meet grade level expectations (GLEs). Professional learning
opportunities can focus on improving core instruction and the possibilities for tiered intervention
settings to address students’ strengths and weaknesses.
The Delaware Universal Screening Tool for Number Sense provides an opportunity for
teachers to develop a common language to use in clarifying student thinking about critical
mathematics concepts at each grade level. The items were field tested in Delaware schools
and evaluated by University of Delaware statisticians to determine the distribution of student
responses and item effectiveness. After a year piloting and making revisions, the test will
undergo further review for reliability and validity.
The advantages of using the Delaware Universal Screening Tool for Number Sense are:
• Alignment to a core set of prioritized GLEs within the Delaware Numeric Reasoning
standard and to the materials and resources implemented by Delaware teachers.
• Alignment to the curriculum-embedded formative assessment checkpoints developed within
Delaware school districts.
• Collaboration among teachers across classrooms, districts, and within the state.
• Potential for conducting district- and statewide professional learning opportunities to develop
classroom interventions based on student work.
• Cost effectiveness.
Delaware’s approach to diagnostic and formative assessment is founded on research-based
approaches to improving student achievement (Black, P. & Wiliam, D., 1998; and Crooks,
1
1988). The use of the diagnostic tool is the first step in the process of designing differentiated
core instruction to meet the needs of all students.
2
ACKNOWLEDGEMENTS
The work on this document was based upon an original district design. Major contributors to the initial
assessments were two representatives from the Caesar Rodney School District and a former teacher,
turned consultant, affiliated with the University of Delaware and the Delaware Department of Education.
The Delaware Department of Education would like to thank these dedicated professionals for the many
hours of hard work that went into the original document.
A Special Thank You to –

Donna Mesmer, Eric Shane, Jan Parsons
Sincere thanks are also extended to the working group of mathematics educators who helped to shape,
refine, and enhance this screening tool to be a useful resource for Delaware teachers. This dedicated
group of professionals piloted the screening tool, attended work sessions throughout the year, provided
student samples for analysis, and offered valuable insight towards the enhancement of the assessments.
Our Gratitude Extends to –

Tara Backus, Seaford Carolyn Lazar, Lake Forest
Linda Bacon, Christina Sally Maldonado, Kuumba
Kaitlin Callaway, Laurel Kathleen Marshall, Brandywine
Jane Carey, Brandywine A. Jean Miclette, Caesar Rodney
Linda Catts, Smyrna Meredith Ostheimer, Christina
Katie Diggs, Smyrna Chandra Phillips, Seaford
Esther Downes, Smyrna Andrea Popham, MOT
Beth Gillis, Red Clay Susan Pusey, Laurel
Betsey Godfrey, Seaford Colleen Reyes, Smyrna
Christine Gottschalk, Indian River Meghan Scanlon, Capital
Renee Griffith, Colonial Kristine Schultz, Smyrna
Phyllis Handler, Delaware Teacher Center Colleen Sheeron, Kuumba
Julie Hanenfeld, Seaford Don Whitaker, MOT
Barbara Henderson, Christina Jessica Willing, Indian River
Michelle Kennard, Christina
The leadership team devoted a considerable amount of time and effort into the development of this
assessment. Their invaluable contributions include countless hours of thoughtful planning, providing
stellar professional development, and careful attention to detail and coherence while refining the
screening tool. The dedication and commitment to this immense, but necessary work demonstrates their
passion and support for mathematics education!
With Great Respect, We Thank You –

Jon Manon, Valerie Maxwell, Jan Parsons, Sarah Ryan
Sincerely,
Crystal Lancour & Diana Roscoe, Delaware Department of Education
3
ASSESSMENT GUIDELINES – FALL
Rationale
The purpose of this screening is twofold: 1) to diagnose the needs of individual students and 2)
to obtain assessment information about a class as a whole. It is designed to provide detailed
information about the level of number sense among individual students as well as students’
knowledge and use of important representations of number. This detailed information about
student understanding can be used both as a tool for determining which students need Tier 2
instruction and as a tool to determine what Tier 1 instruction the whole class needs. Because of
the level of specificity of the rubrics used with these assessments, the data gathered can be
used to design Tier 1 and 2 instruction to address student needs.
Directions for Administering and Observing the Assessment

