Stafford Township School District
Manahawkin, NJ
Answer Key
Test Prep Unit
Mathematics
Grade 3
Rev 3/2011
1
MATH - Big Ideas – All Big Ideas need to be modeled
1. How do test takers manage their time?
NJASK 2011 Test Design
Grade 3
Grade 4
Grade 5
Grade 6
Day 1
8 SCRs
Non-Calc.
20 min.
8 SCRs
Non-Calc.
20 min.
10 SCRs
Non-Calc.
20 min.
10 SCRs
Non-Calc.
20 min.
Day 1
11 MC
Non-Calc.
19 min.
11 MC
Non-Calc.
19 min.
13 MC & 1ECR
Non-Calc.
30 min.
8 MC & 1ECR
Non-Calc.
22 minutes
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Calc. active
20 min
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Non- Calc.
24 min
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Calc. active
20 min
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Non- Calc.
24 min
5 MC & 1 ECR
Non- Calc.
18 min.
8 MC & 1 ECR
Non-Calc.
22 minutes
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
5 MC & 1 ECR
Calc. active
18 min.
6 MC & 1 ECR
Calc. active
19 min.
Day 1
Day 2
Day 2
Day 2
Time allotted for questions
o Short Constructed Response (SCR): 2 minutes per question
o Multiple Choice (MC): 1.5 minutes per question
o Extended Constructed Response (ECR): 10 minutes per question
2. What valuable test taking strategies should students use?
Perform a “BRAIN DUMP” at the start of the test. Write down on a sheet of
scrap paper any facts or key phrases that you are afraid you may forget.
For example: PEMDAS
Read the question carefully and think about it.
Underline key terms (difference, product, area, etc.)
Pay attention to BOLD words - Be careful of the words/phrases: not, least to
greatest, greater than, less than, most, etc.
Utilize charts, graphs, and pictures.
Do not leave any blank.
2
Review questions to make sure the question being asked in a multi-step
problem was answered.
Know when and how to use your calculator and utilize graph paper.
Do not spend too much time on any one question.
Review all work if time permits.
3. How can you ensure a maximum score on extended constructed response
questions?
Read the question carefully and think about it.
Answer all parts of the question.
Underline key terms/numbers.
Number/label parts of the problem. Check them off once they are completed.
Show work. Don’t erase work completed.
Explain answers. Have them use the word because in an explanation if
possible.
Use math vocabulary in explanation.
Answer problem within space provided. Do not go outside the line border.
Write down anything you know about the skill being questioned. For
example, if it is a complex area problem, the student should write down what
they know about area (formula) so the scorer knows the student has some
knowledge of the subject regardless if their answer is incorrect.
Write down any work done on calculator.
If you can’t answer the whole question, answer any parts that you can for
partial credit.
Circle your answer.
Reread question and make sure all parts are answered.
4. What are useful strategies when answering multiple-choice questions?
Read all options prior to determining an answer.
Pay attention to BOLD words - Be careful of the words/phrases: not, least to
greatest, greater than, less than, most, etc.
Answer the questions that you are sure of first.
Skip any questions that you are unsure of and return to them before finishing.
Do not leave any blank.
1.5 minutes should be allotted for each question.
Do not spend too much time on any one question.
Cross out the crazy answers.
Just because your answer is there, does not mean your answer is right.
There will be distractor answers. “Distractor” answers will be common
mistakes.
Know when and how to use your calculator.
Sometimes you can work backwards by plugging answers into formulas.
3
Substitute numbers for variables.
Explain similarities between function tables and in/out boxes in EM.
5. How can you ensure a maximum score on short constructed response
questions?
A SCR is basically a multiple choice question without the answer choice.
Read the question carefully and think about it.
Underline key terms.
Make sure you answer the question being asked.
Clearly write your answer.
No credit is given for work.
Units are not necessary.
Utilize space provided to solve problem.
6. Which terms should you be familiar with on a standardized test?
(Not to be confused with content area vocabulary such as product, addend,
congruent, etc.)
Attributes
Exact
Estimate
Properties
Solve
Explain
Results
Evaluate
Identify
Value
Justify
Corresponding
Short Constructed
Response
Extended Constructed
Response
Venn Diagram
Label
Plot
Compare
7. How can students maximize the use of manipulatives?
Provide hands on experience and practice throughout the year.
