Grade 3 Item Specs

1
Grade 3Item Specs
3
NS ME GS PS AS
2
Content Strand 1 Number Sense
NS01 NS02 NS03 NS04 NS05

• NS01 (Number and Number Theory)
• 1.1.1 Understand the concept of whole numbers.
• 1.1.2 Understand the relative values of whole
  numbers
• 1.1.3 Understand and apply the commutative and
  identity properties of addition on whole numbers.
  
• NS02 (Ratio and Proportion)
• NS03 (Conceptual Understanding of Operations)
• 1.1.5 Understand the meaning of multiplication
  and division on whole numbers.
• NS04 (Computation)
• 1.1.6 Apply procedures of addition and
  subtraction on whole numbers with fluency.
• NS05 (Estimation)
• 1.1.8 Understand and apply estimation strategies
  to determine the reasonableness of answers in
  situations involving addition and subtraction on
  whole numbers.

3 NS
NS ME GS PS AS
3
Content Strand 1 Number SenseNS01 (Number and
Numeration) Demonstrate understanding of the
concept and symbolic representation of whole
numbers demonstrate understanding of the
relative values of whole numbers use the
commutative and identity properties of addition
with whole numbers (1.1.1, 1.1.2, 1.1.3)Item
Format(s) Multiple-Choice and Short-Answer
items may be used to test this learning target.
NS01 NS02 NS03 NS04 NS05
3 NS01
NS ME GS PS AS
4
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include number words through 100,
  e.g., one, twelve, thirty-five.
• Answer choices may be symbolic or pictorial.
• Items may include illustrations of the following
  hundreds blocks, tens blocks, ones blocks, tally
  marks, cubes, sticks, number lines, or other
  counting manipulatives.
• Number lines may be used when asking students to
  order and compare the magnitude of whole
  numbers.
• Items may include shapes and/or illustrations of
  real-life objects.The symbol may be used.

3 NS01
NS ME GS PS AS
5
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used , amount, digit, even,
  greater than, greatest, hundreds, in order,
  least, less than, number, number line, odd, ones,
  place value, tens, thousands, whole number
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), expanded form, standard
  form, word form
• Terms that may not be used commutative,
  decompose, equivalent, expanded notation,
  identity, standard notation

3 NS01
NS ME GS PS AS
6
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify the place
  values of digits of whole numbers to
  the thousands place using words, pictures or
  numbers.
• Items may ask students to represent the place
  values of digits of whole numbers to and
  including the hundreds place using words,
  pictures or numbers.
• Items may ask students to explain grouping of
  objects in 1s, 10s, and/or 100s.
• Items may ask students to identify a number in
  symbols when given other representations such as
  pictures of objects, physical models, or expanded
  forms.
• Items may ask students to decompose or combine
  whole numbers based on place values e.g., 35 is
  the same as 3 tens and 5 ones.

3 NS01
NS ME GS PS AS
7

NS01 NS02 NS03 NS04 NS05

• Items may ask students to recognize and generate
  equivalent representations for the same number by
  decomposing and composing whole
  numbers based on addition e.g., 8 is composed of
  8 0 6 2 5 3 2 2 3 1, etc.
• Items may ask students to order and compare whole
  numbers on number lines, symbolically, or with
  illustrations.
• Items may ask students to explain or show why one
  whole number is greater than or less than another
  whole number.
• Items may ask students to explain or illustrate
  the identity or commutative property of
  addition.
• Items may ask students to replicate a
  computational strategy with different numbers
  when given an example e.g., Given 3 11 7 3
  7 11 10 11 21, use the same strategy
  with 4 17 6.

3 NS01
NS ME GS PS AS
8
Content Strand 1 Number SenseNS02 (Ratio and
Proportion) Not measured at grade 3.
NS01 NS02 NS03 NS04 NS05
3 NS02
NS ME GS PS AS
9
Content Strand 1 Number SenseNS03 (Conceptual
Understanding of Operations) Demonstrate
understanding of the meaning of addition,
subtraction, multiplication, and division of
whole numbers (1.1.5)Item Format(s)
Multiple-Choice and Short-Answer items may be
used to test this learning target.
NS01 NS02 NS03 NS04 NS05
3 NS03
NS ME GS PS AS
10
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include pictures, diagrams
  illustrating whole numbers, shapes, and/or
  illustrations of real-life objects.
• Items may include illustrations of hundreds
  blocks, tens blocks, ones blocks, tally marks,
  cubes, sticks, number lines, or other counting
  manipulatives.

