rd
3 Grade
Math
Sample Items
Aligned to
CCSS
Created for Morehouse Parish School System by Dr. Stacey Pullen
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3rd Grade
Sample Math Items Aligned to CCSS
Table of Content
CCSS Code
3.0A.A.1
3.0A.A.2
3.0A.A.3
3.0A.A.4
3.0A.B.5
3.OA.B.6
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.NBT.A.1
3.NBT.A.2
3.NBT.A.3
3.NF.A.1
3.NF.A.2
3.NF.A.2a
3.NF.A.2b
3.NF.A.3
3.NF.A.3a
3.NF.A.3b
3.NF.A.3c
3.NF.A.3d
3.MD.A.1
3.MD.A.2
3.MD.B.3
3.MD.B.4
3.MD.C.5
3.MD.C.5a
3.MD.C.5b
3.MD.C.6
3.MD.C.7
3.MD.C.7a
Page #
3
4
5
6
7
8
10
12
15
16
17
18
20
21
22
23
25
26
28
29
30
31
33
35
37
39
41
43
44
46
48
CCSS Code
3.MD.C.7b
3.MD.C.7c
3.MD.C.7d
3.MD.D.8
3.G.A.1
3.G.A.2
Key
Rubrics
Item Origination
2
Page #
50
51
52
53
54
55
57
59
62
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3rd Grade
Sample Math Items Aligned to CCSS
3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 x 7. (Conceptual Understanding)
What test questions look like:
Sample 1:
Lupe is buying 3 bags of pears. There are 5 pears in each bag. Which expression can be used to find
the total number of pears Lupe is buying?
A
3+3
B
3×3
C
3+5
D
3×5
Sample 2:
Which problem can be solved using the expression 3 × 4?
A
A house has 3 rooms on the first floor and 4 rooms on the second floor. How many total
rooms does the house have?
B
A group of 4 friends share 3 large pizzas. How much pizza does each friend get?
C
A shopping center has 3 floors, and each floor has 4 stores. How many total stores does the
shopping center have?
D
A group of friends spend $4 on French fries and $3 on drinks. How much do they spend on
food and drinks?
3
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.A.2
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. For example,
describe a context in which a number of shares or a number of groups can be expressed as 56 ÷
8. (Conceptual Understanding)
What test questions look like:
Sample 1:
Mr. Davis has 24 students in his classroom. He wants to divide his students into groups.
•
•
Each group will have the same number of students.
Each student will be assigned to a group.
In which ways could Mr. Davis divide his students into groups?
Select the three correct answers.
A.
B.
C.
D.
E.
3 students in each group
4 students in each group
5 students in each group
6 students in each group
7 students in each group
4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem. (Application)
What test questions look like:
Sample 1:
Tyler has 14 shirts and 2 bags. He packs the same number of shirts into each bag. How many shirts
does Tyler pack into each bag?
Enter your answer in the box.
Sample 2:
Mr. Haley bought a total of 36 pictures. The pictures are only sold in packages. Each package came
with 4 small pictures, 3 medium pictures, and 2 large pictures.
How many pictures were in each package? Show your work.
How many packages did he buy? Show your work.
Enter your answers and your work in the box provided.
5
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
three whole number. For example, determine the unknown number that makes the
equation true in each of the equations 8 x ? = 48, 5 = _ ÷ 3, 6 x 6 = ? (Conceptual
Understanding)
What test questions look like:
Sample 1:
Mrs. Jones will plant 28 apple trees in 7 rows. She writes the equation shown to find the number of
trees to plant in each row.
7×
How many trees will Mrs. Jones plant in each row?
A.
B.
C.
D.
3
4
21
35
6
= 28
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.B.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24
is known, then 4 x 6 = 24 is also known. (Communitive property of multiplication) 3 x 5 x 2
can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative
property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x
(5 ÷ 2) = (8 x 5) + (8 x2) = 40 + 16 = 56. (Distributive Property.)
(Conceptual Understanding)
What test questions look like:
Sample 1:
Grady wants to use the properties of multiplication to find the product of this equation.
4 × 12 = ?
Select three ways Grady could find the product.
A. (2 × 12) + (2 × 12)
B. (2 × 2) + (6 × 6)
C. (4 + 2) × (4 + 10)
D. (4 × 10) + (4 × 2)
E. 4 × (4 ÷ 2)
F. (4 × 6) + (4 × 6)
7
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.B.6
Understand division as an unkown-factor problem. For example, find 32 ÷ 8 by finding the
number that makes 32 when multiplied by 8. (Conceptual Understanding)
What test questions look like:
Sample 1:
Kerry wrote the equation below.
