TEKS/STAAR Spiraled Practice
TEKSING TOWARD STAARMATHEMATICSTEKS/STAARSpiraled PracticeCorrelated by Category/TEKSTEKSING TOWARD STAAR 2014
TEKSING TOWARD STAARMATHEMATICS OVERVIEWGrade 3 Spiraled Practice Including Class and Student ProfilesThis document was created with all students in mind and provides teachers with sets of 3 spiraledquestions to assess student mastery of TEKS assessed on STAAR as well as Class and StudentProfiles designed for recording and analysis of performance data. Each question in this document iscorrelated to a specific STAAR Category and TEKS.This document provides both multiple choice and answer grid formats. However, the questions caneasily be utilized without the multiple choice answers or answer grid. The questions are spiraledthrough all TEKS and pieces of TEKS that are eligible for assessment on STAAR. Twenty spirals areprovided for each six weeks for a total of 120 Spiraled Practice sets.The spiraling of the questions takes into consideration the following information from theSTAAR Grade 3 Mathematics Blueprint released from the TEA in January 2014: 60% -65% of the questions will assess Readiness Standards – 28-30 of 46 total questions 35% - 40% of the questions will assess Supporting Standards – 16-18 of 46 total questions 43questions will be multiple choice format and 3 questions will be griddable formatThe Profiles were designed to enable teachers and students to keep a record of mastery of all TEKS,not just the ones assessed on STAAR. Every question on each Spiraled Practice is correlated on theProfiles. Teachers keep a Class Profile to guide plans for instruction for each class they teach.Students keep a Student Profile so they will know their own individual strengths and weaknesses.Teachers view individual Student Profiles to guide plans for small group instruction and individualizedtutorials.NOTE: There is no answer key provided for this document, as the authors’ philosophy is that eachteacher should create a personalized Solutions Manual so the teacher becomes more familiar withthe Revised TEKS and assessment of the Revised TEKS, as well as formulates various solutionstrategies for each question. Teachers are encouraged to communicate with the authors regardingdiscussion of any question in this document.TEKSING TOWARD STAAR 2014Page 1
AUTHORS’ VISION FOR IMPLEMENTATION – SPIRALED PRACTICE Begin the class period with a Spiraled Practice. Students work in Partner Pairs until Six Weeks 4when they begin working individually without assistance. Students should first identify the MAIN IDEA and SUPPORTING DETAILS for each problem, thenwork each problem – they must show all work they do to help them choose their answer – theobjective would be that anyone who looks at their paper should be able to understand how theychose their answer. After students begin working, quietly assign three different Partner Pairs as SHARE PAIRS for the 3problems. If you have an opaque projection device, the share pairs will share their work from theirpaper. If you do not, then prior to class label 3 different transparencies as 1, 2, and 3 (smallnumbers in the top left corner of each transparency) and distribute the blank transparencies andoverhead pens to the SHARE PAIRS so they will be able to show their work utilizing an overheadprojector. The SHARE PAIRS and are assigned to work on their assigned problem FIRST, then complete theother questions if they have time – they must SHOW all work – the teacher should monitor theshare pairs closely and answer any questions they have about the problem. ALL students should work in pairs to complete a Spiraled Practice in 6 minutes – each studentrecording on their individual page(s). Call TIME after 6 minutes. Immediately SHARE PAIR 1 places their paper or paper or transparency on the projection deviceand shares how they solved the problem. First, they say “The main idea of the problem is ”; nextthey say “The supporting details in the problem are ”. Finally they share the process they used toanswer the problem. After sharing, they ask the class: “Did anyone get a different answer?” and“Did anyone solve the problem differently?” If someone did, they share and discussion follows. Ifthe SHARE PAIR could not complete the problem (however, ever share pair/student should beexpected to find the main idea and supporting details in each problem, even if they cannot answerthe problem), they ask the class if anyone could complete the problem – if so, a pair that completedthe problem is asked to come up and share their work with discussion following. If no student could answer the problem correctly, the teacher makes a decision whether to continuediscussion of the problem at this point, or to delay discussion until a more appropriate time (if thedecision is made to delay discussion, tell the students that they will be working on this problem in amajor lesson later and discussion will continue then).TEKSING TOWARD STAAR 2014Page 2