3 NS03
NS ME GS PS AS
11
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, altogether,
  difference, division, equation, multiplication,
  operation, subtraction, sum, total
• Terms that may be used with definitions or
  examples
• Terms that may not be used addend, dividend,
  divisor, minuend, multiplicand, product,
  quotient, subtrahend

3 NS03
NS ME GS PS AS
12
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to relate addition to
  subtraction, multiplication to
  repeated addition, multiplication to division,
  and division to repeated subtraction
  or equal shares.
• Items may ask students to identify an
  illustration of addition, subtraction,
  multiplication, or division.
• Items may ask students to identify, write, and/or
  explain fact families, e.g., 2 x 3 6, 3 x 2
  6, 6 2 3, 6 3 2
• Items may ask students to explain or illustrate
  an operation with a symbolic or pictorial
  representation.
• Items may ask students to select and/or use an
  appropriate operation to show understanding of
  addition, subtraction, multiplication, or
  division of whole numbers in a given situation.
• Items may ask students to convert from words to
  symbols or symbols to words to show understanding
  of addition, subtraction, multiplication, or
  division in a given situation.

3 NS03
NS ME GS PS AS
13
Content Strand 1 Number SenseNS04
(Computation) Add and subtract whole numbers
(1.1.6)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
NS01 NS02 NS03 NS04 NS05
3 NS04
NS ME GS PS AS
14
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may be include words, numbers,
  mathematical expressions,
  illustrations, charts, graphs, or diagrams.
• Computation items may appear either in a vertical
  or horizontal format.
• NS04 items will be on a no tools day.
• Items assessing addition and subtraction of whole
  numbers will use the following guidelines
• Operation Session Without Tools
• Addition of whole numbers up to 5 single digit
  numbers and/or 2 two-digit numbers
• Subtraction of whole numbers one- or two-digit
  numbers

3 NS04
NS ME GS PS AS
15
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, difference,
  subtraction, sum
• Terms that may be used with definitions or
  examples
• Terms that may not be used addend, minuend,
  subtrahend

3 NS04
NS ME GS PS AS
16
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to add up to 5 one-digit
  whole numbers and/or 2 two-digit whole numbers.
• Items may ask students to subtract whole numbers
  with one or two digits.
• Items may ask students to complete a two-step
  computation combining addition and/or
  subtraction.
• Items may ask students to determine the value of
  three to five coins when the value of each coin
  is given.

3 NS04
NS ME GS PS AS
17
Content Strand 1 Number SenseNS05
(Estimation) Identify when an approximation is
appropriate use estimation to determine the
reasonableness of answers in situations involving
addition and subtraction of whole numbers (1.1.8)
Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.Multiple-Choice items may not
ask students to estimate and identify the answer.
NS01 NS02 NS03 NS04 NS05
3 NS05
NS ME GS PS AS
18
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include charts, tables, diagrams,
  and illustrations.
• Items will not require the use of a particular
  estimation strategy.
• Items may present situations involving addition
  and/or subtraction of whole numbers.
• NS05 items will be on a no tools day.

3 NS05
NS ME GS PS AS
19
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used about how many,
  closer to, estimate, number line, round, to
  the nearest
• Terms that may be used with definitions or
  examples
• Terms that may not be used approximate,
  clustering, compatible numbers, front-end
  estimation or names of other estimation
  strategies

3 NS05
NS ME GS PS AS
20
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify or explain
  whether estimation or exact calculation is
  appropriate in a given situation and why.
• Items may ask students to estimate computation
  results to the nearest 10, 100, or 1000 in
  situations involving addition or subtraction of
  whole numbers.
• Items may ask students to use estimation to
  determine whether an addition or subtraction
  result is reasonable in a given situation.
• Items may ask students to explain or show a
  strategy used for estimation involving addition
  or subtraction of whole numbers.
• Note Students may not receive full credit in
  estimation items for computing and then rounding.

