3rd GRADE Released STAAR Test Questions Organized By

rd3GRADE ReleasedSTAAR test questionsorganized by TEKSIncludes both 2015 and 2016 ReleasedTests, assessed TEKS only

How to use this resourceThe materials contained in this packet at Released STAARTest questions from the Texas Education Agency’s website.The test questions are organized by standard, so thatteachers can align instruction to the STAAR test. Rememberthat all standards are required to be taught, even though notevery standard is included on the test. This resource is notto be used to “teach to the test” but to help align instructionto the test. Please use this to review how the TEK is tested,so that you can incorporate STAAR-like review andquestions throughout your instructional year, withwhatever program and instructional delivery model you use.Contact Me: MrsMeyerDII.weebly.comEmail: Meridith.meyer@fwisd.org

What’s IncludedIncluded is the Guide: List of TEKS inorder, with clickable menu, pages,and questions with the answers.Each TEK includes the front pagewith all standards and studentexpectations listed. Bolded studentexpectations notify you ofReadiness Standards.Pages with the questions includethe header with the TEK numberand SE letter. Readiness Standardsare included on those title pagesonly.

3rd Grade Released Test by TEKSPages2015 ReleasedSTAAR-Answer2016 ReleasedSTAAR-Answer3.2 a, RS71-D13-C, 27-A,3.2 b82-A45-B3.2 c93-D3.2d, RS10-114-B3.3 a133.3d143.3 e153.3f, RS16-186-A3.3g197-B3.3h, RS20-218-C16-G, 41-B3.4a, RS23-249-A8-H, 35-437, 3.4h306-H,3.4i3122-J,3.4j3218-F,3.4k, RS337-A, 38-J1-A,5-A32-G10-H, 25- D10-71 -B19-A, 37-A

3rd Grade Released Test by TEKS, cont.Pages2015 ReleasedSTAAR2016 ReleasedSTAAR3.5a, RS35-3612-D4-G, 28-J,3.5b, RS37-3813-A14-F, 24-G,3.5c3914-D3.5d4015-B42-H3.5e, RS41-4316-B12-H, 30-H, 40-F3.6a, RS45-4617D20-J, 34-F3.6b3.6c, RS4717-C,48-5018-A1 -28, 39-C3.6d5119-4231-A3.6e5220-C54-5521-C3.7b, RS26-G, 44-F3.7c563.7d5722-B9-B,59-6123-A5-D, 36-J3.8a, C

(2) Number and operations. The student appliesmathematical process standards to represent andcompare whole numbers and understand relationshipsrelated to place value. The student is expected to:(A) compose and decompose numbers up to 100,000 as a sumof so many ten thousands, so many thousands, so manyhundreds, so many tens, and so many ones using objects, pictorialmodels, and numbers, including expanded notation as appropriate;(B) describe the mathematical relationships found in the base-10place value system through the hundred thousands place;(C) represent a number on a number line as being between twoconsecutive multiples of 10; 100; 1,000; or 10,000 and use words todescribe relative size of numbers in order to round wholenumbers; and(D) compare and order whole numbers up to 100,000 andrepresent comparisons using the symbols , , or .

3.2A: Readiness Standard

3.2B

3.2C

3.2D: READINESS STANDARD

3.2D: READINESS STANDARD, Cont.

(3) Number and operations. The student appliesmathematical process standards to represent andexplain fractional units. The student is expected to:(A) represent fractions greater than zero and less than or equal toone with denominators of 2, 3, 4, 6, and 8 using concrete objects andpictorial models, including strip diagrams and number lines;(B) determine the corresponding fraction greater than zero and lessthan or equal to one with denominators of 2, 3, 4, 6, and 8 given aspecified point on a number line;(C) explain that the unit fraction 1/b represents the quantity formedby one part of a whole that has been partitioned into b equal partswhere b is a non-zero whole number;(D) compose and decompose a fraction a/b with a numeratorgreater than zero and less than or equal to bas a sum of parts 1/b;(E) solve problems involving partitioning an object or a set of objectsamong two or more recipients using pictorial representations offractions with denominators of 2, 3, 4, 6, and 8;(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and8 using a variety of objects and pictorial models, including number lines;(G) explain that two fractions are equivalent if and only if they areboth represented by the same point on the number line or representthe same portion of a same size whole for an area model; and(H) compare two fractions having the same numerator ordenominator in problems by reasoning about their sizes andjustifying the conclusion using symbols, words, objects, and pictorialmodels.

3.3A

3.3D

3.3E

3.3F: Readiness Standard

3.3F: Readiness Standard, cont.

3.3F: Readiness Standard, cont.

3.3G

3.3H:Readiness Standard

3.3H:Readiness Standard, cont.