AUTHORS’ VISION FOR IMPLEMENTATION – PROFILE BOOKLETSCLASS PROFILE Teachers record in a Class Profile for each class. The questions on each Spiraled Practice arecorrelated on the Class Profile. Suggestion for recording class data:Record if class data demonstrates masteryRecord – if class data demonstrates improvement needed Record based on the following:August/September – Record if 50% or higher of class demonstrates masteryOctober – Record if 60% or higher of class demonstrates masteryNovember – Record if 70% or higher of class demonstrates masteryDecember – Record if 80% or higher of class demonstrates masteryJanuary-May – Record if 90% or higher of class demonstrates mastery Periodically highlight all in green and highlight all – in hot pink. Begin glancing over each Class Profile by TEKS to identify areas of strength and weakness. Usethis data to make instructional decisions regarding focus for instructional time by class.STUDENT PROFILE Each student records in an individual Student Profile – teachers do not record in Student Profiles.The questions on each Spiraled Practice are correlated on the Student Profile. Record /– based on the following:Record if answer is correctRecord – if answer is incorrect Periodically highlight all in green and highlight all – in hot pink. Student – Periodically glance over the Student Profile to identify areas of strength and weakness Teacher – Periodically glance over each Student Profile by TEKS to identify areas of individualstrength and weakness. Use data to make instructional decisions regarding focus for tutorial time.TEKSING TOWARD STAAR 2014Page 3
TEKSING TOWARD STAARMATHEMATICSClass ProfileforSpiraled PracticeTeacherClassTEKSING TOWARD STAAR 2014
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILESTAAR REPORTING CATEGORY 1: NUMERICAL REPRESENTATIONS AND RELATIONSHIPSStandardTEKSStudent ExpectationReadiness3.2(A)compose and decompose numbers up to 100,000as a sum of so many ten thousands, so manythousands, so many hundreds, so many tens, andso many ones using objects, pictorial models, andnumbers, including expanded notation asappropriatedescribe the mathematical relationships found inthe base-10 place value system through thehundred thousands placeSupporting 3.2(B)Supporting 3.2(C)Readiness3.2(D)Supporting 3.3(A)Supporting 3.3(B)Supporting 3.3(C)Supporting 3.3(D)Supporting 3.3(E)Readiness3.3(F)Supporting 3.3(G)ReadinessSupporting3.3(H)3.4(I)Supporting 3.7(A)Class Performance1101827889310310831466095represent a number on a number line as being2between two consecutive multiples of 10; 100;1,000; or 10,000 and use words to describe relativesize of numbers in order to round whole numberscompare and order whole numbers up to 100,0003and represent comparisons using the symbols , , or 90339711712213096105111represent fractions greater than zero and less thanor equal to one with denominators of 2, 3, 4, 6,and 8 using concrete objects and pictorial models,including strip diagrams and number linesdetermine the corresponding fraction greater thanzero and less than or equal to one withdenominators of 2, 3, 4, 6, and 8 given a specifiedpoint on a number lineexplain that the unit fraction 1/b represents thequantity formed by one part of a whole that hasbeen partitioned into b equal parts where b is anon-zero whole numbercompose and decompose a fraction a/b with anumerator greater than zero and less than orequal to b as a sum of parts 1/b737661001140681025134272166475112solve problems involving partitioning an object ora set of objects among two or more recipientsusing pictorial representations of fractions withdenominators of 2, 3, 4, 6, and 8represent equivalent fractions with denominatorsof 2, 3, 4, 6, and 8 using a variety of objects andpictorial models, including number lines20487711561523329198106113explain that two fractions are equivalent if andonly if they are both represented by the samepoint on the number line or represent the sameportion of a same size whole for an area modelcompare two fractions having the same numeratoror denominator in problems by reasoning abouttheir sizes and justifying the conclusion usingsymbols, words, objects, and pictorial models225181110817263592101 107116determine if a number is even or odd usingdivisibility rules255583118represent fractions of halves, fourths, and eighthsas distances from zero on a number line.285786120TEKSING TOWARD STAAR 87Page 1