3 NS05
NS ME GS PS AS
21
Content Strand 2 Measurement
ME01 ME02 ME03 ME04

• ME01 (Attributes and Dimensions)
• 1.2.1 Understand how different attributes
  (length, perimeter, time, money value,
  weight/mass, and temperature) are used to
  describe objects.
• ME02 (Units and Systems)
• 1.2.2 Understand the differences between
  non-standard and standard units of measurement
  for length and weight/mass in either U.S. or
  metric systems.
• 1.2.3 Understand how measurement units of length
  (U.S.) and capacity (U.S.) are organized into
  systems.
• ME03 (Procedures).
• 1.2.4 Understand and apply systematic procedures
  to measure length, time, weight, money value, and
  temperature.
• ME04 (Estimated Measurements)
• 1.2.6 Understand and apply strategies to obtain
  reasonable estimates of length, time, weight, and
  temperature measurements.

3 ME
NS ME GS PS AS
22
Content Strand 2 MeasurementME01 (Attributes
and Dimensions) Demonstrate understanding of the
concepts of length, perimeter, time, money,
weight/mass, capacity, and temperature (1.2.1)
Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
ME01 ME02 ME03 ME04
3 ME01
NS ME GS PS AS
23
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and graphs.
• Answer choices will be stated in terms of the
  same system of measurement.
• Standard abbreviations may be used, however, the
  unit should be spelled out if any confusion is
  possible, e.g., inch rather than in.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Items assessing understanding of measurement
  attributes and dimensions may use the following
  units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (? F) degree (? C)

3 ME01
NS ME GS PS AS
24
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb, and other
  common abbreviations, attribute, cent,
  centimeter, cup, day, degree, dime, dollar,
  foot/feet, gallon, gram, high, hour, inch,
  length, meter, mile, milliliter, minute, money,
  month, nickel, ounce, penny, perimeter, pint,
  pound, quart, quarter, scale, second,
  temperature, thermometer, time, ton, unit,
  weight, wide, yard
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different)
• Terms that may not be used capacity, mass,
  metric system, nonstandard units, standard units,
  U.S. system

3 ME01
NS ME GS PS AS
25
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify or describe
  pictorial representations of
  objects or figures using measurable attributes of
  length, perimeter, time,
  money, weight/mass, capacity, or temperature in
  either US or metric units.
• Items may ask students to name parts of an object
  or event that can be measured.
• Items may ask students to explain or show how
  length, perimeter, time, money, weight/mass,
  capacity, or temperature is used to describe an
  object or event.
• Items may ask students to explain how money is
  used to measure the value of an object.
• Items may ask students to explain or show how
  clocks and/or the environment show the passage of
  time.
• Items may ask students to explain or show how the
  attributes of length, time, money, weight/mass,
  capacity, or temperature can be compared when
  there are no measurements or tools.
• Items may ask students to compare objects using
  words such as wider, shorter, or heavier, based
  on common attributes of length, time, money,
  weight/mass, capacity, or temperature when no
  measurements are available.
• Note Students are expected to determine and
  label units.

3 ME01
NS ME GS PS AS
26
Content Strand 2 MeasurementME02 (Units and
Systems) Demonstrate understanding of the
differences between nonstandard and standard
units of measurement for length and weight/mass
using the U.S. or metric system demonstrate
understanding of how money, capacity and length
units are organized in the U.S. system (1.2.2,
1.2.3)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
ME01 ME02 ME03 ME04
3 ME02
NS ME GS PS AS
27
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts and graphs.
• Answer choices will be stated in terms of the
  same system of measurement.
• Standard abbreviations may be used, however, the
  unit should be spelled out if any confusion is
  possible, e.g., inch rather than in.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Items assessing understanding of measurement
  units and systems may use the following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) centimeter (cm), meter (m)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)