• Before the test begins, please read TO THE CLASS the student rationale listed below.
• As the students work, the teacher may clarify the vocabulary, re-read the question to
individuals as needed, and also ask questions about specific items.
• The teacher may read the questions out loud to the entire class if needed.
• During the test administration, the teacher’s role is to carefully observe the strategies that
students use and to make sure that students are showing all that they know.
• Recommendations for specific questions are listed below.
General Guidelines
• Manipulatives should not be provided for use on this assessment.
• Calculators are not to be used unless indicated by an Individualized Education Program
(IEP) Plan.
Student Rationale
“This assessment will help me understand how you are thinking about math. The answers and
the work that you write down will show me what you know. Please write down as much of your
work as you can even if you cannot completely finish the problem. As you work, I may even ask
you some questions about your thinking. This does not mean that you are wrong. I just want to
understand how you are thinking about the problem.”
Recommendations for Targeted Questions

As students work, we would like teachers to monitor specific items at each grade level. As you
observe your students working on these items, please probe their thinking by asking questions
such as the examples provided below.
Grade-Level Target Problems
Grade 2:
• Problem #1 & #6: Ask the student, “Show me how you counted.” Observe whether the
student counted by tens or ones.
4
Grade 3:
• Problem #3: Ask the student, “How did you figure out what was 10 more?” Does a student
add 10 by counting by ones or does the student count by 10s?
• Problem #5: If a student uses the same addends such as 15 = 10 + 5 and 15 = 5 + 10, ask
the student for a different way to break up the number 15.
• Problem #6: Solving the problem in two different ways means the student actually solves
the problem twice, and in doing so, manipulates the numbers differently in each case. For
example, a student might add with regrouping as his/her first way and add on from 27 as
his/her second way. Solving the problem in two different ways does not mean that the
student solves the problem one way and then represents the answer of 62 in another way,
such as with Base Ten blocks or with money. It also does not mean that the student solves
the problem in the same way twice but represents the problem differently, for example
writing the numbers vertically the first time and horizontally the second time. If you notice,
either during or after the assessment, that a student has not solved the problem in two
ways, please explain to the student what he/she is expected to do and ask the student to
solve the problem a second way.
Grade 4:
• Problem #1: Ask the student, “How did you decide where to place this number?” Look
for students who place the number not only between the correct benchmarks but also in a
proportionally reasonable location.
• Problem #4: The teacher must observe the students closely while they work to understand
their method. If the student has a correct picture with no number sentence, the teacher may
ask the student to write a number sentence to discover if the picture demonstrates
multiplicative thinking.
Grade 5:
• Problem #3: Ask the student, “How did you decide which difference is largest?”
Observe if students can determine the largest difference by knowing that subtracting a
smaller number from the same starting number will give you a larger difference.
5
Name: _________________________________ Date: _____________________
GRADE 3 – ASSESSMENT 1 (FALL)

1. This table shows the number of books each child has read.
Name Number of Books
Joe 5
Ann 11
Lee 15
Pat 23
Place the numbers on the number line below. The first one is done for you.
Joe
0 5 10 20 30 40
2. What is the value of “4” in “246”? Circle your answer.
4 40 400
6
3. What number is ten more than 245?
4. Here is one way to show 138 using base-ten pieces.
Show 138 another way using base ten pieces.
7
5. Write two addition sentences for each of the following sums.
The first one has been done for you.
12 = 8 + 4 and 12 = 5 + 7
15 = ________ + ________ 15 = ________ + ________
16 = ________ + ________ 16 = ________ + ________
18 = ________ + ________ 18 = ________ + ________
6. Solve the problem in two different ways. 35 + 27 =

First Way Second Way
8
7. It was a beautiful day at the beach. Kari collected 69 seashells. Her sister,
Robin, collected 22 seashells. How many seashells did Kari and Robin
collect in all? Show how you found your answer.
8. Show 4 different ways to make 20¢ with coins.
Third Way Fourth Way
9
9. Terrel is going to the store to buy school supplies. The prices are listed
below.
Glue Stick 39¢ Pen 65¢

Box of Crayons 69¢ Eraser 37¢
Ruler 43¢ Folder 57¢
He buys a glue stick and an eraser. How much money does he spend?
Show your work.
10. Beth bought a drink for 65¢. She gave the clerk one dollar ($1.00). How
much change should she receive? Show how you found your answer.
10
Universal Screening Tool – Fall
Legend: C = Competent, T = Transitional, I = Inefficient
Grade 3
Cluster Item Behavior C T I
Circles 40.
#2 Circles 4 or 400 but self-corrects after questioning.

