Grade 3 Mathematics
Assessment
Eligible Texas Essential
Knowledge and Skills
Texas Education Agency
Student Assessment Division
January 2014
STAAR Grade 3 Mathematics Assessment
Mathematical Process Standards
These student expectations will not be listed under a separate reporting
category. Instead, they will be incorporated into test questions across
reporting categories since the application of mathematical process
standards is part of each knowledge statement.
(3.1) Mathematical process standards. The student uses mathematical
processes to acquire and demonstrate mathematical understanding. The
student is expected to
(A) apply mathematics to problems arising in everyday life, society, and
the workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;
(E) create and use representations to organize, record, and
communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
STAAR Grade 3 Mathematics Page 2 of 9
Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 1:
Numerical Representations and Relationships
The student will demonstrate an understanding of how to represent and
manipulate numbers and expressions.
(3.2) Number and operations. The student applies mathematical process
standards to represent and compare whole numbers and understand
relationships related to place value. The student is expected to
(A) compose and decompose numbers up to 100,000 as a sum of so
many ten thousands, so many thousands, so many hundreds, so
many tens, and so many ones using objects, pictorial models, and
numbers, including expanded notation as appropriate;
Readiness Standard
(B) describe the mathematical relationships found in the base-10 place
value system through the hundred thousands place;
Supporting Standard
(C) represent a number on a number line as being between two
consecutive multiples of 10; 100; 1,000; or 10,000 and use words to
describe relative size of numbers in order to round whole numbers;
and Supporting Standard
(D) compare and order whole numbers up to 100,000 and represent
comparisons using the symbols >, <, or =. Readiness Standard
(3.3) Number and operations. The student applies mathematical process
standards to represent and explain fractional units. The student is expected
to
(A) represent fractions greater than zero and less than or equal to one
with denominators of 2, 3, 4, 6, and 8 using concrete objects and
pictorial models, including strip diagrams and number lines;
Supporting Standard
(B) determine the corresponding fraction greater than zero and less than
or equal to one with denominators of 2, 3, 4, 6, and 8 given a
specified point on a number line; Supporting Standard
(C) explain that the unit fraction 1/b represents the quantity formed by
one part of a whole that has been partitioned into b equal parts
where b is a non-zero whole number; Supporting Standard
(D) compose and decompose a fraction a/b with a numerator greater
than zero and less than or equal to b as a sum of parts 1/b;
Supporting Standard
STAAR Grade 3 Mathematics Page 3 of 9
Texas Education Agency
Student Assessment Division
January 2014
(E) solve problems involving partitioning an object or a set of objects
among two or more recipients using pictorial representations of
fractions with denominators of 2, 3, 4, 6, and 8;
Supporting Standard
(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8
using a variety of objects and pictorial models, including number
lines; Readiness Standard
(G) explain that two fractions are equivalent if and only if they are both
represented by the same point on the number line or represent the
same portion of a same size whole for an area model; and
Supporting Standard
(H) compare two fractions having the same numerator or denominator in
problems by reasoning about their sizes and justifying the conclusion
using symbols, words, objects, and pictorial models.
Readiness Standard
(3.4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number
computations in order to solve problems with efficiency and accuracy. The
student is expected to
(I) determine if a number is even or odd using divisibility rules.
Supporting Standard
(3.7) Geometry and measurement. The student applies mathematical process
standards to select appropriate units, strategies, and tools to solve
problems involving customary and metric measurement. The student is
expected to
(A) represent fractions of halves, fourths, and eighths as distances from
zero on a number line. Supporting Standard
STAAR Grade 3 Mathematics Page 4 of 9
Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 2:
Computations and Algebraic Relationships
The student will demonstrate an understanding of how to perform
operations and represent algebraic relationships.
