TNReady 3 rd Grade Math Blueprint
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1 TNReady 3 rd Grade Math Blueprint # of items Part I % of PT 1 # of items Part II % of PT 2 Total # of Items Total # of score points Major Work of the Grade % % % Solve division Underst the relationship between division % of Test % 6-8% % 12-14% 7-9% % Multiply divide within % % % Solve identify explain patterns in arithmetic Develop understing of fractions as numbers Solve measurement estimation % 7-9% % % 11-13% % 17-19% 6-8% % underst concepts of area 17-19% 6-8% % Additional Supporting 0 0% % % Use place value understing properties of operations to perform multidigit arithmetic 0 0% 12-14% % Represent interpret data 0 0% % % recognize perimeter distinguish between linear area measures 0 0% 6-8% % Reason with shapes their attributes 0 0% 11-13% % Total % % % Additional Notes: *On Part I, 100% of the content in grades 3-8 mathematics will be drawn from the clusters designated as major work of the grade. The math stards in grades 3-8 are coherent the connections between major work the additional supporting clusters are important throughout the year. Part II questions measure major, additional, supporting topics, including the integration of the key ideas at each grade level. *The total number of score points does not match the total number of items. This is because some items may be worth more than one point. *Clusters drawn from the major work of the grade are bolded throughout this document. 1
2 Part I Calculator Allowed 100% of the content in Part I is drawn from the major work Cluster Stards # of Items Interpret products of whole numbers, e.g., interpret 5 7 as the total number of 3.OA.A.1 objects in 5 groups of 7 objects each. Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 3.OA.A.2 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. 3.OA.A - Represent solve division. 3.OA.B- Underst properties of the relationship between division. 3.OA.D- Solve the four operations, identify explain patterns in 3.NF.A- Develop understing of fractions as numbers. 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.D.8 3.OA.D.9 3.NF.A.1 3.NF.A.2 Use division within 100 to solve word in situations equal groups, arrays, measurement quantities, e.g., by using drawings equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a or division equation relating three whole numbers. Apply properties of operations as strategies to multiply divide. Underst division as an unknown-factor problem. Solve two-step word using the four operations. Represent these using equations with a letter sting for the unknown quantity. Assess the reasonableness of answers using mental computation estimation strategies including rounding. (This stard is limited to posed with whole numbers having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) Identify arithmetic patterns (including patterns in the addition table or table), explain them using properties of operations. Underst a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; underst a fraction a/b as the quantity formed by a parts of size 1/b. Underst a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole partitioning it into b equal parts. Recognize that each part has size 1/b that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b that its endpoint locates the number a/b on the number line
3 3.MD.A- Solve measurement estimation of intervals of time, liquid volumes, masses of objects. 3.NF.A.3 3.MD.A.1 3.MD.A.2 3.MD.C.5 Explain equivalence of fractions in special cases, compare fractions by reasoning about their size. a. Underst two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize generate simple equivalent fractions, e.g., 1/2 =2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, recognize fractions that are equivalent to whole numbers. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, justify the conclusions, e.g., by using a visual fraction model. Tell write time to the nearest minute measure time intervals in minutes. Solve word addition subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Measure estimate liquid volumes masses of objects using stard units of grams (g), kilograms (kg), liters (l). Add, subtract, multiply, or divide to solve one-step word masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Recognize area as an attribute of plane figures underst concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.C- underst concepts of area relate area to to addition. 3.MD.C.6 3.MD.C.7 Measure areas by counting unit squares (square cm, square m, square in, square ft, improvised units). Relate area to the operations of addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world mathematical, represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a b + c is the sum of a b a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles adding the areas of the nonoverlapping parts, applying this technique to solve real world. 3
4 Part II Calculator Non-Calculator Portions 60-65% of the content in Part II is drawn from the major work Cluster Stards # of Items Interpret products of whole numbers, e.g., interpret 5 7 as the total number of 3.OA.A.1 objects in 5 groups of 7 objects each. 3.OA.A - Represent solve division. 3.OA.B- Underst properties of the relationship between division. 3.OA.C- Multiply divide within OA.D- Solve the four operations, identify explain patterns in 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.8 3.OA.D.9 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Use division within 100 to solve word in situations equal groups, arrays, measurement quantities, e.g., by using drawings equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a or division equation relating three whole numbers. Apply properties of operations as strategies to multiply divide. Underst division as an unknown-factor problem. Fluently multiply divide within 100, using strategies such as the relationship between division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve two-step word using the four operations. Represent these using equations with a letter sting for the unknown quantity. Assess the reasonableness of answers using mental computation estimation strategies including rounding. (This stard is limited to posed with whole numbers having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) Identify arithmetic patterns (including patterns in the addition table or table), explain them using properties of operations
5 3.NF.A.1 Underst a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; underst a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.A- Develop understing of fractions as numbers. 3.NF.A.2 3.NF.A.3 Underst a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole partitioning it into b equal parts. Recognize that each part has size 1/b that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b that its endpoint locates the number a/b on the number line. Explain equivalence of fractions in special cases, compare fractions by reasoning about their size. a. Underst two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize generate simple equivalent fractions, e.g., 1/2 =2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, recognize fractions that are equivalent to whole numbers. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, justify the conclusions, e.g., by using a visual fraction model. 3.MD.A- Solve measurement estimation of intervals of time, liquid volumes, masses of objects. 3.MD.C- underst concepts of area. 3.MD.A.1 3.MD.A.2 3.MD.C.5 3.MD.C.6 Tell write time to the nearest minute measure time intervals in minutes. Solve word addition subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Measure estimate liquid volumes masses of objects using stard units of grams (g), kilograms (kg), liters (l). Add, subtract, multiply, or divide to solve one-step word masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Recognize area as an attribute of plane figures underst concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Measure areas by counting unit squares (square cm, square m, square in, square ft, improvised units). 5