27 ÷ 3 = ?
Which equation has the same value for the ? as in Kerry’s equation?
A.
? × 3 = 27
B.
3 × 27 = ?
C.
? ÷ 3 = 27
D.
3 ÷ 27 = ?
Sample 2:
Part A
Fred has 36 stuffed animals that he will give to 9 different friends. He will give an equal number of
stuffed animals to each friend. Fred uses the equation 36 ÷ 9 = ? to find how many stuffed animals
he will give to each friend.
He thinks the ? equals 3. Explain why he is wrong.
Enter your explanation in the box provided.
8
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Part B
Find the correct answer using Fred’s equation.
Enter your answer in the box provided.
Part C
How would you use multiplication to find the number of stuffed animals Fred gives each friend?
Enter your answer in the box provided,
9
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knoing that 8 x 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. (Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which expressions have the same quotient as 36 ÷ 9?
Select the three correct answers.
A
12 ÷ 3
B
16 ÷ 4
C
21 ÷ 7
D
30 ÷ 6
E
32 ÷ 8
Sample 2:
What is the value of 3 × 6?
Enter your answer in the box.
10
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 3:
Divide.
42 ÷ 6 = ?
Enter your answer in the box.
11
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.
(Conceptual Understanding)
What test questions look like:
Sample 1:
. Part A
The rectangular garden at River Valley School is represented in the figure. The perimeter of the
garden is 122 yards.
21 yards
? yards
What is the missing side length, in yards, in the figure?
Enter your answer in the box.
12
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Part B
River Valley School builds a new rectangular garden with the same perimeter, but the side lengths
are different.
Which of these could be the side lengths of the new garden?
A
15 yards by 48 yards
B
14 yards by 47 yards
C
13 yards by 57 yards
D
14 yards by 58 yards
Sample 2:
Mr. Haley bought a total of 36 pictures. The pictures are only sold in packages. Each package came
with 4 small pictures, 3 medium pictures, and 2 large pictures. How many packages did he buy?
Show your work. Enter your answers and your work in the box provided.
13
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 3:
Andre visits the library. It takes Andre 26 minutes to walk from his house to the library. He stays at
the library 45 minutes. His mother drives him home, which takes 15 minutes. How many more
minutes does Andre spend at the library than traveling to and from the library?
Show all the steps for solving the problem. Explain each step and give the final answer.
Enter your answer, your work, and your explanation in the box provided.
14
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operation. For example, observe that 4 times
a number is always even, and explain why 4 times a number can be decomposed into two
equal addends. (Conceptual Understanding)
What test questions look like:
Sample 1:
Tori makes a number pattern that uses the rule “subtract 4.” Which pattern could be Tori’s
pattern?
A 5, 20, 80, 320, . . .
B 18, 22, 26, 30, . . .
C 49, 45, 41, 37, . . .
D
54, 44, 34, 24, . . .
15
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
(Conceptual Understanding)
What test questions look like:
Sample 1:
Which three numbers round to 300 when rounding to the hundreds place?
A. 312
B. 250
C. 395
D. 346
E. 249
16
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and subtraction.
(Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which expressions are equal to the given expression?
157 + 748
Select the three correct answers.
A.
B.
C.
D.
E.
F.
150 + 755
200 + 700
90 + 5
900 + 5
(160 + 750) – (3 + 2)
(9 + 100) + (0 + 10) + (5 + 1)
17
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x
60) using strategies based on place value and properties of operations. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Part A
Freda buys horse food in 20-kilogram bags. Her horse eats 8 bags of horse food per month.
How much horse food, in kilograms, does Freda’s horse eat in one month?
Enter your answer in the box.
Part B
Freda’s horse has a mass of 782 kilograms. Kurt’s pony has a mass of 359 kilograms. How much
more mass, in kilograms, does Freda’s horse have than Kurt’s pony?
Enter your answer in the box.
18
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Complete this number sentence. 3 × 90 =
Enter your answer in the box.
19
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b. (Conceptual Understanding)
What test questions look like:
Sample 1:
The circle below represents 1 whole. Each part of the circle is of equal size.
What fraction represents the shaded parts of the circle?
