1 Third Grade Assessments and Scoring Checklists, Common Core State Standards Contents: Grade 3 CCSS Assessment Map... p.1 Baseline Assessment (all new student pages) Baseline Record Sheets... p. 2 6 New Baseline Class Checklist... p. 7 & 8 Number Corner Checkup 1 (new task 9) Checkup 1 Record sheets... p. 9 & 10 New Checkup 1 Class Checklist... p. 11 Number Corner Checkup 2 (new task 4) Checkup 2 Record sheets... p New Checkup 2 Class Checklist... p. 15 Number Corner Checkup 3 (no change to student pages) Checkup 3 Record sheets... p New Checkup 3 Class Checklist... p. 19 Number Corner Checkup 4 (all new student pages) Checkup 4 Record sheets... p New Checkup 4 Class Checklist... p. 25 & 26
2 New Common Core State Standards (CCSS) Aligned Class checklists have been created for each of the Baseline and Quarterly Checkups. When appropriate, replacement pages were created to the Checkups to more closely align with the CCSS. No changes to the Baseline Assessment (NC A ) Use the NEW CCSS Class Checklist for the Baseline Alignment to CCSS. Grade 3: CCSS Assessment Map First Month of School Number Corner Baseline Assessment Number Corner Checkup 1 End of Quarter 1 or end of October End of Quarter 2 or mid- January End of Quarter 3 Or March End of Quarter 4 End of Year Change to Task 9 Number Corner Checkup 2 Number Corner Checkup 3 Change to Task 4 No Change to Student Materials Number Corner Checkup 4 Replace with new 5 page assessment
3 NAME Baseline Assessment, Revised sheet 1 Sunday Monday Tuesday Wednesday Thursday Friday Saturday a Use the calendar pattern to answer these questions: What shape would you see on the 20th? c What shape would you see on the 4th Thursday? b What shape would you see on the 23rd? d What shape would you see on the 5th Monday? 2 Write the numbers in the box in order on the lines from least to greatest least greatest
4 NAME Baseline Assessment, Revised sheet 2 3a What does this part of the number 672 mean? Draw or write. 3b What does this part of the number 672 mean? Draw or write. 3c What does this part of the number 672 mean? Draw or write. 4 Fill in the bubble to show the correct expanded notation for each number. a b c d
5 NAME Baseline Assessment, Revised sheet 3 5 Add. Show your work _ _ 34 + _ 57 6 Subtract. Show your work _ 34 _ 39 _ 19 7 Write the times. : : :
6 NAME Baseline Assessment, Revised sheet 4 8 Fill in the bubble to show the name and value of each coin. penny nickel dime quarter penny nickel dime quarter penny nickel dime quarter penny nickel dime quarter Circle the correct amount of money. 89 Circle enough money to pay for 1 duck. 15 each Circle enough money to pay for 3 pencils.
7 NAME Baseline Assessment, Revised sheet 5 10 Solve the story problems below. Use numbers, pictures, and/or words to show how you got the answer. a The pet store has 2 fish tanks. There are 49 fish in one of the tanks and 28 fish in the other tank. How many fish are there in all? Show your work. b The pet store had 71 cans of cat food. They sold 48 cans of cat food. How many cans of cat food do they have left? Show your work.