6 3.NBT.A Use place value understing properties of operations to perform multi-digit (A range of algorithms may be used.) 3.MD.B- Represent interpret data. 3.MD.D- recognize perimeter as an attribute of plane figures distinguish between linear area measures. 3.G.A- Reason with shapes their attributes. 3.MD.C.7 3.NBT.A.1 3.NBT.A.2 3.NBT.A.3 3.MD.B.3 3.MD.B.4 3.MD.D.8 3.G.A.1 3.G.A.2 Relate area to the operations of addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world mathematical, represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a b + c is the sum of a b a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles adding the areas of the nonoverlapping parts, applying this technique to solve real world. Use place value understing to round whole numbers to the nearest 10 or 100. Fluently add subtract within 1000 using strategies algorithms based on place value, properties of operations, /or the relationship between addition subtraction. Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value properties of operations. Draw a scaled picture graph a scaled bar graph to represent a data set with several categories. Solve one- two-step how many more how many less using information presented in scaled bar graphs. Generate measurement data by measuring lengths using rulers marked with halves fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters Solve real world mathematical perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, exhibiting rectangles with the same perimeter different areas or with the same area different perimeters. Underst that shapes in different categories (e.g., rhombuses, rectangles, others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, squares as examples of quadrilaterals, draw examples of quadrilaterals that do not belong to any of these subcategories. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole
7 Overall Blueprint (Includes Part I Part II) Cluster Stards # of Items % of Test Interpret products of whole numbers, e.g., interpret 5 7 as the total 3.OA.A.1 number of objects in 5 groups of 7 objects each. Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are 3.OA.A.2 partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. 3.OA.A - Represent solve division. 3.OA.B- Underst properties of the relationship between division. 3.OA.C- Multiply divide within OA.D- Solve the four operations, identify explain patterns in 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.8 3.OA.D.9 Use division within 100 to solve word in situations equal groups, arrays, measurement quantities, e.g., by using drawings equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a or division equation relating three whole numbers. Apply properties of operations as strategies to multiply divide. Underst division as an unknown-factor problem. Fluently multiply divide within 100, using strategies such as the relationship between division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve two-step word using the four operations. Represent these using equations with a letter sting for the unknown quantity. Assess the reasonableness of answers using mental computation estimation strategies including rounding. (This stard is limited to posed with whole numbers having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) Identify arithmetic patterns (including patterns in the addition table or table), explain them using properties of operations % % % % 7
8 3.NF.A.1 Underst a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; underst a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.A- Develop understing of fractions as numbers. 3.MD.A- Solve measurement estimation of intervals of time, liquid volumes, masses of objects. 3.NF.A.2 3.NF.A.3 3.MD.A.1 3.MD.A.2 Underst a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole partitioning it into b equal parts. Recognize that each part has size 1/b that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b that its endpoint locates the number a/b on the number line. Explain equivalence of fractions in special cases, compare fractions by reasoning about their size. a. Underst two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize generate simple equivalent fractions, e.g., 1/2 =2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, recognize fractions that are equivalent to whole numbers. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, justify the conclusions, e.g., by using a visual fraction model. Tell write time to the nearest minute measure time intervals in minutes. Solve word addition subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Measure estimate liquid volumes masses of objects using stard units of grams (g), kilograms (kg), liters (l). Add, subtract, multiply, or divide to solve one-step word masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem % % 3.MD.C- underst concepts of area relate area to to addition. 3.MD.C.5 3.MD.C.6 Recognize area as an attribute of plane figures underst concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Measure areas by counting unit squares (square cm, square m, square in, square ft, improvised units) % 8
9 3.NBT.A Use place value understing properties of operations to perform multidigit (A range of algorithms may be used.) 3.MD.B- Represent interpret data. 3.MD.D- recognize perimeter as an attribute of plane figures distinguish between linear area measures. 3.G.A- Reason with shapes their attributes. 3.MD.C.7 3.NBT.A.1 3.NBT.A.2 3.NBT.A.3 3.MD.B.3 3.MD.B.4 3.MD.D.8 3.G.A.1 3.G.A.2 Relate area to the operations of addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world mathematical, represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a b + c is the sum of a b a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles adding the areas of the non-overlapping parts, applying this technique to solve real world. Use place value understing to round whole numbers to the nearest 10 or 100. Fluently add subtract within 1000 using strategies algorithms based on place value, properties of operations, /or the relationship between addition subtraction. Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value properties of operations. Draw a scaled picture graph a scaled bar graph to represent a data set with several categories. Solve one- two-step how many more how many less using information presented in scaled bar graphs. Generate measurement data by measuring lengths using rulers marked with halves fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters Solve real world mathematical perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, exhibiting rectangles with the same perimeter different areas or with the same area different perimeters. Underst that shapes in different categories (e.g., rhombuses, rectangles, others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, squares as examples of quadrilaterals, draw examples of quadrilaterals that do not belong to any of these subcategories. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 8-10% % 3-5% 6-8% 9
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