Math STAAR
Number, operation, and quantitative reasoningThe student uses place value to communicate about increasingly large whole numbers in verbal and written form, including the money. The student is expected to:SETEKSQuestion Stems3.1AUse place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999. Supporting Standard(22) Given a number: Which number has a 3 in the hundreds place and a 1 in the ten-thousands place?Number, operation, and quantitative reasoningThe student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:SETEKSQuestion Stems3.2 CUse fraction names and symbols to describe fractional parts of whole objects or sets of objects. Readiness Standard(14) Given a picture: What fraction of the figure is shaded?(39) What part of this group of clovers has exactly three leaves?Number, operation, and quantitative reasoningThe student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to: SETEKSQuestion Stems3.3AModel addition and subtraction using pictures, words, and numbers. Supporting Standard(16) Which model (base ten blocks) represents the number of tickets Rob had left to sell? (3.14D)3.3BSelect addition and subtraction and use the operation to solve problems involving whole numbers through 999. Readiness Standard(11) Given the total number of CDs, number in one stack and the number in second stack: How many CDs did Gilbert have left to put in stacks? (3.14B)(24) What is the difference between the numbers of phone calls received in these two months?(3.14A)(36) How many light bulbs did Vandra sell during these three months?(3.14A)Number, operation, and quantitative reasoning The student recognizes and solves problems in multiplication and division situations. The student is expected to:SETEKSQuestion Stems3.4ALearn and apply multiplication facts through 12 by 12 using concrete models and objects. Supporting Standard(9) Given one row with nine stick figures: How many stick figures are in 3 rows? (3.14D)3.4BSolve and record multiplication problems (up to two digits times one digit) Readiness Standard(5) Given how many times a month and for how many hours each practice lasts: What is the total number of hours that Andy will practice in 9 months? (3.14A)(32) Given the number of marbles in each of 5 bags and the number of marbles in each of 3 bags: What is the total number of marbles in these 8 bags? (3.14A)(41) Given the number of rows of bricks and how many in each row: How many bricks did Carl arrange in this walkway? (3.14A)3.4CUse models to solve division problems and use number sentences to record the solutions. Readiness Standard(12) Given a picture of fish: Which number sentence shows the number of fish tanks Mrs. Gonzales needs for her fish? (3.14D)(29) Given a picture of barrels: Which number sentence shows the number of barrels that will be in each row? (3.14D)(45)Given a picture of mirrors: How many mirrors will be on each of the shelves?(3.16B)Number, operation, and quantitative reasoningThe student estimates to determine reasonable results. The student is expected to:SETEKSQuestion Stems3.5ARound whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations. Supporting Standard(18) Which expression shows the best way to estimate the difference between the number of potatoes and the number of cucumbers Mr. Neufeld grew in his garden? (3.14B)Patterns, relationships, and algebraic thinkingThe student uses patterns to solve problems. The student is expected to:SETEKSQuestion Stems3.6AIdentify and extend whole-number and geometric patterns to make predictions and solve problems. Supporting Standard(19) Given a list of numbers that follow a pattern: Which of these numbers would NOT be part of this pattern?(3.14C)3.6BIdentify patterns in multiplication facts using concrete objects, pictorial models, or technology. Supporting Standard(43) Given a picture of 10 sea stars: Which expression can be used to find the total number of arms on 10 sea stars?(3.15B)3.6CIdentify patterns in related multiplication and division sentences (fact families) such as 2×3=6, 3×2=6, 6 ÷2 =3, 6 ÷3=2 Supporting Standard(2) Which expression is in the same fact family as 8 x 5=40?Patterns, relationships, and algebraic thinkingThe student uses lists, tables, and charts to express patterns and relationships. The student is expected to:SETEKSQuestion Stems3.7AGenerate a table of paired numbers based on a real-life situation such as insects and legs. Supporting Standard(30) Which table shows the total cost for different numbers of meals? (3.14C)3.7BIdentify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table. Readiness Standard(8) Given a table with number