8 Grade 3 Baseline Assessment Class Checklist Note: Let students know that in order to get full points for problems 5 and 6, they need to use strategies more efficient than counting by 1 s, counting on, or counting backwards. Such strategies include base 10 sketches, use of the open number line, front-ending, etc. CCSS Points Possible Item 1a Extends a growing pattern to determine what shape would be displayed on the 20 th of the month 1b Extends a growing pattern to determine what shape would be displayed on the 23 rd of the month 1c Extends a growing pattern to determine what shape would be displayed on the 4 th Thursday of the month 1d Extends a growing pattern to determine what shape would be displayed on the 5 th Monday of the month 2 Orders six 3-digit numbers from least to most (293, 308, 314, 342, 392, 423) 3a Knows that the 6 in 672 means 600 (or 6 groups of 100, or 6 hundreds) 3b Knows that the 7 in 672 means 70 (or 7 groups of 10, or 7 tens) 3c Knows that the 2 in 672 means 2 (or 2 groups of 1, or 2 ones) 4a 4d Identifies the expanded notation for several 3-digit numbers (Choice 3: ; Choice 2: ; Choice 1: ; Choice 2: Solve 3 double-digit addition problems. Shows work for each (81, 96, 114) 6 Solve 3 double-digit subtraction problems. Shows work for each (31, ) 3.OA.9 1 pt G2 Work Places 2A, 3A, 3C, 3F 3.OA.9 1 pt G2 Practice Book, pages 7, 9, 13, 19, 21, 29, 43, 49, 50, OA.9 1 pt 3.OA.9 1 pt 2.NBT.3 6 pts, 1 pt for each number placed correctly in the sequence 2.NBT.1 2.NBT.3 2.NBT.1 2.NBT.3 2.NBT.1 2.NBT.3 2.NBT.1 2.NBT.3 G2 Supplement Set A4, Place Value G2 Practice Book (see charts on page iii and v of the teacher s edition for a list of relevant pages) 1 pt G2 Supplement Set A4, Place Value 1 pt G2 Practice Book (see charts on page iii and v of the teacher s edition for a list of relevant pages) 1 pt 4 pts, 1 for each correct response G2 Supplement Set A4, Place Value G2 Practice Book (see charts on page iii and v of the teacher s edition for a list of relevant pages) 2.NBT.5 6 pts 2 pts for each problem: 1 for the correct answer 1 pt for work that reflects an efficient strategy for adding 2-digit numbers) 2.NBT.5 6 pts 2 pts for each problem: 1 for the correct answer 1 pt for work that reflects an efficient strategy for subtracting 2- digit numbers G2 Supplement Set A9, More Multi-Digit Addition and Subtraction G2 Practice Book (see chart on page vi of the teacher s edition for a list of relevant pages) Note: There are a variety of web sites that might be used by families over the summer to support students who are still struggling with double-digit computation. An example is IXL Math ( designed for home, as well as classroom use (Monthly or Yearly Fee) Grade 3, Baseline Assessment 4/12
9 7 Tells time to the minute correctly (1:21, 6:17, 7:48) 8 Identifies the name and value of 4 different coins (Choice 3: dime/10 ; Choice 4: quarter/25 ; Choice 1: penny/1 ; Choice 2: nickel/5 9a Counts quarters, dimes, nickels, and pennies to make a collection of 89 9b Counts quarters, dimes, nickels, and pennies to make a collection of 45 3.MD.1 3 pts, 1 for each correct answer (Award a point even if the time is off by a minute to one side or the other) 10a Solves a double-digit addition word problem 2.OA.1 3 pts: 1 pt for the correct answer 1 pt for showing work that would lead to the correct answer 1 pt for showing the answer clearly 10b Solves a double-digit subtraction word problem 2.OA.1 3 pts: (See scoring for problem 10a above) Total Score/Level of Proficiency* 44 pts G1 Practice Book, pages 28, 61 G2 Supplement Set D5, Telling Time, Activities 1 & 2 and Ind. Worksheets 1, 2 & 4 G2 Work Place 3B G2 Practice Book, pages 39, 90, 97, 103, 115, 135, MD.8 4 pts, 1 for each correct response G1 Activities 1B, 4A, 4B, 5A, 8A, 10A 2.MD.8 2.MD.8 1 pt 1 pt G1 Practice Book, pages 16, 23, 27, 33, 57, 68 G2 Work Places 2B, 8A, 8E, 9E classroom use (Monthly or Yearly Fee) * Meeting Standard: points (75 100% correct) Approaching Standard: points (50 74% correct) Strategic: points (25 49% correct) Intensive: 10 points or fewer (24% or less correct) Grade 3, Baseline Assessment 4/12