3 ME02
NS ME GS PS AS
28
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb or other
  common abbreviations, attribute, cent,
  centimeter, cup, dime, dollar, foot/feet, gallon,
  gram, inch, kilogram, length, meter, mile, money,
  nickel, ounce, penny, perimeter, pint, pound,
  quart, quarter, scale, unit, ton, weight, yard
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different
• Terms that may not be used capacity, mass,
  metric system, non-standard unit, standard unit,
  U.S. system
• Students are expected to know the following
• Attribute US Conversions
• Length1 foot 12 inches, 1 yard 3 feet
• Money1 penny 1, 1 nickel 5, 1 dime 10, 1
  quarter 25, 1 100.
• Capacity (liquid capacity)1 pint 2 cups, 1
  quart 2 pints, 1 gallon 4 quarts

3 ME02
NS ME GS PS AS
29
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify or describe
  the benefits of standard
  units of measurement.
• Items may ask students to determine whether
  standard units of measurement are necessary in a
  situation.
• Items may ask students to identify when
  measurements can or cannot be compared based on
  the units being the same or different.
• Items may ask students to select or describe
  appropriate units, standard and non-standard, for
  measuring length or weight/mass.
• Items may ask students to explain or show how
  money, capacity, or length units are organized in
  the U.S. system.
• Items may ask students to convert money,
  capacity, or length within the US system in order
  to answer a question.
• Note Students are expected to determine and
  label units.

3 ME02
NS ME GS PS AS
30
Content Strand 2 MeasurementME03 (Procedures)
Use systematic procedures to measure length,
perimeter, time, money value, weight/mass,
capacity, and temperature to describe and compare
objects - identify the attribute to be measured,
select and use appropriate units of measurement,
select and use tools that match the unit chosen,
compare attribute to the units on the tool to
determine the number of units (1.2.4) Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
ME01 ME02 ME03 ME04
3 ME03
NS ME GS PS AS
31
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Answer choices will be stated in terms of the
  same system of measurement.
• Pictorial representations of measuring devices
  will reflect actual measures.
• Stimulus may include pictorial representations of
  tools that are familiar to third-grade students,
  e.g., meter sticks, rulers, analog and digital
  timepieces, calendars, coins, bills, balances,
  scales, thermometers, and/or 3-dimensional
  objects with capacity levels indicated.
• Standard abbreviations may be used, however, the
  unit should be spelled out if any confusion is
  possible, inch rather than in.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Items assessing knowledge of measurement
  procedures may use the following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (? F)

3 ME03
NS ME GS PS AS
32
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, in., g, lb, or
  other common abbreviations, attribute, calendar,
  cent, centimeter, coin, cup, day, degree, dime,
  dollar, foot/feet, gallon, gram, hour, inch,
  kilogram, length, liter, meter, meter stick,
  mile, milliliter, minute, month, nickel, ounce,
  penny, perimeter, pint, pound, quart, quarter,
  ruler, scale, second, temperature, thermometer,
  ton, unit, week, weight, width, yard, year
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different)
• Terms that may not be used capacity, mass,
  metric system, U.S. system

3 ME03
NS ME GS PS AS
33
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to determine the
  appropriate attribute to
  measure in a given situation.
• Items may ask students to identify, select, or
  describe appropriate units and/or tools for
  measuring length, time, weight/mass, capacity,
  and/or temperature in a situation.
• Items may ask students to determine whether the
  appropriate unit or tool has been selected in a
  situation.
• Items may ask students to read the correct
  measurement from a tool in a given situation.
• Items may ask students to identify appropriate
  measurement procedures for a situation.
• Items may ask students to determine whether
  measurement has been done correctly in a
  situation.
• Items may ask students to determine the value of
  each coin or bill in a given situation and
  determine the total amount of money.
• Items may ask students to use measurements of
  length, perimeter, time or passage of time,
  weight/mass, money value, capacity, or
  temperature to compare objects and attributes.
• Note Students are expected to determine and
  label units.