Discuss the how and when to use manipulatives.
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8. How can students prepare physically and mentally for the test?
Write neatly and clearly.
Get a good night sleep, and eat a good breakfast including protein.
When feeling anxious, take 5 deep breaths once in a while.
Teachers, it will benefit the students to have some fun socialization planned
after the test.
Teachers, provide positive reinforcement in between each section. For
example, “Keep working hard,” or “Stay focused.”
Bring a water bottle.
Mints enhance brain awareness. Keep them in your desk for break times.
Dress comfortably- layers work well.
Keep a fun-read to enjoy when you are finished testing and reviewing work.
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Activities for Big Ideas
For each type of question, model one and have the students solve the others
independently. Review all problems.
1. How do test takers manage their time?
Time monthly constructed response problems (SCR and ECR)
Model how long 1.5 minutes is per multiple choice question. Remind
students that some questions will take them longer than 1.5 minutes,
some less. They should pay attention to how long they are spending on
each question.
2. What valuable test taking strategies should students use?
Brain Dump is a strategy to help groups of students organize and
synthesize information that has been presented to them.
Heterogeneous grouping works best for this activity as students of varying
abilities can benefit from working together.
The following procedures can be adapted to suit the age and/or lesson
being reviewed.
o Cover a desk area with large paper (roll paper works nicely). The
students can label the paper as follows:
1. The center of the paper should identify the subject being
reviewed.
2. The paper should be divided into as many subcategories as
are necessary for the subject. Label each of these
subcategories. (NOTE: It works nicely to have the number
of subcategories equal the number of students in the group,
if possible.)
o Have the students stand, with a pencil, and push in their chairs.
Each student should stand in front of one subcategory on their
chart (3 students on one side and 3 on the other).
o Instruct them that they will have to complete the first portion of
“dumping their brains” in complete silence for the “dumping” to be
successful!
o They will have 10 minutes to “dump their brains” by writing
everything they know in each subcategory of their chart, without the
use of notes, books, or each other. They should rotate around the
table so they can contribute to each subcategory.
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o After 10 minutes has elapsed and you have complimented them on
their silent “dumping,” have them take out any notes, books, etc.
related to the topic.
o They will now have 15-20 minutes to add to their chart using any of
these aids that they can.
o Now, they are ready for the final step. Each group should select a
“spy” or “ambassador.” This person will represent the group by
visiting other tables in search of information that they might be
missing on their own chart. Groups should be instructed not to
prohibit “spies or ambassadors” from seeing their charts. The idea
is to SHARE! While this is taking place, those remaining at the table
may quietly speak to each other as they continue to add to their
chart and verify that information is accurate and not duplicated.
Allow 5-10 minutes for this step.
Sample Underlining Important Vocabulary/Numbers Problems
*what is underlined may vary
1. Estimate 87+ 58. The sum is between which numbers?
a. 20 and 50
b. 130 and 139
c. 140 and 150
d. 160 and 170
The correct is c.
2. How many pairs of parallel sides does a hexagon have?
a. 3
b. 4
c. 5
d. 6
The correct answer is a.
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3. A vote by students for their favorite fruit was done in the third grade. If each star
represents 5 students, how many more students prefer apples over cherries?
Fruit
Number of Students Choosing Fruit
Apple
Banana
Cherry
a.
b.
c.
d.
4
20
24
30
The correct answer is b.
The following problems are examples to use with your class to review
“NOT” problems. Model one of the problems first, and then allow the
students to attempt the others on their own. Review.
Sample “NOT” Problems
1. Which statement is NOT true?
a. 900 = 900
b. 1,000 > 900
c. 900 < 90
d. 90 < 900
The correct answer is c.
2. Which statement is not true?
a. A line goes on without end in two directions.
b. Two lines that cross each other form angles.
c. A ray continues in two directions.
d. A line segment is a part of a line.
The correct answer is c.
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3. What plane figure has no straight sides?
a. Circle
b. Triangle
c. Square
d. Rectangle
The correct answer is a.