A
B
C
D
Sample 2:
A block of clay is divided into 4 equal pieces. Lucy receives 3 of the pieces. What fraction of the
whole block of clay does Lucy have?
A
B
C
D
20
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number
line diagram. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which letter shows on the number line?
A. E
B. F
C. G
D. H
Sample 2:
Which letter represents on the number line?
A. E
B. F
C. G
D. H
21
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.2a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1
as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b
and that the endpoint of the part based at 0 locates the number 1/b on the number line.
(Conceptual Understanding)
What test questions look like:
Sample 1:
Which number line shows a point at ?
A
0
1
0
1
0
1
0
1
B
C
D
22
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.2b
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 and that its endpoint locates the
number a/b on the number line. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which number line has a point located at ?
A
0
1
0
1
0
1
B
C
D
0
23
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Mia placed point P on the number line.
P
•
•
•
Give the value of the number P as a fraction.
What does the denominator of your fraction represent on the number line?
What does the numerator of your fraction represent on the number line?
Enter your answer and your explanation in the box provided.
24
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size. (Conceptual Understanding)
What test questions look like:
Sample 1:
Mary checked out 6 books from the library. Of these, 2/3 were fiction and 2/6 were
nonfiction.
Use <, >, or = to complete the comparison 2/3 ______ 2/6.
25
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.3a
Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line. (Conceptual Understanding)
What test questions look like:
Sample 1:
Jason baked some cookies. Of the cookies he baked, were sugar cookies. Which fractions are
equivalent to the fraction of sugar cookies Jason baked?
Select the two correct answers.
A
B
C
D
E
F
26
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Which shape represents a fraction that is equal to ?
A
B
C
D
27
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.3b
Recognize and 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. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Which pair of squares has shaded parts which represent the same fraction?
A.
B.
C.
D.
28
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.3c
Express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate
4/4 and 1 at the same point of a number line diagram. (Conceptual Understanding)
What test questions look like:
Sample 1:
What whole number is equal to ?
Enter your answer in the box.
Sample 2:
Which fraction is equal to a whole number that is greater than 1?
A
B
C
D
29
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.NF.A.3d
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 <, and
justify the conclusions, e.g., by using a visual fraction model. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Craig and Diane each bought one eraser. Their erasers were the same size. After one month, Craig
had
of his eraser left. Diane had
of her eraser left. Which number sentence correctly compares
the amount of eraser Craig had left to the amount Diane had left?
A
<
B
=
C
>
Sample 2:
Which fraction makes the following comparison true?
?
A
B
C
D
30
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram. (Application & Procedural Skill
and Fluency)
What test questions look like:
Sample 1:
Andre visits the library. It takes Andre 26 minutes to walk from his house to the library. He
stays at the library 45 minutes. His mother drives him home, which takes 15 minutes. How many
more minutes does Andre spend at the library than traveling to and from the library?
Show all the steps for solving the problem. Explain each step and give the final answer.
Enter your answer, your work, and your explanation in the box provided
31
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Angela started picking apples at 3:25 P.M. She finished picking apples at 3:42 P.M. How many
minutes did Angela spend picking apples?
E
17
F
23
G
25
H
47
Sample 3:
Jamal plays the piano. Each day, he plays for 30 to 45 minutes. Yesterday, he began playing the
piano at 3:20. What could be the time Jamal finished playing the piano yesterday?
Select the two correct answers.
E
3:30
F
3:45
G
3:55
H
4:05
I
4:10
32
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve onestep word problems involving 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. (Conceptual Understanding, Application, & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Curt has 6 rocks. Each rock has the same mass. One of the rocks is shown on a scale below.
4 kg
What is the total mass, in kilograms, of Curt’s 6 rocks?
Enter your answer in the box.
33
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Part A
Freda buys horse food in 20-kilogram bags. Her horse eats 8 bags of horse food per month.
How much horse food, in kilograms, does Freda’s horse eat in one month?
Enter your answer in the box.
Part B
Freda’s horse has a mass of 782 kilograms. Kurt’s pony has a mass of 359 kilograms. How much
more mass, in kilograms, does Freda’s horse have than Kurt’s pony?
Enter your answer in the box.
34
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step “how many more” and “how many less” problems
using information presented in scaled bar graphs. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets. (Application)
What test questions look like:
Sample 1:
The first 10 presidents of the United States were born in four states. The bar graph shows the number of
presidents born in each state.