10 October Blackline NC A 2.1 NAME Checkup 1 page 1 of 2 1 Find the sums below = = = = 2 Find the differences below = 16 6 = 15 9 = 9 7 = 3 Which of these coin collections shows 85? 4 What number is missing in the pattern below? 5, 7, 9,, What number is missing in the pattern below? 13, 17, 21,, Revised 7/10
11 October Blackline NC A 2.2 NAME Checkup 1 page 2 of 2 6 Which tool would you use to measure the length of a desk? 7 School started at 8:00 a.m. Rosa was 15 minutes late to school. What time did Rosa arrive at school? 8:15 7:45 8:30 9:15 8 Marc s dad said they would have dinner at 6:00 p.m. The time right now is shown on the clock. How much longer before Marc and his dad have dinner? 15 minutes 4 minutes 8 minutes 20 minutes 9 a Measure each line segment below to the nearest centimeter. Label each segment to show how long it is. b d e Which line segment above is longest? Which line segment above is shortest? c f How much longer is the longest line segment than the shortest line segment? Write and solve an equation to show the difference. Revised 7/10
12 Grade 3, Unit 2 Checkup 1 Class Checklist (1 sheet) 5/11 Grade 3 Checkup 1 Class Checklist Item CCSS 1 Completes _ out of 12 addition facts correctly. Row 1: 17, 14, 14, 10, 14, 12, 10, 16 Row 2: 13, 18, 16, 10 2 Completes _ out of 12 subtraction facts correctly. Row 1: 6, 9, 3, 1, 10, 8, 9, 6 Row 2: 7, 10, 6, 2 3 Counts coins to find the collection that totals 85 (Choice 3, 2 nickels & 3 quarters) 4 Completes the +2 counting pattern correctly (Choice 2, 11) 5 Completes the +4 counting pattern correctly (Choice 2, 23) 6 Identifies the tool used to measure length (Choice 3, tape measure) 7 Adds 15 minutes to 8:00 (Choice 1, 8:15) 8 Calculates elapsed time (Choice 4, 20 minutes) Points Possible Activities 2.OA.2 12 correct: 4 pts. 11 correct: 3 pts. 10 correct: 2 pts. 9 correct: 1 pt. 8 or fewer correct: 0 pts 2.OA.2 12 correct: 4 pts. 11 correct: 3 pts. 10 correct: 2 pts. 9 correct: 1 pt. 8 or fewer correct: 0 pts. G2 Supplement Set A1, Addition & Subtraction, Activities 2, 3 & 4 G2 Supplement Set A2, Solving Equations, Activities 1 & 2 and Ind. Worksheets 1 & 2 G2 Work Places 4B, 4C, 4D, 5A, 5B, 5D G2 Practice Book, pages 3, 5, 9, 11, 13, 14, 17, 23, 27, 31, 33, 35, 41, 45, 49, 51, 53, 55, 56, 57, 59, 63, 64, 69, 71, 73, 77, 79, 85 G3 Activities MD.8 1 pt G2 Supplement Set A6, Money, Activities 1 & 2 and Independent Worksheet 1 G2 Practice Book, pages 15, 25, 68, 76, 87, 90, 115, OA.9 1 pt G2 Practice Book, pages 7, 9, 13, 19, 21, 3.OA.9 1 p 29, 43, 49, 50, 143 G2 Work Places 2F, 3F 2.MD.1 1 pt G2 Supplement Set D2, Length in U.S. Customary Units, Activities 4, 5, 6, 7 & 8 G2 Supplement Set D3, Length in Metric Units, Activities 1, 2 & 3 G3 Work Places 1E, 2C 3.MD.1 1 pt G4 Activities 10, 11 3.MD.1 1 pt 9a 9c Measures a line segment to the nearest centimeter and labels the line to show its length (15 cm, 9 cm, 6 cm) 2.MD.1 3 pts (1 pt for each correct response) 9d Identifies Line Segment a as the longest of the three 2.MD.4 1 pt 9e Identifies Line Segment c as the shortest of the three 2.MD.4 1 pt 9f Writes and solves an equation to show how much longer 2.MD.5 1 pt Line Segment a is than Line Segment c (15 6 = 9 cm) Total Score/Level of Proficiency* 20 pts G2 Supplement Set D2, Length in U.S. Customary Units, Activities 4, 5, 6, 7 & 8 G2 Supplement Set D3, Length in Metric Units, Activities 1, 2 & 3 G3 Work Places 1E, 2C * Meeting Standard: points (75 100% correct) Approaching Standard: points (50 74% correct) Strategic: 5 9 points (25 49% correct) Intensive: 4 points or fewer (24% or less correct)
13 January Blackline NC A 5.1 NAME Checkup 2 page 1 of 3 1 Which number will make this number sentence true? 23 + = _ none of these 3 Estimate and mark which answer is closest to _ + 16 _ + 28 _ + 11 _ Estimate and mark which has the greatest answer _ _ 267 _ + 49 _ _ none of these Revised 7/10
14 January Blackline NC A 5.2 NAME Checkup 2 page 2 of 3 6 Which of these items costs about $3.00? $0.30 $4.35 $3.25 $ An apple costs 65 and a bottle of juice costs 85. Which collection of money will be enough to buy both? 8 A pack of balloons costs $2.65. Kendra paid for a pack of balloons with $3.00. Which group of coins shows how much change Kendra should get back?