3 ME03
NS ME GS PS AS
34
Content Strand 2 MeasurementME04 (Estimated
Measurements) Identify situations in which
estimated measurements are sufficient estimate
length, perimeter, time, money, weight/mass,
capacity, or temperature (1.2.6)Item
Format(s)Multiple-Choice or Short-Answer items
may be used to test this learning
target.Multiple-Choice items may not ask
students to estimate and identify the answer.
ME01 ME02 ME03 ME04
3 ME04
NS ME GS PS AS
35
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, graphs,
  charts, calendars, or tables.
• Answer choices will be stated in terms of the
  same system of measurement.
• The length of a particular unit of measure, e.g.,
  a line segment labeled one centimeter, or a
  pictorial item, e.g., a paper clip labeled about
  3 cm, may be given as a reference for students.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Standard abbreviations may be used, however, the
  unit should be spelled out if any confusion is
  possible, inch rather than in.
• ME04 items will be on a no tools day.
• Items assessing for estimated measurements may
  use the following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume ) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (? F)

3 ME04
NS ME GS PS AS
36
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb, or other
  common abbreviations, attribute, cent,
  centimeter, cup, day, degree, dime, dollar,
  estimate, foot/feet, gallon, gram, hour, inch,
  kilogram, length, liter, meter, mile, milliliter,
  minute, month, nickel, ounce, penny, perimeter,
  pint, pound, quart, quarter, scale, second,
  temperature, thermometer, time, ton, unit, week,
  weight, width, yard, year
• Terms that may be used with definitions or
  examples
• Terms that may not be used capacity, mass,
  metric system, U.S. system

3 ME04
NS ME GS PS AS
37
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify a situation or
  determine when estimating
  measurement is appropriate.
• Items may ask students to use estimation to
  determine if a given measurement is reasonable in
  a given situation.
• Items may ask students to identify or describe a
  procedure for estimating length, perimeter, time,
  money value, weight/mass, capacity, or
  temperature.
• Items may ask students to estimate length,
  perimeter, time, money value, weight/mass,
  capacity, or temperature in a given situation.
• Note Students may not receive full credit in
  estimation items by computing and then rounding.
  
• Note Students are expected to determine and
  label units.

3 ME04
NS ME GS PS AS
38
Content Strand 3 Geometric Sense
GS01 GS02

• GS01 (Properties and Relationships).
• 1.3.1 Understand the concept of congruence.
• 1.3.2 Understand and apply attributes and
  properties to two-dimensional shapes and figures.
  
• GS02 Locations and Transformations)
• 1.3.3 Understand relative locations including
  intervals of numbers on a positive number line.

3 GS
NS ME GS PS AS
39
Content Strand 3 Geometric SenseGS01
(Properties and Relationships) Demonstrate
understanding of the concept of congruence use
geometric attributes and properties to identify,
name, draw, compare, and/or sort 2-dimensional
figures (1.3.1, 1.3.2)Item Format(s)Multiple-C
hoice and Short-Answer items may be used to test
this learning target.
GS01 GS02
3 GS01
NS ME GS PS AS
40
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Stimulus may include illustrations of 1- and
  2-dimensional figures, tessellations, and
  real-world objects.
• Stimulus may include attributes and properties
  such as congruence, component shapes, number of
  sides, number of angles, closed/open, equal
  lengths.

3 GS01
NS ME GS PS AS
41
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used angle, attribute,
  circle, closed, line, open, rectangle, side,
  sort, square, triangle
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), congruent (same size and
  same shape), figure (a closed shape),
  parallelogram - use a picture
• Terms that may not be used plane

3 GS01
NS ME GS PS AS
42
Item Characteristics
GS01 GS02

• Items may ask students to identify a figure that
  is congruent to a given figure.
• Items may ask students to indicate whether two
  figures are congruent and explain why.
• Items may ask students to identify 2-dimensional
  figures based on given attributes and/or
  properties.
• Items may ask students to draw and label a
  2-dimensional figure having certain attributes
  and/or properties.
• Items may ask students to describe 2-dimensional
  figures using geometric attributes and/or
  properties.
• Items may ask students to compare and/or sort
  2-dimensional figures according to their
  geometric attributes and/or properties.
• Items may ask students to describe how to draw a
  given figure based on its properties.