of pans and total number of cupcakes with the same number cupcakes in each pan: What is one way to find the total number of cupcakes in 13 pans? (3.15B)(23) Given a table with number of packages and total number of postcards with each package having the same number of postcards: What is the total number of postcards in 8 of these packages? (3.14C)(34) Given a table with number of boxes and total number of granola bars with each box having the same number of granola bars: What is the total number of granola bars in 4 boxes? (3.16B)(46) Given a table with number of boxes and total number of rulers with there being an equal number of rulers in each box: Which number sentence shows how to find the total number of rulers in 5 boxes? (3.14C)Geometry and spatial reasoningThe student uses formal geometric vocabulary. The student is expected to:SETEKSQuestion Stems3.8AIdentify, classify, and describe two-and three-dimensional geometric figures by their attributes. The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary. Readiness Standard(3) Given a picture of a 3-D shape: How many vertices does this figure have? (3.14D)(17) Given four 2-D shapes: Which statement about these figures is true?(26) Naomi drew these figures and called them serzas. (picture) These are not serzas. (picture) Which figure is a serza? (3.16A)(33) Given four 3-D shapes: Which figure has exactly 12 edges? (3.14D)Geometry and spatial reasoningThe student recognizes congruence and symmetry. The student is expected to: SETEKSQuestion Stems3.9AIdentify congruent two-dimensional figure. Supporting Standard(7) Given one shape to compare to: Which figure appears to be congruent to the one Sarah drew?3.9CIdentify lines of symmetry in two-dimensional geometric figures. Supporting Standard(44)Given examples and non-examples of figures with common characteristics: Which figure also has the common characteristic? (3.16A)Geometry and spatial reasoningThe student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. SETEKSQuestion Stems3.10ALocate and name points on a number line using whole numbers and fractions, including halves and fourths. Readiness Standard(1) Given a number line with halves marked: Which point best represents 13 on the number line below? (3.14C)(20) Given a number line with whole numbers skip counting by 25s: What number does point Y best represent on the number line below? (3.14C)(37) Given a number line with fourths marked: What number does point L best represent on the number line below? (3.14C)MeasurementThe student directly compares the attributes of length, area, weight/mass, and capacity, and use comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to: SETEKSQuestion Stems3.11AUse linear measurement tools to estimate and measure lengths using standard units. Supporting Standard(25)What is the difference between the heights of these two bluebonnets? (3.14D)(42)Measure each paintbrush: Which paintbrush is closest to 512 inches? (3.14D)3.11BUse standard units to find perimeter of a shape. Readiness Standard(15) Which statement about these rectangles is true? (3.14B)(27) Given the dimensions of Terry’s sandbox who buys 30 yards of fence: Does he have enough fence to go completely around his sandbox? (3.16B)(35) Given an irregular polygon with dimensions: What is the perimeter of the figure in centimeters? (3.14B)3.11CUse concrete and pictorial models of square units to determine the area of two-dimensional surfaces. Supporting Standard(6) Which of the following shaded letters does NOT have an area of 18 square units? (3.14D)MeasurementThe student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to: SETEKSQuestion Stems3.12AUse a thermometer to measure temperature. Supporting Standard(13) Which thermometer shows a temperature between 75°F and 80°F? (3.14A)3.12BTell and write time shown on analog and digital clocks. Supporting Standard(40) Which digital clock shows a time when Reid was in computer class? (3.14D)Probability and statisticsThe student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: SETEKSQuestion Stems3.13ACollect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data. Readiness Standard(4) Which table best represents the information in the graph? (3.14A)(21) Which key completes the graph? (3.14B)(38) Given a total number of animals for an incomplete graph: Which bar completes the graph? (3.14B)3.13BInterpret information from pictographs and bar graphs. Supporting Standard (28) Based on the graph, what is the difference between the number of goals Vance scored and the number of goals Elizabeth scored? (3.14B)3.13CUse data to describe events as more likely than, less likely than, or equally likely as. Supporting Standard(10) If a jar is chosen at random, which two flavors of jelly have an equal chance of being chosen? (3.14A)(31) Given how many medals of each kind are in a box and one is chosen at random: Which statement about Pam’s choice is true? (3.14A)Underlying processes and mathematical tools.The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in school. The student is expected to: SETEKSQuestion Stems3.14AIdentify the mathematics in everyday situations.