15 January Blackline NC A 5.3 NAME Checkup 2 page 3 of 3 9 What was the temperature on April 3? On how many days was the noon temperature warmer than it was on April 3? On how many days was the noon temperature warmer than 60 F?
16 Grade 3, Checkup 2 Class Checklist (1 sheet) 5/11 Grade 3 Checkup 2 Class Checklist Students Names Item CCSS Points Possible Activities 1 solves for missing addend (Choice 2, 15) 2 subtracts 2-digit numbers with regrouping (Choice 2, 49) 3.NBT.2 1 pt. G3 Supplement Set A3, Multi-Digit Addition 3.NBT.2 1 pt. & Subtraction, Activities 1 5; Independent Worksheets 1, 2 & 3 G3 Practice Book, pages 89, 90, 92, 99, 101, 107, 123, 126, 137 G3 Activities 7, 8, 11, 14, 15 3 estimates the sums of 2-digit numbers (Choice 2, ) 4 estimates the sums of 3-digit numbers (Choice 2, ) 5 subtracts 3-digit numbers with regrouping (Choice 4, 149) 6 rounds money amounts to nearest dollar (Choice 3, $3.25) 7 adds money amounts/counts coins and bills (Choice 3, a dollar and 2 quarters) 8 makes change from $3/counts coins (Choice 4, 2 dimes, 2 nickels, and 5 pennies) 3.NBT.2 3.NBT.2 1 pt. 1 pt. G3 Supplement Set A6, Estimating to Add & Subtract, Independent Worksheets 1, 2 & 3 G3 Practice Book, pages 39, 87, 89, 90, 92, 93, 96, 99, 100, NBT.2 1 pt. (See listings for Items 1 & 2 above.) 3.NBT.1 1 pt. G3 January Clocks, Coins & Bills (make up additional story problems) 4.MD.2 1 pt. G3 Activities 9 & 10 4.MD.2 1 pt. G3 Work Places 2F, 2J (Also see listings for Items 1 & 2 above.) 9 identifies data point on bar graph (Choice 3, 55 degrees) 10 compares data on bar graph 3.MD.3 3.MD.3 1 pt. 1 pt. G3 Supplement Set E1, Graphs, Activities 1, 2 & 3 and Independent Worksheets 1 & 2 (Choice 3, 3 days) 11 compares data on bar graph 3.MD.3 1 pt. (Choice 2, 2 days) Total Score/Level of Proficiency* 11 pts * Meeting Standard: 8 11 points (75 100% correct) Approaching Standard: 6 7 points (50 74% correct) Strategic: 3 5 points (25 49% correct) Intensive: 2 points or fewer (24% or less correct)
17 March Blackline NC A 7.1 NAME Checkup 3 page 1 of = = Estimate the answer by rounding to the nearest hundred. Choose the closest answer Estimate the answer by rounding to the nearest hundred. Choose the closest answer _ Complete the following problems. Show your thinking with pictures, numbers, and/or words. a b _
18 March Blackline NC A 7.2 NAME Checkup 3 page 2 of Amber had an appointment to take her dog to the vet at 3:40. She arrived a half-hour early for the appointment. What time did she arrive? 3:00 3:10 is the same as 1 hundred 42 tens 1 hundred 4 tens 2 ones 1 hundred 5 tens 2 ones 1 hundred 5 tens 4:00 4:10 8 Maria started her homework at the time shown on the clock. She finished 25 minutes later. What time did she finish? 5:00 5:10 8:55 9:45 9 Jose s swim class began at 3:30 and ended at 5:10. How long was his swim class? 1 hour and 30 minutes 1 hour and 40 minutes 2 hours and 20 minutes 2 hours and 10 minutes
19 March Blackline NC A 7.3 NAME Checkup 3 page 3 of 3 10 What is the perimeter of the window? 20 inches 100 inches 200 inches 60 inches 240 inches 40 inches 11 Which of the following shapes is a cylinder? 12 Look at the figures below. This triangle could be a face of which figure?