3 GS01
NS ME GS PS AS
43
Content Strand 3 Geometric SenseGS02
(Locations and Transformations) Describe the
relative locations of points on a number line
with positive coordinates (1.3.3)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
GS01 GS02
3 GS02
NS ME GS PS AS
44
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Only points on a positive number line may be used.

3 GS02
NS ME GS PS AS
45
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used above, below, beside,
  circle, intersect, left, line, line segment,
  number line, point, rectangle, right, square,
  triangle
• Terms that may be used with definitions or
  examples location, parallelogram (use picture)
• Terms that may not be used hexagon, octagon,
  pentagon, polygon, rhombus

3 GS02
NS ME GS PS AS
46
Item Characteristics
GS01 GS02

• Items may ask students to use numbers to identify
  or describe the location left,
  right, above, below, number of spaces
  apart of points or objects on a number
  line.
• Items may ask students to identify or describe
  the relative location of points or objects on a
  number line.
• Items may ask students to draw points or objects
  on a number line.
• Items may ask students to identify a final
  location of an object based on given movement on
  a number line.
• Items may ask students to decide whether an
  object is above, below, or on a given value on a
  number line.

3 GS02
NS ME GS PS AS
47
Content Strand 4 Probability and Statistics
PS01 PS02 PS03

• PS01 (Probability)
• PS02 (Data Collection and Central Tendencies)
• 1.4.3 Understand how to use data collection and
  display methods to obtain desired information.
• 1.4.4 Understand and apply mode to describe a set
  of data.
• PS03 (Data Representation and Interpretation)
• 1.4.5 Understand representations of data from
  tables, charts, and bar graphs.

3 PS
NS ME GS PS AS
48
Content Strand 4 Probability and
StatisticsPS01 (Probability) Not measured at
grade 3.
PS01 PS02 PS03
3 PS01
NS ME GS PS AS
49
Content Strand 4 Probability and
StatisticsPS02 (Data Collection and Central
Tendencies) Demonstrate understanding of how to
ask questions to get needed data find the mode
for a set of data (1.4.3, 1.4.4)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
PS01 PS02 PS03
3 PS02
NS ME GS PS AS
50
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include situations that involve
  survey questions.
• Stimulus may include pictures, tables, charts,
  pictographs, or bar graphs.

3 PS02
NS ME GS PS AS
51
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used data, survey
• Terms that may be used with definitions or
  examples mode (most common or most common
  number)
• Terms that may not be used population,
  questionnaire, variable

3 PS02
NS ME GS PS AS
52
Item Characteristics
PS01 PS02 PS03

• Items may ask students to identify or write
  appropriate questions to gather data about
  themselves or others.
• Items may ask students to identify the mode for a
  set of data.
• Items may ask students to explain why the mode is
  useful for describing a set of data.

3 PS02
NS ME GS PS AS
53
Content Strand 4 Probability and
StatisticsPS03 (Data Representation and
Interpretation) Read data from tables, charts,
pictographs, and bar graphs (1.4.5)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
PS01 PS02 PS03
3 PS03
NS ME GS PS AS
54
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include pictorial representations,
  tables, charts, pictographs, and bar graphs.
• Pictographs will have a one-to-one correspondence
  between the symbol in the graph and the data
  represented.

3 PS03
NS ME GS PS AS
55
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used bar graph, describe,
  graph, graph paper, pattern, pictograph, summary
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different)
• Terms that may not be used axis, bar, grid,
  scale, trend, x-axis, y-axis

3 PS03
NS ME GS PS AS
56
Item Characteristics
PS01 PS02 PS03

• Items may ask students to read data from tables,
  charts, pictographs, or bar graphs.
• Items may ask students to describe or explain
  data presented in a table, chart, pictograph, or
  bar graph.
• Items may ask students to compare two data points
  on a table, chart, pictograph, or bar graph.
• Items may ask students to summarize the data
  presented in a table, chart, pictograph, or bar
  graph.
• Items may ask students to explain whether the
  title and/or labels on a pictograph or bar graph
  are accurate and appropriate for the given data.