Circles 4 or 400 and does not self-correct after questioning.
Creates another combination of base-10 pieces to show 138.
Decomposition of Numbers
#4
Creates another combination that does not equal 138.
Correctly decomposes each number in two ways.
Correctly decomposes two of the three numbers in 2 different ways.
#5
(observe) Correctly decomposes each number at least one way.
Student work does not reflect an understanding of the problem.
(any other error patterns)
Shows 20 cents four different ways (numbers must represent coin
values).
Shows 20 cents three different ways (numbers must represent coin
#8
values).
Shows 20 cents in less than three ways (numbers must represent
coin values).
All three numbers are placed between the correct benchmarks and
Relative Size of
closer to the appropriate benchmark (e.g., the 23 is closer to the 20

Numbers
than the 30).

Places the three numbers between the correct benchmarks, but not
#1
closer to the appropriate benchmark (e.g., the 23 is in the middle of
20 and 30).
One or more numbers are not placed between the correct
benchmarks.
11
Universal Screening Tool – Fall
Grade 3
Mentally adds 10 to 245 and gets 255.
Uses another efficient strategy to get 255 such as adding
#3 horizontally or vertically or use of a number line.
(observe) Counts on from 245 by ones and gets to 255.
Does not get 255.
Correctly solves the problem using two different strategies to get 62,
and at least one of those strategies is an efficient strategy that
#6 requires decomposing one or both numbers (e.g. algorithm, partial
(look for 2 sums, or adding up by 10s).
distinct Correctly solves the problem only one way, but that way is an
ways) efficient strategy that requires decomposing one or both numbers.
Does not correctly solve the problem, or shows only inefficient
Operates Using Efficient Strategies
strategies such as drawing pictures or using tallies.

Correctly solves using compensation: 70+21=91 or 70+22 - 1 = 91
Correctly adds 69+22 using a efficient numerical strategy or base
ten representation.
#7 Counts by 1s to solve the problem.
Uses an efficient strategy but makes an error.
Correctly adds 39 cents and 37 cents to get 76 cents using an
efficient numerical strategy, a base ten representation, or pictures of
coins.
Adds 39 cents and 37 cents using a strategy above but makes an
#9 error.
Counts by 1s to solve the problem.
Knows that 65 + 35 =100 or reasons that if 60 + 40 = 100 and/or 70

+ 30 = 100, then 65 + 35 = 100.
Uses an efficient strategy to add or subtract to solve the problem.
#10 Uses an efficient strategy but makes an error.

Uses an inefficient strategy such as drawing pictures or tallies or
counting by 1s to solve the problem.
12
ASSESSMENT GUIDELINES – WINTER
Rationale

• As the students work, the teacher may clarify the vocabulary, re-read the question to
• During the test administration, the teacher’s role is to carefully observe the strategies that
students use and to make sure that students are showing all that they know.
• Recommendations for specific questions are listed below.
General Guidelines
(IEP) Plan.
Student Rationale
work as you can even if you can not completely finish the problem. As you work, I may even
ask you some questions about your thinking. This does not mean that you are wrong. I just
want to understand how you are thinking about the problem.”