Presidents’ States of Birth
6
4
2
0
Massachusetts New York
South
Carolina
States
Part A
How many more presidents were born in Virginia than in New York?
Enter your answer in the box.
35
Virginia
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Part B
What is the difference between the number of presidents born in Massachusetts and the number of
presidents born in New York and South Carolina together?
Enter your answer in the box
36
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and
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. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Eric measures 10 leaves with a ruler. He records the lengths as shown.
Lengths of Leaves (inches)
5
,6 ,6
, 6, 5
,5
, 6, 6, 5
Which line plot shows the lengths of the leaves recorded correctly?
A
×
×
×××
××× ×
5
×
6
7
Length of Leaf (inches)
B
××× ×
5
6
7
Length of Leaf (inches)
37
,6
Created for Morehouse Parish School System
by Dr. Stacey Pullen
C
××
××
××× ×
5
6
7
Length of Leaf (inches)
D
×
××
×××
××× ×
5
6
7
Length of Leaf (inches)
38
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area
measurement. (Conceptual Understanding)
What test questions look like:
Sample 1:
Jen cuts these 4 rectangles out of graph paper. Which rectangle has a total area
of 18 square units?
A.
B.
C.
D.
39
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
This picture shows Mr. Hill’s bathroom floor covered with black tiles and white tiles. Each
tile is 1 square foot.
If Mr. Hill counts all the square tiles, which measurement attribute would he be finding?
A. Length
B. Width
C. Perimeter
D. Area
40
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.5a
A square with side length 1 unit, called “a unit square,” is said to have “one square unit”
of area, and can be used to measure area. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which figure has an area of 8 square units?
A.
B.
C.
D.
41
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Anne wants to know the area of a piece of paper. Which unit could she use?
A. Gram
B. Quart
C. Centimeter
D. Square inch
42
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.5b
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. (Conceptual Understanding)
What test questions look like:
Sample 1:
Olivia has graph paper with 1-centimeter squares. She draws a rectangle with an area
of 10 square centimeters. Which rectangle did Olivia draw?
A. .
B. .
C. .
D. .
43
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units). (Conceptual Understanding)
What test questions look like:
Sample 1:
Kelly made a quilt using square patches. Each square patch has an area of 1 square foot.
A model of her quilt is shown below.
What is the area, in square feet, of her quilt?
44
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Heidi drew the rectangle shown on this grid.
What is the area of the rectangle?
A. 24 square units
B. 30 square units
C. 35 square units
D. 40 square units
45
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.7
Relate area to the operations of multiplication and addition. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Use the diagram to answer the question.
The diagram shows Jessie’s backyard.
What is the area of Jessie’s backyard?
A. 38 square meters
B. 62 square meters
C. 77 square meters
D. 90 square meters
46
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
The figure shows the floor plan for a new kitchen.
What is the total area of the floor of the kitchen?
A. 40 cm2
B. 56 cm2
C. 80 cm2
D. 96 cm2
47
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.7a
Find the area of a rectangle with whole-number side lengths by tiling it, and show that
the area is the same as would be found by multiplying the side lengths. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Use the pictures to answer the question.
Melia puts together a puzzle. Then she covers the puzzle with green and yellow tiles.
The tiles form the rectangle shown above. Each tile is 1 square inch.
What is the area of the puzzle?
A. 20 inches
B. 22 inches
C. 30 square inches
D. 32 square inches
48
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Sam drew this rectangle on a grid.
What is the area of the rectangle?
A. 12 square units
B. 15 square units
C. 16 square units
D. 18 square units
49
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.7b
Multiply side lengths to find areas of rectangles with whole- number side lengths in the
context of solving real world and mathematical problems, and represent whole-number
products as rectangular areas in mathematical reasoning. (Conceptual Understanding,
Application, & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Kayla has a rectangular garden. The area of her garden is 40 square feet. Which pairs of
measurements could be the length and width of Kayla’s garden?
Select the two correct answers.
I
length = 4 feet, width = 10 feet
J
length = 6 feet, width = 20 feet
K
length = 8 feet, width = 5 feet
L
length = 10 feet, width = 10 feet
M
length = 30 feet, width = 5 feet
length = 40 feet, width = 4 feet
Sample 2:
A patio is in the shape of a rectangle with a width of 8 feet and a length of 9 feet. What is the area,
in square feet?
Enter your answer in the box.