20 Grade 3 Checkup 3 Class Checklist Students Names Note: Let students know that in order to receive full points for items 5a and 5b, they need to use strategies for multi-digit addition and subtraction that are more efficient than counting on or counting backwards by 1 s. Item CCSS Points Possible Activities 1 Finds the product of 6 x 4 (24) 3.OA.7 1 pt. 2 Finds the product of 3 x 7 (21) 3.OA.7 1 pt. G3 Activities 13, 16, 17, 18 G3 Work Places 4A, 4B, 4F, 4G G3 December and February Computational Fluency Workouts G3 Supplement Set A2, Basic x and 3 Estimates the sum of 3-digit numbers 3.NBT.2 1 pt. (Choice 1, 1200) 4 Estimates the difference between 3-digit numbers (Choice 1, 500) 5a Adds with regrouping (309) 5b Subtracts without regrouping (140) 6 Identifies place value model for 3-digit number with regrouping (Choice 3, 1 hundred, 5 tens, 2 ones) 7 Subtracts 30 minutes from 3:40 (3:10) 8 Adds 25 minutes to 4:45 (5:10) 9 Calculates elapsed time (Choice 2, 1 hour and 40 minutes) 10 Finds the perimeter of a rectangle (200 inches) 3.NBT.2 1 pt. 3.NBT.2 2 pts. 1 pt. for the correct answer 1 pt. for using a viable strategy that does not involve counting on by 1 s 3.NBT.2 2 pts. 1 pt. for the correct answer 1 pt. for using a viable strategy that does not involve counting backward by 1 s G3 Activities 14, 15 G3 Work Place 5D G3 Supplement Set A6, Estimating to Add & Subtract G3 Activities 7, 8, 11, 14, 15* G3 Work Places 5B, 5E, 5H* G3 January Computational Fluency Workouts* G2 Supplement Set A5 and G3 Supplement Set A3, Multi-Digit Addition & Subtraction 2.NBT.3 1 pt. G2 Supplement Set A4, Place Value G3 Work Places 5F, 5G 3.MD.1 1 pt. G3 October, November, December, and 3.MD.1 1 pt. March Computational Fluency Workouts G4 Activities 10, 11 3.MD.1 1 pt. 3.MD.8 1 pt. G3 March Data Collector Workout 11 Identifies a cylinder 2.G.1 2 pts. 12 Identifies a triangle as one face of the 2.G.1 1 pt. triangular prism (Choice 1) Total Score/Level of Proficiency* 16 pts G3 Activity 12 G3 Work Places 3A, 3D, 7A * Meeting Standard: points (75 100% correct) Approaching Standard: 8 11 points (50 74% correct) Strategic: 4 7 points (25 49% correct) Intensive: 3 points or fewer (24% or less correct) Grade 3, Checkup 3 Class Checklist 5/11
21 May & June Blackline A9.1 NAME Checkup 4 page 1 of 5 1 Solve these addition problems Solve these subtraction problems
22 May & June Blackline NC A 9.2 NAME Checkup 4 page 2 of 5 3 Solve these multiplication problems
23 May & June Blackline NC A 9.3 NAME Checkup 4 page 3 of 5 Show all your work and explain your thinking for problems 4, 5, 6, and _ 5 $ $1.23 = _ 7 $5.00 $3.72 = 8 In the spaces below, write the following numbers in order from least to greatest. 2, ,023 least greatest
24 May & June Blackline NC A 9.4 NAME Checkup 4 page 4 of 5 Show all your work and explain your thinking for problems 9, 10, 11, and _ _ = = 1 13 Which rectangle is gray? Which rectangle shows a fraction that is equal to? 3
25 May & June Blackline NC A 9.5 NAME Checkup 4 page 5 of 5 15 How much money does David have to spend at the garage sale? Count all of the money here and record the amount in the box. David s Money 16 If David bought 2 video games, 1 stuffed animal, and 3 action figures, how much money did he have left? Show your work. Item Cost per Item Video Game $3.50 Board Game $1.25 Action Figure 25 Stuffed Animal It is 7:10 and Anna has to catch the bus in 15 minutes. Which clock shows the time Anna has to catch the bus? a b c d 18 What time does each clock above show? a b c d