Grade Level Target Problems
Grade 2:
• Problem #1: Observe whether the student counted by 10s and 1s or by counting only by
ones. If you did not directly observe it, say, “Show me how you counted.”
• Problem #6: Observe whether the student counted by 5s or 10s or by counting only by
ones. If you did not directly observe it, say, “Show me how you counted.”
• Problem #9: Observe the students working or ask, “How did you get this answer”?
13
Grade 3:
• Problem #3: If a student uses the same addends such as 42 = 40 + 2 and 42 = 2 + 40, ask
the student for a different way to break up the number 42.
the problem in the same way twice but represents the problem differently, for example,
writing the numbers vertically the first time and horizontally the second time. If you notice
(either during or after the assessment) that a student has not solved the problem in two
Grade 4:
• Problem #1: Ask the student, “How did you decide where to place this number?” Look for
students who place the number not only between the correct benchmarks but also in a
proportionally reasonable location.
• Problem #6: Ask the student, “How did you figure out what was 100 more?” Does a student
add 100 with an algorithm? Or, can the student explain that the hundreds place is increased
by one more hundred?
• Problem #9: Observe the student while working and/or ask, “How did you know which array
showed a product of 48?” Does the student explain that 6 x 8 (or that 6 rows of 8) is 48?
Or, is the student unsure why he/she chose an answer?
Grade 5:
• Problem #5: This problem asks for estimation. Observe to determine if students are
estimating to find the largest product. If a student is finding the exact answers, remind
him/her that the question asks for estimation.
• Problem #7: If the student reverses the order of the fractions (orders largest to smallest),
check to see if the student understands the directions.
• Problem #9: Check to make sure the students explain their choice to be sure you
understand their thinking.
14
Name: _________________________________ Date: _________________________
GRADE 3 – ASSESSMENT 2 (WINTER)

1. Put these numbers in order from smallest to largest.
734 374 437
________ __________ _________

smallest largest
2. It rained 48 days in Texas and 75 days in Ohio. How many more days did it
rain in Ohio than in Texas? Show your work and write a number sentence.
15
3. Show three ways to break up the number 42 below.
42 = __________ + __________
42 = __________ + __________
42 = __________ + __________
4. What number is shown?
= _________
Show this number another way using base ten pieces.
16
5. Jose has 73 pennies. If he trades the pennies for as many dimes as he can,
how many dimes will he have? How many pennies will be left? Show your
work.
6. Solve the problem in two different ways. 35 + 27 =

17
7. Three students in Mrs. Brown’s class each had 6 buttons on their shirts.
How many buttons did they have altogether? Show your work.
much change should she receive? Show your work.
18
Universal Screening Tool – Winter
Grade 3
Mentally separates 42 into 3 different pairs of addends. May use one
combination of addends to generate others.
#3
(observe) Mentally separates 42 into only 1 or 2 different pairs of addends.
Decomposition of Numbers
Any other error patterns.

Correctly identifies the number as 138 and creates another
combination of base-10 pieces to show 138.
Does not identify 138 as the correct number, but represents their
answer correctly using base-10 pieces.
#4
Correctly identifies the number as 138, but does not represent it
another way correctly in second part.
Student work does not reflect an understanding of the problem (both
parts are incorrect).
Knows that 73 pennies is equal to 7 dimes and 3 pennies.
#5
Draws 73 pennies, circles, x’s, or tallies and circles groups of 10s.
Gives incorrect answer.
Correctly orders numbers.
Numbers
Relative
Size of
#1
Incorrectly orders numbers.
Uses an efficient strategy that requires decomposing one or both
numbers to find the answer, i.e., 48 + 20 + 2 + 5=75 or 75 – 20 – 5 – 2
= 48, or subtraction with regrouping.
Finds correct answer by counting by 1s from 48 to 75.

#6 requires decomposing one or both numbers (e.g. algorithm, partial
(look for sums, or adding up by 10s).
2 distinct Correctly solves the problem only one way, but that way is an efficient
ways) strategy that requires decomposing one or both numbers.
Knows that 65 + 35 =100 or reasons that if 60 + 40 = 100 and/or 70 +
30 = 100, then 65 + 35 = 100.

19
Universal Screening Tool – Winter
Grade 3
Correctly interprets and solves the problem using repeated addition,
Early Multiplication
skip counting, or a multiplication fact. (The solution may or may not

include a picture.)
Student writes 18 and has only a picture, nothing else to indicate how
he/she solved it.
#7
Student solves the problem using repeated addition, skip counting, or
a multiplication fact, but makes a minor error in addition.
Counts by 1s and miscounts.
20
ASSESSMENT GUIDELINES – SPRING
Rationale

• As the students work, the teacher may clarify the vocabulary, re read the question to
• During the test administration the teacher’s role is to carefully observe the strategies that
students use and to make sure that students are showing all that they know. Some
suggestions for talking to students might include:
 “Would it help to draw a picture?”
 “Show me what you know”
 Recommendations for specific questions are listed below.
General Guidelines
(IEP) Plan.
Student Rationale
work as you can even if you can not completely finish the problem. As you work, I may even
ask you some questions about your thinking. This does not mean that you are wrong. I just
want to understand how you are thinking about the problem.