50
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.7c
Use tiling to show in a concrete case that the area of a rectangle with whole-number
side lengths a and b + c is the sum of a + b and a + c. Use area models to represent the
distributive property in mathematical reasoning. (Conceptual Understanding)
What test questions look like:
Sample 1:
NONE Available
51
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.C.7d
Recognize area as additive. Find areas of rectilinear figures by decomposing them into
non-overlapping rectangles and adding the areas of the non-overlapping parts, applying
this technique to solve real world problems. (Conceptual Understanding, Application, &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
A picture of the floor of Audrey’s closet is shown below.
Audrey’s Closet
5 feet
3 feet
4 feet
2 feet
1 foot
7 feet
What is the area, in square feet, of the floor of Audrey’s closet?
Enter your answer in the box.
52
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and exhibiting
rectangles with the same perimeter and different areas or with the same area and different
perimeters. (Application, & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Mr. Caden builds a fence around his rectangular backyard that is 8 meters long and 7 meters wide.
What is the perimeter, in meters, of the backyard?
Enter your answer in the box.
53
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to
any of these subcategories. (Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which three shapes are quadrilaterals?
A
B
C
D
E
F
54
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which shapes are divided into thirds?
Select the three correct answers.
A
E.
55
Created for Morehouse Parish School System
by Dr. Stacey Pullen
SAMPLE 2:
Which circle is divided into 8 equal parts and has
A
shaded?
Circle
Circle
B
C
Circle
D
Circle
56
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3rd Grade
Sample Math Items Aligned to CCSS
KEY
CCSS Code
3.0A.A.1
3.0A.A.2
3.0A.A.3
3.0A.A.4
3.0A.B.5
3.OA.B.6
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.NBT.A.1
3.NBT.A.2
3.NBT.A.3
3.NF.A.1
3.NF.A.2
3.NF.A.2a
3.NF.A.2b
3.NF.A.3
3.NF.A.3a
3.NF.A.3b
3.NF.A.3c
3.NF.A.3d
3.MD.A.1
3.MD.A.2
3.MD.B.3
3.MD.B.4
3.MD.C.5
3.MD.C.5a
3.MD.C.5b
Sample 1
D
A, B, D
7
B
A, D, F
A
A, B, D
Part A: 40
Part B: B
C
A, B, D
A, D, E
Part A: 160
Part B: 423
C
C
C
B
>
C, F
B
5
C
See Rubric #28
24
Part A: 5
Part B: 0
D
C
D
B
Sample 2
C
See Rubric #40
18
18
Sample 3
7
270
D
A
See Rubric #26
C
A
B
A
Part A: 160
Part B: 423
D
D
57
C, D
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
CCSS Code
3.MD.C.6
3.MD.C.7
3.MD.C.7a
3.MD.C.7b
3.MD.C.7c
3.MD.C.7d
3.MD.D.8
3.G.A.1
3.G.A.2
Sample 1
25
B
C
A, C
N/A
22
30
B, D, E
A, B, E
Sample 2
C
D
B
72
D
58
Sample 3
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3. OA.B.6
Sample (Rubric #40)
Part A
Score Description
1
Student response includes the following element. x
Reasoning component = 1 point o Valid explanation
of why Fred’s answer is incorrect.
Sample Student Response:
Fred’s mistake was that he might have used the wrong multiplication
fact to find his answer. He used 9 x 3 instead of 9 x 4. Because 9 x
4 = 36, then 36 ÷ 9 = 4.
Notes:
x A variety of explanations are valid, as long as it is clear that the
student understands how the incorrect answer to 36 divided by 9 was
found.
x A student may possibly use repeated subtraction as a way to show the
mistake: 36 – 9 = 27, 27 – 9 = 18, 18 – 9 = 9, 9 – 9 = 0. Credit
should be given as long as the various steps are written as separate
equations and not as a nonsense statement, and the response shows
an understanding that because 9 was subtracted 4 times, the correct
answer is 4 and not 3.
0
Student response is incorrect
Part B
Score Description
1
Student response includes the following element.
x Computation component = 1 point o
Correct answer, 4.
Sample Student Response: 4
0
Student response is incorrect or irrelevant.
Part C
Score Description
Student response includes the following element.
1
x Reasoning component = 1 point
o Student provides a multiplication problem to prove the
provided answer is correct. Sample Student Response:
9 x 4 = 36 OR 4 x 9 = 36
Note: If a computation mistake is made in Part B, credit for reasoning can be
awarded in this part if a valid equation is provided.