26 Grade 3 Checkup 4 Class Checklist Students Names Note: Conduct items 1 and 2 as timed tests. Give students 2 minutes for each item. None of the other items need to be timed. Item 1 completes out of 20 addition facts in 2 minutes or less Row 1: 12, 15, 13, 16, 16, 14, 11 Row 2: 17, 10, 14, 12, 15, 14, 10 Row 3: 19, 12, 13, 18, 12, 11 2 completes out of 20 subtraction facts in 2 minutes or less Row 1: 7, 4, 5, 8, 7, 3, 6 Row 2: 5, 10, 4, 7, 6, 10, 8 Row 3: 8, 8, 9, 5, 6, 5 3 completes out of 40 multiplication facts to 6 x 6 Row 1: 6, 4, 5, 4, 4, 1, 0 Row 2: 5, 0, 6, 8, 9, 30, 12 Row 3: 10, 24, 18, 8, 3, 10, 20 Row 4: 6, 2, 15, 12, 15, 18, 6 Row 5: 20, 36, 32, 12, 16, 24, 2 Row 6: 12, 0, 3, 30, 2 CCSS Points Possible 2.OA correct: 4 pts. OR correct: 3 pts. OR correct: 2 pts. OR correct: 1 pt. OR 11 or fewer correct: 0 pts. 2.OA correct: 4 pts. OR correct: 3 pts. OR correct: 2 pts. OR correct: 1 pt. OR 11 or fewer correct: 0 pts. 3.OA correct: 4 pts. OR correct: 3 pts. OR correct: 2 pts. OR correct: 1 pt. OR 23 or fewer correct: 0 pts. G2 Practice Book, pp 3, 5, 9, 11, 13, 14, 17, 23, 27, 31, 33, 35, 41, 45, 49, 51, 53, 55, 56, 57, 59, 63, 64, 69, 71, 73, 77, 79, 85 G3 Practice Book, pp 1, 5, 7, 9, 27, 29, 81 G3 Activities 1 6 G3 Work Places 1A, 1C, 1F, 1G, 1H G3 Practice Book, pp 61, 63, 65, 67, 69, 77, 79, 83, 119, 121, 123, 135 G3 Work Places 4A, 4B, 4C, 4F, 4G, 4H G3 Activity 13 G3 Supplement Set A2, Basic Multiplication & Division, Ind. Worksheets 1 5, 8 4 adds with regrouping, and shows work (211) 5 adds money amounts with regrouping, and shows work ($4.92) 6 subtracts with regrouping, and shows work (117) 7 subtracts money amounts with regrouping, and shows work ($1.28) 3.NBT.2 2 pts. 1 pt. for the correct answer 1 pt. for showing work and using a strategy more efficient than counting on by 1 s 4.MD.2 2 pts. 1 pt. for the correct answer 1 pt. for showing work and using a viable strategy that could lead to the correct answer 3.NBT.2 2 pts. 1 pt. for the correct answer 1 pt. for showing work and using a strategy more efficient than counting backward by 1 s 4.MD.2 2 pts. 1 pt. for the correct answer 1 pt. for showing work and using a viable strategy that could lead to the correct answer Grade 3 Work Places 2E, 2G, 2H, 2I, 2K, 5A, 5B, 5D, 5E, 5H G3 Supplement Set A3, Multi-Digit Addition & Subtraction, Activities 1 5; Independent Worksheets 1, 2 & 3 G3 Practice Book, pp 88 89, 90, 92, 99, 101, 107, 123, 126, 137 Grade 3, Checkup 4 Class Checklist 5/11
27 8 orders multi-digit numbers (123, 254, 1023, 2045) NA 2 pts. (half a point for each number placed correctly in the sequence) 9 multiplies 14 x 6 and shows work (84) 4.NBT.5 2 pts. 1 pt. for correct answer 1 pt. showing work 10 multiplies 5 x 200 (1,000) 4.NBT.5 2 pts. 1 pt. for correct answer 1 pt. showing work G3 Supplement Set A4, Place Value, Activity 1 and Independent Worksheets 1 4 G3 Practice Book, pp 3, 19, 23, 97, 131 G3 Supplement Set A7, Multiplication Beyond the Basics, Activity 1 and IWS 1 3 G3 Practice Book, pp 121, 122, 124, 127, divides 24 6 (4) 3.OA.7 2 pts. 1 pt. for correct answer 1 pt. showing work 12 divides 13 4 (3 R1 or 3 ¼ or 3.25) 4.NBT.6 2 pts. 1 pt. for correct answer 1 pt. showing work 13 identifies area model for 1/3 (second choice) 2.G.3 1 pt. G2 Supplement Set A2, Division, Activity 1 G3 Activities 16, 17, 18 G3 Supplement Set A2, Basic Multiplication & Division, Ind. Worksheets 1, 8 14 identifies fraction equivalent to 1/3 (third choice) 3.NF.3 1 pt. G3 Practice Book, pp 10, 103, 105, 109, 111, 114, 125, 133 G3 Work Place 6C 15 counts money accurately ($11.90) 4.MD.2 1 pt. G2 Supplement Set A6, Money, Act 1 & 2 and Independent Worksheet 1 G3 Practice Book, pp 11, 13, G3 Work Place 