21
Grade-Level Target Problems
Grade 2:
• Problem #1: Observe whether the student counted by 10s and 1s or by counting only by 1s.
If you did not directly observe it, say, “Show me how you counted.”
• Problem #2: If the student does not show his/her work, ask, “How did you get your
answer?”
• Problem #6: Observe whether the student counted by 5s or 10s or by counting only by 1s.
If you did not directly observe it, say, “Show me how you counted.”
• Problem #7: Observe the students working. If the student circles 3 or 30, ask, “How did you
know which number to circle?”
Grade 3:
Teachers do not need to observe students solving any of the problems. However, teachers do
need to make sure that their students understand what it means to answer problem 6
completely.
the problem in the same way twice but represents the problem differently, for example
writing the numbers vertically the first time and horizontally the second time. If you notice,
either during or after the assessment, that a student has not solved the problem in two
Grade 4:
• Problem #4: Some students will give answers like 24 x 10 as well as 10 x 24. Say to the
student, “These two answers are really repeating the same factors. Please make sure each
pair of factors is different.” This clue can be given as the students do the assessment or
afterwards as you look through the students’ finished work.
Grade 5:
• Problem #5: This problem asks for estimation. Observe to determine if students are
estimating to find the largest product. If a student is finding the exact answers, remind
him/her that the question asks for estimation.
• Problem #8: Observe the students while working. To score, we need to understand their
reasoning. Ask students, “How did you choose your answer?”
22
Name: _________________________________ Date: _____________________
GRADE 3 – ASSESSMENT 3 (SPRING)

1. Johnny lives in an apartment building that has 8 windows on each floor.
There are 6 floors in all. How many windows are in Johnny’s building?
Circle your answer choice and show your work.
A. 14 windows
B. 24 windows
C. 48 windows
D. 86 windows
2. It rained 48 days in Texas and 95 days in Ohio. How many more days did it
rain in Ohio than in Texas? Show your work and write a number sentence.
23
3. What number is shown?
= _____________
Show this number another way using base-ten pieces.
24
4. Terrel is going to the store to buy school supplies. The prices are listed
below.
Glue Stick 39¢ Pen 65¢

Box of Crayons 69¢ Eraser 37¢
Ruler 43¢ Folder 57¢
Terrel has one dollar ($1.00). What two items can he buy? Show how you
found your answer.
5. Billy has 60¢ in nickels and dimes. He has more nickels than dimes. What
combination of coins could he have? Show your work.
25
6. Solve the problem in two different ways and show your work. 65 + 87 =
7. James can carry 5 books in his backpack. His cousin can carry 3 times as
many books. How many books can they carry together? Show your work.
26
8. On Saturday, 24 children are invited to a pizza party. Four children can sit at
each table. How many tables do they need? Show your work.
much change should she receive? Show your work.
27
Universal Screening Tool – Spring
Grade 3
Correctly identifies the number as 138 and creates another
combination of base-10 pieces to show 138.
Does not identify 138 as the correct number, but represents their
Decomposition of
answer correctly using base-10 pieces.

#3
Correctly identifies the number as 138, but does not represent it
Numbers
another way correctly in second part.