3 PS03
NS ME GS PS AS
57
Content Strand 5 Algebraic Sense
AS01 AS02 AS03

• AS01 (Patterns and Functions)
• 1.5.1 Understand patterns of objects including
  number patterns with a single addition or
  subtraction operation.
• AS02 (Symbols and Notations)
• 1.5.3 Apply understanding of the concept of
  mathematical equality.
• 1.5.4 Understand and apply operational and
  relational symbols and notations to write
  equations involving addition and subtraction.
• AS03 (Evaluating and Solving).
• 1.5.6 Understand and apply strategies to solve
  equations that include addition or subtraction.

3 AS
NS ME GS PS AS
58
Content Strand 5 Algebraic SenseAS01
(Patterns and Functions) Recognize and extend
patterns of numbers, shapes, and/or objects that
use one arithmetic operation addition or
subtraction to move from one term to the next
(1.5.1)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
AS01 AS02 AS03
3 AS01
NS ME GS PS AS
59
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include tables, charts, and
  pictorial representations of objects, shapes, or
  figures.
• Number patterns may use one operation to move
  from one term in a pattern to the next.
• Number patterns may include addition or
  subtraction of whole numbers.
• A given pattern must have a minimum of four
  elements or terms.

3 AS01
NS ME GS PS AS
60
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used number pattern, pattern,
  rule
• Terms that may be used with definitions or
  examples function
• Terms that may not be used predict, prediction

3 AS01
NS ME GS PS AS
61
Item Characteristics
AS01 AS02 AS03

• Items may ask students to identify a pattern that
  fits a given rule.
• Items may ask students to extend a pattern by
  identifying or supplying missing elements in the
  beginning, middle, or end of the pattern.
• Items may ask students to represent a number
  pattern using standard notation or symbols.

3 AS01
NS ME GS PS AS
62
Content Strand 5 Algebraic SenseAS02 (Symbols
and Notations) Demonstrate understanding of
equality and use in equations use variables
to write simple expressions and equations that
represent situations involving addition and
subtraction of whole numbers (1.5.3, 1.5.4)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
AS01 AS02 AS03
3 AS02
NS ME GS PS AS
63
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include text, tables, or charts.
• Students may be expected to use a variable in
  mathematical expressions or equations, e.g., 3
  ? 7.

3 AS02
NS ME GS PS AS
64
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used , equal, equation,
  expression, pattern
• Terms that may be used with definitions or
  examples
• Terms that may not be used variable

3 AS02
NS ME GS PS AS
65
Item Characteristics
AS01 AS02 AS03

• Items may ask students to write an expression or
  equation to represent a given situation
  involving addition or subtraction.
• Items may ask students to identify a given
  expression or equation that represents a given
  situation involving addition or subtraction.
• Items may ask students to identify or describe a
  situation that represents a given expression or
  equation involving addition or subtraction.
• Items may ask students to identify or write a
  rule or expression for a pattern or function
  based on a single arithmetic operation using
  addition or subtraction of whole numbers.
• Items may ask students to determine whether two
  expressions are equal.
• Items may ask students to describe a situation in
  which two expressions are equal.

3 AS02
NS ME GS PS AS
66
Content Strand 5 Algebraic SenseAS03
(Evaluating and Solving) Solve simple equations
with addition and subtraction using
manipulatives, pictures, and/or symbols
(1.5.6)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
AS01 AS02 AS03
3 AS03
NS ME GS PS AS
67
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include text, pictures, tables, or
  charts.
• Stimulus may include situations involving
  addition and/or subtraction of whole numbers.
• Stimulus may include the use of variables,
  symbols, or an empty box to represent unknown
  quantities in equations.

3 AS03
NS ME GS PS AS
68
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used , equal, equation,
  expression
• Terms that may be used with definitions or
  examples
• Terms that may not be used variable

3 AS03
NS ME GS PS AS
69
Item Characteristics
AS01 AS02 AS03

• Items may ask students to solve a simple equation
  in a given situation using addition or
  subtraction.
• Items may ask students to write and solve a
  simple equation for a given situation using
  addition or subtraction.
• Items may ask students to draw a picture to
  demonstrate the meaning of a solution to an
  equation.

3 AS03
NS ME GS PS AS