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Sample Extended Constructed Response Problems
1. Eliza wrote the number pattern below.
2, 5, 8, ___, ___, 17
Part A. What could be the two missing numbers in Eliza's pattern?
Part B. What could be the rule Eliza used to make her pattern?
Part C. Create your own pattern using the following rules:
Use the same rule you named in Part B.
Use different numbers than Eliza used.
Use six numbers in your pattern.
Sample Response
Part A.
11, 14
Part B.
The rule is add 3.
Part C.
Answers will vary. One example is shown.
6, 9, 12, 15, 18, 21
I followed the same rule as Eliza and added 3 to each number. I used 6 numbers
and they are different from Eliza’s.
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2. A machine charges 95 cents for a box of crackers and accepts only nickels,
dimes, and quarters. The machine requires exact change.
What are two possible combinations of coins you could put in the machine to get
a box of crackers? Show your work or explain your answer.
Sample Response
1 combination: 3 quarters and 2 dimes
75 cents + 20 cents = 95 cents
1 combination: 2 quarters, 4 dimes and 1 nickel
50 cents + 40 cents + 5 cents = 95 cents
3. Below is a table showing the number of goals scored by players on the third
grade soccer team during the season.
Name
Number of Goals Scored
Alvin
6
Bob
9
Carla
4
Abdul
3
Emma
7
Tara
1
Use the information from the table to draw a bar graph of the goals scored
by each of the players. Be sure to label all parts of the graph and give the
graph a title.
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Sample Response:
Number of goals
3rd Grade Soccer Team Goals
10
8
6
4
2
0
Alvin
Bob
Carla
Abdul
Emma
Tara
Goal Scorers
Mention to your students that labeling the graph properly is weighted heavier than
having the bars accurate, when being scored. Intervals on an axis need to increase by
the same scale (i.e. by 1’s, 2’s, 5’s, 10’s, etc.) All parts of the graph must be labeled!
Sample Multiple Choice Questions
DIRECTIONS:
Choose the best of the answer choices given for each of the following problems. You
may NOT use a calculator.
1. Find the exact answer: 145 + 281 + 62
A.
B.
C.
D.
426
488
946
1,046
The correct answer is B. Other answer choices are common mistakes when
lining up the problem.
2. Estimate 999 - 103. The difference is between which numbers?
A.
B.
C.
D.
1,300 and 1,500
1,000 and 1,200
700 and 900
400 and 600
The correct answer is C. The students should underline the vocabulary word
difference.
12
.
3. What does the p equal in 3 + p= 15?
A.
B.
C.
D.
3
5
12
18
The correct answer is C. The students can plug the answers into the formula to
help them.
Sample Short Constructed Response Problems
3. A lunch menu has 3 beverage selections: water, juice, and milk. The menu
also offers 2 sandwich selections: turkey and peanut butter. How many
different meals of one beverage and one sandwich are possible?
Answer: 6
4. Cara would like to buy a bottle of juice that costs 89 cents. She gives the
clerk $1.00. How much change will she receive?
Answer: 11 cents
5. What digit is in the ten thousands place in the number 348, 999?
Answer: 4
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Sample Manipulatives Problems
Review with your students when and when not to use the manipulatives
provided.
1. Use your ruler to measure the four lengths below.
Length A
__________
Length B
_________________________________
Length C
____________________________________________
Length D
_________________________
Which length is between 2 and 3 inches long?
A.
B.
C.
D.
Length A
Length B
Length C
Length D
The correct answer is D.
2. What is the length of the crayon to the nearest ¼ inch?
A.
B.
C.
D.
2 inches
2 ¼ inches
2 ½ inches
2 ¾ inches
The correct answer is B.
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3. Use a ruler to measure the sides of this rectangle. Measure to the
nearest inch. Which is the perimeter?
A.
B.
C.
D.
1 in.
2 in.
4 in.
6 in.
The correct answer is D.
When not to use manipulatives:
4. Yolanda is putting a book shelf on the wall in her living room. The shelf is 3
feet long. She wants to divide it into 2 equal sections. How long is each section of
the shelf?
3 feet
A.
B.
C.
D.
1 ½ feet
2 feet
2 ½ feet
3 feet
A ruler is not needed. Use the information in the problem. The correct
answer is A.
Rev3/1/2011
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