Student work does not reflect an understanding of the problem (both
parts are incorrect).
Finds a combination of coins that equals 60 cents.
Finds a combination of coins that equals 60 cents but does not have
#5
more nickels than dimes.
Chooses a combination that does not equal 60 cents.
Correctly interprets and solves the problem to get C (48 windows)
using repeated addition, skip counting, an array, or a multiplication
fact. (The solution may or may not include a picture.)
#1 Student solves the problem using repeated addition, skip counting, or
a multiplication fact, makes a minor error in addition, but still circles
correct answer.
Early Multiplication
Correctly interprets and solves the problem using repeated addition,

skip counting, or a multiplication fact.
#7 Correctly figures out how many books the cousin can carry but does
not figure out how many the boys can carry together.
Correctly interprets and solves the problem using a multiplication or
division fact, repeated addition/repeated subtraction, skip counting, or
circling groups of four.
#8 Solves the problem using one of the above strategies, but makes an
error.
28
Universal Screening Tool – Spring
Grade 3
Uses an efficient strategy that requires decomposing one or both
numbers to find the answer, e.g., 48 + 40 + 2 + 5 = 95 or 95 - 40 - 5 - 3
= 47, or subtraction with regrouping.
Finds correct answer by counting by 1s from 48 to 95.
Uses an efficient strategy to find two items whose sum is less than or
equal to $1.00.
Uses estimation to find two items whose sum is less than or equal to
$1.00.
#4 Uses an efficient strategy, but makes an error.
Draws coins to solve the problem.
Counts by 1s to solve the problem.
requires decomposing one or both numbers (e.g. algorithm, partial
#6 sums, or adding up by 10s).
(look for two
distinct Correctly solves the problem only one way, but that way is an efficient
ways)
strategy that requires decomposing one or both numbers.
Knows that 45 + 55 =100 or reasons that if 40 + 60 = 100 and/or 50 +
50 = 100, then 45 + 55 = 100.

29

Delaware Grade 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Delaware Grade 3

Uploaded by

Copyright:

Available Formats

D ELA W A RE U N I VERSA L

SCREEN I N G T OOL FOR

Delaw are Department of Education

Officers of the Department of Education

Document No. 95-01/10/09/04 Updated August 2011

Assessment Guidelines – Fall ......................................................................................... 4

Grade 3 – Assessment 1 (Fall)........................................................................................ 6

Assessment Guidelines – Winter................................................................................... 13

Grade 3 – Assessment 2 (Winter) ................................................................................. 15

Assessment Guidelines – Spring................................................................................... 21

Grade 3 – Assessment 3 (Spring) ................................................................................. 23

A Special Thank You to –

Our Gratitude Extends to –

With Great Respect, We Thank You –

Directions for Administering and Observing the Assessment

Recommendations for Targeted Questions

GRADE 3 – ASSESSMENT 1 (FALL)

2. What is the value of “4” in “246”? Circle your answer.

4. Here is one way to show 138 using base-ten pieces.

Show 138 another way using base ten pieces.

The first one has been done for you.

15 = ________ + ________ 15 = ________ + ________

16 = ________ + ________ 16 = ________ + ________

18 = ________ + ________ 18 = ________ + ________

6. Solve the problem in two different ways. 35 + 27 =

8. Show 4 different ways to make 20¢ with coins.

First Way Second Way

Third Way Fourth Way

Glue Stick 39¢ Pen 65¢

#2 Circles 4 or 400 but self-corrects after questioning.

closer to the appropriate benchmark (e.g., the 23 is closer to the 20

than the 30).

strategies such as drawing pictures or using tallies.

Knows that 65 + 35 =100 or reasons that if 60 + 40 = 100 and/or 70

#10 Uses an efficient strategy but makes an error.

Directions for Administering and Observing the Assessment

Recommendations for Targeted Questions

GRADE 3 – ASSESSMENT 2 (WINTER)

734 374 437

________ __________ _________

4. What number is shown?

Show this number another way using base ten pieces.

6. Solve the problem in two different ways. 35 + 27 =

Any other error patterns.

Student work does not reflect an understanding of the problem.

#8 Uses an efficient strategy but makes an error.

skip counting, or a multiplication fact. (The solution may or may not

Directions for Administering and Observing the Assessment

Recommendations for Targeted Questions

GRADE 3 – ASSESSMENT 3 (SPRING)

Show this number another way using base-ten pieces.

Glue Stick 39¢ Pen 65¢

answer correctly using base-10 pieces.

another way correctly in second part.

Student work does not reflect an understanding of the problem.

Correctly interprets and solves the problem using repeated addition,

#9 Uses an efficient strategy but makes an error.

You might also like

15 = + 15 = +

16 = + 16 = +

18 = + 18 = +

___