(4) Which table best represents the information in the graph? (3.13A)(5) What is the total number of hours that Andy will practice in 9 months? (3.4B)(10) If a jar is chosen at random, which two flavors of jelly have an equal chance of being chosen? (3.13C)(13) Which thermometer shows a temperature between 75°F and 80°F? (3.12A)(24) What is the difference between the numbers of phone calls received in these two months?( 3.3B)(31) Which statement about Pam’s choice is true?( 3.13C)(32) What is the total number of marbles in these 8 bags? (3.4B)(36) How many light bulbs did Vandra sell during these three months? (3.3B)(41) How many bricks did Carl arrange in this walkway? (3.4B)3.14BSolve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.(11) How many CDs did Gilbert have left to put in stacks? (3.3B)(15) Which statement about these rectangles is true? (3.11B)(18) Which expression shows the best way to estimate the difference between the number of potatoes and the number of cucumbers Mr. Neufeld grew in his garden? (3.5A)(21) Which key completes the graph? (3.13A)(28) Based on the graph, what is the difference between the number of goals Vance scored and the number of goals Elizabeth scored?( 3.13B)(35) What is the perimeter of the figure in centimeters?( 3.11B)(38) There is a total of 82 animals on the farm. Which bar completes the graph? (3.13A)3.14CSelect or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.(1) Which point best represents 13 on the number line below? (3.10A)(19) Which of these numbers would NOT be part of this pattern?(3.6A)(20) What number does point Y best represent on the number line below? (3.10A)(23) Each package has the same number of postcards. What is the total number of postcards in 8 of these packages? (3.7B)(30) Which table shows the total cost for different numbers of meals? (3.7A)(37) What number does point L best represent on the number line below? (3.10A)(46) There is an equal number of rulers in each box. Which number sentence shows how to find the total number of rulers in 5 boxes? (3.7B)3.14DUse tools such as real objects, manipulatives, and technology to solve problems.(16) Which model represents the number of tickets Rob had left to sell? (3.3A)(9) How many stick figures are in 3 rows? (3.4A)(12) Which number sentence shows the number of fish tanks Mrs. Gonzales needs for her fish? (3.4C)(29) Which number sentence shows the number of barrels that will be in each row? (3.4C)(3) How many vertices does this figure have? (3.8A)(33) Which figure has exactly 12 edges? (3.8A)(25)What is the difference between the heights of these two bluebonnets? (3.11A)(42) Which paintbrush is closest to 512 inches? (3.11A)(6) Which of the following shaded letters does NOT have an area of 18 square units? (3.11C)(40) Which digital clock shows a time when Reid was in computer class? (3.12B) Underlying processes and mathematical tools.The student communicates about Grade 3 mathematics using informal language. The student is expected to:SETEKSQuestion Stems3.15BRelate informal language to mathematical language and symbols(8) There is the same number of cupcakes in each pan. What is one way to find the total number of cupcakes in 13 pans? (3.7B)(43) Which expression can be used to find the total number of arms on 10 sea stars?(3.6.B)Underlying processes and mathematical tools.The student uses logical reasoning. The student is expected to:SETEKSQuestion Stems3.16AMake generalizations from patterns or sets of examples and non-examples.(26) Naomi drew these figures and called them serzas. These are not serzas. Which figure is a serza? (3.8A)(44) Which figure also has the common characteristic? (3.9C)3.16BJustify why an answer is reasonable and explain the solution process.(45) How many mirrors will be on each of the shelves?(3.4C)(34) Each box has the same number of granola bars. What is the total number of granola bars in 4 boxes? (3.7B)(27) Terry buys 30 yards of fence. Does he have enough fence to go completely around his sandbox? (3.11B) ................
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