2F 16 solves a multi-step money story problem and shows work ($3.40) 4.MD.2 2 pts. 1 pt. for correct answer 1 pt for showing work that could lead to the correct answer G2 Supplement Set A6, Money, Independent Worksheet 1 G3 Activity 10 G3 Practice Book, pp 18, 26, 32, 98, calculates elapsed time (clock a) 3.MD.1 1 pt. G3 Practice Book, pp 20, 120 G3 Supplement Set A7, Multiplication Beyond the Basics, Ind. Worksheet 2 18 tells time to the minute (7:25, 7:15, 10:23, 8:05) 3.MD.1 4 pts. 1 pt. for each correct answer Total Score/Level of Proficiency* 39 pts. G2 Supplement Set D5, Telling Time G3 Practice Book, pp 12, 17, 34 G3 Supplement Set D3, Telling Time, Act. 1 and Independent Worksheets 1 & 2 * Meeting Standard: points (75 100% correct) Approaching Standard: points (50 74% correct) Strategic: points (25 49% correct) Intensive: 9 points or fewer (24% or less correct) Grade 3, Checkup 4 Class Checklist 5/11
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John Adair Intermediate 4th Grade Math Learning Targets I Can Statements.. NUMBERS AND OPERATIONS IN BASE TEN 4.NBT Generalize place value understanding for multi-digit whole numbers. Explain how the base
Report Card Language: The student can fluently multiply and divide within 100. CCSS: 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these
Grade 2 Level Math Common Core Sampler Test Everyone we come in contact with is scrambling to get their hands on example questions for this grade level. This test sampler is put together to give you an
Grade Summer Packet Name Meriden Public Schools This is the grade Summer Math packet. There are several concepts to be practiced over the summer months to prepare you for fifth grade. Complete this packet
Topic 1: Understanding Addition and Subtraction 1-1: Writing Addition Number Sentences Essential Understanding: Parts of a whole is one representation of addition. Addition number sentences can be used
CONTENT ALIGNMENTS AND SHIFTS Grade 4 Grade 4 Critical Areas In Grade 4, instructional time should focus on three critical areas: 1. developing understanding and fluency with multi-digit multiplication,
Curriculum Map: Basic Math 2014 Course: Functional Math Subtopic: General Grade(s): None specified Unit: Unit 1: Time CC.2.1.HS.F.2 (Advanced) Apply properties of rational and irrational numbers to solve
Math in Focus Vocabulary First Grade Chapter Word Definition 1 zero 0 1 one 1 1 two 2 1 three 3 1 four 4 1 five 5 1 six 6 1 seven 7 1 eight 8 1 nine 9 1 ten 10 1 same equal to 1 more 4 eggs is more than
MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students
OPERATIONS AND ALGEBRIC THINKING Essential Standard: Solves addition word problems up to twenty ESSENTIAL KNOWLEDGE OUTCOME: Students understand addition and subtraction through modeling and manipulation
Grade Level: 4th Teacher: Pelzer/Reynolds Math Standard/Benchmark: A. understand and apply number properties and operations. Grade Level Objective: 1.A.4.1: develop an understanding of addition, subtraction,
Curriculum Mapping Curriculum mapping is a process that helps schools and districts/dioceses determine the agreed-upon learning for all students. Curriculum mapping was undertaken in the Archdiocese of
Every Day Counts: s and Math in Focus Alignment Guide Grades K 5 7171_Prtnrs_AlgnmtChrt.indd 1 9/22/10 6:04:49 PM Every Day Counts : s s offers 20 simple yet effective games to help students learn, review,
Sail into Summer with Math! For Students Completing First Grade This summer math booklet was developed to provide students an opportunity to review grade level math objectives and to improve math performance.