(4) Number and operations. The student appliesmathematical process standards to develop and usestrategies and methods for whole number computationsin order to solve problems with efficiency and accuracy.The student is expected to:(A) solve with fluency one-step and two-step problems involving addition and subtractionwithin 1,000 using strategies based on place value, properties of operations, and therelationship between addition and subtraction;(B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions toaddition and subtraction problems;(C) determine the value of a collection of coins and bills;(D) determine the total number of objects when equally-sized groups of objects arecombined or arranged in arrays up to 10 by 10;(E) represent multiplication facts by using a variety of approaches such as repeatedaddition, equal-sized groups, arrays, area models, equal jumps on a number line, and skipcounting;(F) recall facts to multiply up to 10 by 10 with automaticity and recall the correspondingdivision facts;(G) use strategies and algorithms, including the standard algorithm, to multiply a two-digitnumber by a one-digit number. Strategies may include mental math, partial products, andthe commutative, associative, and distributive properties;(H) determine the number of objects in each group when a set of objects is partitionedinto equal shares or a set of objects is shared equally;(I) determine if a number is even or odd using divisibility rules;(J) determine a quotient using the relationship between multiplication and division; and(K) solve one-step and two-step problems involving multiplication and division within 100using strategies based on objects; pictorial models, including arrays, area models, and equalgroups; properties of operations; or recall of facts.

3.4A: Readiness Standard

3.4A: Readiness Standard, cont.

3.4B

3.4C

3.4E

3.4F

3.4G

3.4H

3.4I

3.4J

3.4K: Readiness Standard

(5) Algebraic reasoning. The student appliesmathematical process standards to analyze and createpatterns and relationships. The student is expected to(A) represent one- and two-step problems involving addition andsubtraction of whole numbers to 1,000 using pictorial models,number lines, and equations;(B) represent and solve one- and two-step multiplication anddivision problems within 100 using arrays, strip diagrams, andequations;(C) describe a multiplication expression as a comparison such as3 x 24 represents 3 times as much as 24;(D) determine the unknown whole number in a multiplication ordivision equation relating three whole numbers when theunknown is either a missing factor or product; and(E) represent real-world relationships using number pairs in atable and verbal descriptions.

3.5A: Readiness Standard

3.5A: Readiness Standard, cont.

3.5B: Readiness Standard

3.5B: Readiness Standard, cont.

3.5C

3.5D

3.5E: Readiness Standard

3.5E: Readiness Standard, cont.

3.5E: Readiness Standard, cont.

(6) Geometry and measurement. The student appliesmathematical process standards to analyze attributesof two-dimensional geometric figures to developgeneralizations about their properties. The student isexpected to:(A) classify and sort two- and three-dimensional figures,including cones, cylinders, spheres, triangular and rectangularprisms, and cubes, based on attributes using formal geometriclanguage;(B) use attributes to recognize rhombuses, parallelograms,trapezoids, rectangles, and squares as examples ofquadrilaterals and draw examples of quadrilaterals that do notbelong to any of these subcategories;(C) determine the area of rectangles with whole number sidelengths in problems using multiplication related to the number ofrows times the number of unit squares in each row;(D) decompose composite figures formed by rectangles intonon-overlapping rectangles to determine the area of the originalfigure using the additive property of area; and(E) decompose two congruent two-dimensional figures intoparts with equal areas and express the area of each part as aunit fraction of the whole and recognize that equal shares ofidentical wholes need not have the same shape.

3.6A: Readiness Standard

3.6A: Readiness Standard, cont.

3.6B

3.6C: Readiness Standard

3.6C: Readiness Standard, cont.

3.6C: Readiness Standard, cont.

3.6D

3.6E

(7) Geometry and measurement. The student appliesmathematical process standards to select appropriateunits, strategies, and tools to solve problems involvingcustomary and metric measurement. The student isexpected to:(A) represent fractions of halves, fourths, and eighths asdistances from zero on a number line;(B) determine the perimeter of a polygon or a missing lengthwhen given perimeter and remaining side lengths in problems;(C) determine the solutions to problems involving addition andsubtraction of time intervals in minutes using pictorial models ortools such as a 15-minute event plus a 30-minute event equals 45minutes;(D) determine when it is appropriate to use measurements ofliquid volume (capacity) or weight; and(E) determine liquid volume (capacity) or weight usingappropriate units and tools.

3.7B: Readiness Standard

3.7B: Readiness Standard, cont.

3.7C

3.7D

(8) Data analysis. The student applies mathematicalprocess standards to solve problems by collecting,organizing, displaying, and interpreting data. Thestudent is expected to:(A) summarize a data set with multiple categories using afrequency table, dot plot, pictograph, or bar graph with scaledintervals; and(B) solve one- and two-step problems using categorical datarepresented with a frequency table, dot plot, pictograph, or bargraph with scaled intervals

3.8A: Readiness Standard

3.8A: Readiness Standard, cont.

3.8A: Readiness Standard, cont.

3.8B

(9) Personal financial literacy. The student appliesmathematical process standards to manage one'sfinancial resources effectively for lifetime financialsecurity. The student is expected to:(A) explain the connection between human capital/labor andincome;(B) describe the relationship between the availability or scarcityof resources and how that impacts cost;(C) identify the costs and benefits of planned and unplannedspending decisions;(D) explain that credit is used when wants or needs exceed theability to pay and that it is the borrower's responsibility to payit back to the lender, usually with interest;(E) list reasons to save and explain the benefit of a savings plan,including for college; and(F) identify decisions involving income, spending, saving, credit,and charitable giving.

3.9A

3.9B

3.9D

3rd GRADE Released STAAR test questions organized by TEKS Includes both 2015 and 2016 Released Tests, assessed TEKS only. How to use this resource The materials contained in this packet at Released STAAR Test