59
Created for Morehouse Parish School System
by Dr. Stacey Pullen
0
Student response is incorrect or irrelevant.
3. NF.A.2b
Score
3
Sample 2 (Rubric #26)
Description
Student response includes each of the following 3 elements:
• Computation component: States that Point P represents
• Reasoning component: Correct explanation for what the denominator represents
Reasoning component: Correct explanation for what the numerator represents
Sample Student Response:
Point P is at on the number line. The denominator represents the total number of
equal parts between 0 and 1. There are six equal segments between 0 and 1 so each
segment is .
The numerator represents the number of segments that the number is to the right of 0.
So, if you count 5 segments of
, you end up at
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
60
.
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3.MD.A.1 – Sample 1
3. MD.A.1 Sample 1 (Rubric #28)
Score Description
Student response includes the following 3 elements.
3
x Modeling component = 2 points
o Valid method to find the total time traveling to and
from the library
o Valid method to find the difference between the time
spent at the library and the time spent traveling to
and from the library x Computation component = 1
point o Correct number of minutes, 4 Sample Student
Response:
Add the walking to the library time and the driving home time to
get the total time traveling.
26 + 15 = 41 minutes
Then subtract the total traveling time from the time spent at the
library to get the difference. 45– 41 = 4 minutes Note:
Any equation, drawing, or explanation that can reasonably be used
to solve this problem is acceptable.
2
1
0
Student response includes 2 of the 3 elements.
Student response includes 1 of the 3 elements.
Student response is incorrect or irrelevant.
61
Created for Morehouse Parish School System
by Dr. Stacey Pullen
3rd Grade
Sample Math Items Aligned to CCSS
Origination of Sample Items
CCSS Code
3.0A.A.1
3.0A.A.2
3.0A.A.3
3.0A.A.4
3.0A.B.5
3.OA.B.6
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.NBT.A.1
3.NBT.A.2
3.NBT.A.3
3.NF.A.1
3.NF.A.2
3.NF.A.2a
3.NF.A.2b
3.NF.A.3
3.NF.A.3a
3.NF.A.3b
3.NF.A.3c
3.NF.A.3d
3.MD.A.1
3.MD.A.2
Sample 1
Sample 2
2016 Leap Practice
Test #4
2016 Leap Practice
Test #17
2016 Leap Practice
Test #29
2016 Leap Practice
Test #19
Eagle
2016 Leap Practice
Test #33
2016 Leap Practice
Test #23
2016 Leap Practice
Test #8
2016 Leap Practice
Test #10
2016 Leap Practice
Test #38
Eagle
2016 Leap Practice
Test #40
2016 Leap Practice
Test #15
2016 Leap Practice
Test #14
2016 Leap Practice
Test #32
2016 Leap Practice
Test #25
2016 Leap Practice
Test #11
Eagle
2016 Leap Practice
Test #34
2016 Leap Practice
Test #39
Eagle
Sample 3
2016 Leap Practice
Test #14
2016 Leap Practice
Test #35
2016 Leap Practice
Test #28
2016 Leap Practice
Test #7
2016 Leap Practice
Test #3
Eagle
2016 Leap Practice
Test #26
2016 Leap Practice
Test #37
Eagle
2016 Leap Practice
Test #1
2016 Leap Practice
Test #6
2016 Leap Practice
Test #31
2016 Leap Practice
Test #22
2016 Leap Practice
Test #28
2016 Leap Practice
Test #20
2016 Leap Practice
Test #18
2016 Leap Practice
Test #5
2016 Leap Practice
Test #25
62
2016 Leap Practice
Test #36
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
CCSS Code
3.MD.B.3
3.MD.B.4
3.MD.C.5
3.MD.C.5a
3.MD.C.5b
3.MD.C.6
3.MD.C.7
3.MD.C.7a
3.MD.C.7b
3.MD.C.7c
3.MD.C.7d
3.MD.D.8
3.G.A.1
3.G.A.2
Sample 1
Sample 2
2016 Leap Practice
Test #13
2016 Leap Practice
Test #9
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
2016 Leap Practice
Test #2
2016 Leap Practice
Test #30
N/A
2016 Leap Practice
Test #16
2016 Leap Practice
Test #24
2016 Leap Practice
Test #21
2016 Leap Practice
Test #27
2016 Leap Practice
Test #41
63
Sample 3
Sample 4