Second Grade Summer Math Packet Name Meriden Public Schools Dear Parents and Students, This summer's math packet contains problems and questions that were practiced in second grade. In order to keep you
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Kindergarten Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
Introduction: Summary of Goals GRADE THREE By the end of grade three, students deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication,
Lesson 1.2 c Round to the Nearest Ten or Hundred Common Core Standard CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Objective Round 2- and 3-digit numbers
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
Measures of Academic Progress for Mathematics RIT scores between 191 and 200 Number Sense and Operations Whole Numbers Solve simple addition word problems Find and extend patterns Demonstrate the associative,
Name Read and Represent Multi-Digit Numbers Classwork List the correct way to group these numbers into ones, tens, hundreds, thousands, ten thousands, hundred thousands, and millions: 1. 593 2. 9,617 3.
Report Card Language: add, subtract, multiply, and/or divide to solve multi-step word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having whole-number answers using
Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations of adding to, taking from, putting
Practicing for the TerraNova Success on Standardized Tests for TerraNova Grade 2 3 How can this booklet help? A note to families In the booklet you hold now, there is a practice version of the TerraNova.
How to read the Pixie Standards Correlations The Pixie Standards Correlations include information on how you and your students can use Pixie to meet your K-2 language arts and math standards. Since you
Overview of -6 Grade-Level Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in
Tips for Parents Place Value and Decimal Fractions In this first module of Grade 5, we will extend 4 th grade place value work to multi-digit numbers with decimals to the thousandths place. Students will
Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
4th Grade Topic 1 - Multiplication and Division: Meanings and Facts Approximately 9 days Standard Objective Notes 1-1 OA1 recognize multiplication as repeated addition G21, G22, G23, G35 1-2 OA5 use patterns
Parent Packet HAUPPAUGE MATH DEPARTMENT CCLS Grade 4 MODULE 1 http://www.hauppauge.k12.ny.us/math 2014 2015 School Year Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction
1.OA.1 Use addition and subtraction within I can add and Chapter Tests 20 to solve word problems subtract to 20 so 1 1.OA.3 involving situations of adding to, I can solve word 2 1 st marking period taking
Name Minnesota Comprehensive Assessments-Series III Mathematics Item Sampler Grade 3 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATE State of Minnesota
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
C R O S S W A L K Next Generation Mathematics Content Standards and Objectives for WV Schools Introduction to the Next Generation West Virginia Content Standards and Objectives Crosswalk to the West Virginia
Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed
DIAMOND PROBLEMS 1.1.1 In every Diamond Problem, the product of the two side numbers (left and right) is the top number and their sum is the bottom number. Diamond Problems are an excellent way of practicing
Common Core State Standards DECONSTRUCTED Booklet I: Kindergarten to Second Grade, Math How to use this booklet You cannot teach a Common Core Standard you must teach the skills inside of each standard.
Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed
3rd Grade Math Chapter 2: ileap Math, Grade 3 This section describes the overall design of the ileap Math test to be administered to students in grade 3. Test specifications, sample test questions, and
Wigan LEA Numeracy Centre Year 3 Mental Arithmetic Test Questions Produced by Wigan Numeracy Centre September 000 Test (end of week ) Year 3 Time Block I will read every question twice. In this first set
DLM Mathematics Year-End Assessment Model 2014-15 Blueprint In this document, the blueprint refers to the range of Essential Elements (s) that will be assessed during the spring 2015 assessment window.
Correlation to the Common Core State Standards Math in Focus Correlation to the Common Core State Standards Table of Contents Explanation of Correlation.......................... 1 Grade 1...........................................