(3.4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number
computations in order to solve problems with efficiency and accuracy. The
student is expected to
(A) solve with fluency one-step and two-step problems involving addition
and subtraction within 1,000 using strategies based on place value,
properties of operations, and the relationship between addition and
subtraction; Readiness Standard
(B) round to the nearest 10 or 100 or use compatible numbers to
estimate solutions to addition and subtraction problems;
Supporting Standard
(D) determine the total number of objects when equally sized groups of
objects are combined or arranged in arrays up to 10 by 10;
Supporting Standard
(E) represent multiplication facts by using a variety of approaches such
as repeated addition, equal-sized groups, arrays, area models, equal
jumps on a number line, and skip counting; Supporting Standard
(F) recall facts to multiply up to 10 by 10 with automaticity and recall
the corresponding division facts; Supporting Standard
(G) use strategies and algorithms, including the standard algorithm, to
multiply a two-digit number by a one-digit number. Strategies may
include mental math, partial products, and the commutative,
associative, and distributive properties; Supporting Standard
(H) determine the number of objects in each group when a set of objects
is partitioned into equal shares or a set of objects is shared equally;
Supporting Standard
(J) determine a quotient using the relationship between multiplication
and division; and Supporting Standard
(K) solve one-step and two-step problems involving multiplication and
division within 100 using strategies based on objects; pictorial
models, including arrays, area models, and equal groups; properties
of operations; or recall of facts. Readiness Standard
STAAR Grade 3 Mathematics Page 5 of 9
Texas Education Agency
Student Assessment Division
January 2014
(3.5) Algebraic reasoning. The student applies mathematical process standards
to analyze and create patterns and relationships. The student is expected to
(A) represent one- and two-step problems involving addition and
subtraction of whole numbers to 1,000 using pictorial models,
number lines, and equations; Readiness Standard
(B) represent and solve one- and two-step multiplication and division
problems within 100 using arrays, strip diagrams, and equations;
Readiness Standard
(C) describe a multiplication expression as a comparison such as 3 x 24
represents 3 times as much as 24; Supporting Standard
(D) determine the unknown whole number in a multiplication or division
equation relating three whole numbers when the unknown is either a
missing factor or product; and Supporting Standard
(E) represent real-world relationships using number pairs in a table and
verbal descriptions. Readiness Standard
STAAR Grade 3 Mathematics Page 6 of 9
Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 3:
Geometry and Measurement
The student will demonstrate an understanding of how to represent and
apply geometry and measurement concepts.
(3.6) Geometry and measurement. The student applies mathematical process
standards to analyze attributes of two-dimensional geometric figures to
develop generalizations about their properties. The student is expected to
(A) classify and sort two- and three-dimensional figures, including cones,
cylinders, spheres, triangular and rectangular prisms, and cubes,
based on attributes using formal geometric language;
Readiness Standard
(B) use attributes to recognize rhombuses, parallelograms, trapezoids,
rectangles, and squares as examples of quadrilaterals and draw
examples of quadrilaterals that do not belong to any of these
subcategories; Supporting Standard
(C) determine the area of rectangles with whole number side lengths in
problems using multiplication related to the number of rows times
the number of unit squares in each row; Readiness Standard
(D) decompose composite figures formed by rectangles into non-
overlapping rectangles to determine the area of the original figure
using the additive property of area; and Supporting Standard
(E) decompose two congruent two-dimensional figures into parts with
equal areas and express the area of each part as a unit fraction of
the whole and recognize that equal shares of identical wholes need
not have the same shape. Supporting Standard
(3.7) Geometry and measurement. The student applies mathematical process
standards to select appropriate units, strategies, and tools to solve
problems involving customary and metric measurement. The student is
expected to
(B) determine the perimeter of a polygon or a missing length when given
perimeter and remaining side lengths in problems;
Readiness Standard
(C) determine the solutions to problems involving addition and
subtraction of time intervals in minutes using pictorial models or
tools such as a 15-minute event plus a 30-minute event equals 45
minutes; Supporting Standard
STAAR Grade 3 Mathematics Page 7 of 9
Texas Education Agency
Student Assessment Division
January 2014
(D) determine when it is appropriate to use measurements of liquid
volume (capacity) or weight; and Supporting Standard
(E) determine liquid volume (capacity) or weight using appropriate units
and tools. Supporting Standard
STAAR Grade 3 Mathematics Page 8 of 9
Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 4:
Data Analysis and Personal Financial Literacy
The student will demonstrate an understanding of how to represent and
analyze data and how to describe and apply personal financial concepts.
(3.4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number
computations in order to solve problems with efficiency and accuracy. The
student is expected to
(C) determine the value of a collection of coins and bills.
Supporting Standard
(3.8) Data analysis. The student applies mathematical process standards to
solve problems by collecting, organizing, displaying, and interpreting data.
The student is expected to
(A) summarize a data set with multiple categories using a frequency
table, dot plot, pictograph, or bar graph with scaled intervals; and
Readiness Standard
(B) solve one- and two-step problems using categorical data represented
with a frequency table, dot plot, pictograph, or bar graph with scaled
intervals. Supporting Standard
(3.9) Personal financial literacy. The student applies mathematical process
standards to manage one’s financial resources effectively for lifetime
financial security. The student is expected to
(A) explain the connection between human capital/labor and income;
Supporting Standard
(B) describe the relationship between the availability or scarcity of
resources and how that impacts cost; Supporting Standard
(D) explain that credit is used when wants or needs exceed the ability to
pay and that it is the borrower’s responsibility to pay it back to the
lender, usually with interest; and Supporting Standard
(E) list reasons to save and explain the benefit of a savings plan,
including for college. Supporting Standard
STAAR Grade 3 Mathematics Page 9 of 9
Texas Education Agency
Student Assessment Division
January 2014