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILESTAAR REPORTING CATEGORY 2: COMPUTATIONS AND ALGEBRAIC RELATIONSHIPSStandardTEKSReadiness3.4(A)Student Expectationsolve with fluency one-step and two-stepproblems involving addition and subtractionwithin 1,000 using strategies based on placevalue, properties of operations, and therelationship between addition and subtractionClass Performance1915222936437178849299105114Supporting 3.4(B)round to the nearest 10 or 100 or use compatiblenumbers to estimate solutions to addition andsubtraction problems220395877113Supporting 3.4(D)determine the total number of objects whenequally-sized groups of objects are combined orarranged in arrays up to 10 by 1042341607998114Supporting 3.4(E)represent multiplication facts by using a varietyof approaches such as repeated addition, equalsized groups, arrays, area models, equal jumpson a number line, and skip countingrecall facts to multiply up to 10 by 10 withautomaticity and recall the corresponding divisionfacts62444628199116827458395102118use strategies and algorithms, including standardalgorithm, to multiply a two-digit number by aone-digit number: mental math, partial products;commutative, associative, distributive propertiesdetermine the number of objects in each groupwhen a set of objects is partitioned into equalshares or a set of objects is shared equally10294866851041191231496987106Supporting 3.4(F)Supporting 3.4(G)Supporting 3.4(H)Supporting3.4(J)determine a quotient using the relationshipbetween multiplication and division1433527089108Readiness3.4(K)solve one-step and two-step problems involvingmultiplication and division within 100 usingstrategies based on objects; pictorial models,including arrays, area models, and equal groups;properties of operations; or recall of 08894101109 1175131926344075828996103110 119ReadinessReadiness3.5(A)3.5(B)represent one- and two-step problems involvingaddition and subtraction of whole numbers to1,000 using pictorial models, number lines, andequationsrepresent and solve one- and two -stepmultiplication and division problems within 100using arrays, strip diagrams, and equations47Supporting 3.5(C)describe a multiplication expression as acomparison such as 3 x 24 represents 3 times asmuch as 241635547391109Supporting 3.5(D)determine the unknown whole number in amultiplication or division equation relating threewhole numbers when the unknown is either amissing factor or productrepresent real-world relationships using numberpairs in a table and verbal descriptions18375674941117142128344276849097104112 120Readiness3.5(E)TEKSING TOWARD STAAR 201449505764515965535967546168556369Page 2
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILESTAAR REPORTING CATEGORY 3: GEOMETRY AND MEASUREMENTStandardTEKSStudent ExpectationReadiness3.6(A)classify and sort two- and three-dimensional solids,including cones, cylinders, spheres, triangular andrectangular prisms, and cubes, based on attributesusing formal geometric languageSupporting 3.6(B)Readiness3.6(C)Supporting 3.6(D)Supporting 3.6(E)Readiness3.7(B)Supporting 3.7(C)Supporting 3.7(D)Supporting 3.7(E)Class Performance191624818998108 11633363741064111926348391101111 1198667810913366984114614212938798694104 113determine the solutions to problems involvingaddition & subtraction of time intervals in minutesusing pictorial models or tools such as a 15-minevent plus a 30-min event equals 45 mindetermine when it is appropriate to usemeasurements of liquid volume (capacity) orweight184188931182346569699determine liquid volume (capacity) or weightusing appropriate units and tools285159103112use attributes to recognize rhombuses,parallelograms, trapezoids, rectangles, and squaresas examples of quadrilaterals and draw examplesthat do not belong to any of these subcategoriesdetermine the area of rectangles with wholenumber side lengths in problems usingmultiplication related to the number of rows timesthe number of unit squares in each rowdecompose composite figures formed by rectanglesinto non-overlapping rectangles to determine thearea of the original figure using the additiveproperty of areadecompose two congruent 2-D figures into partswith equal areas and express area of each part as aunit fraction of the whole & recognize equal sharesof identical wholes need not have the same shapedetermine the perimeter of a polygon or amissing length when given perimeter andremaining side lengths in problemsTEKSING TOWARD STAAR 201431394854647343496368764453586171Page 3
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILESTAAR REPORTING CATEGORY 4: DATA ANALYSIS AND FINANCIAL LITERACYStandardTEKSStudent ExpectationClass PerformanceSupporting 3.4(C)determine the value of a collection of coins andbills25356595Readinesssummarize a data set with multiple categoriesusing a frequency table, dot plot, pictograph, orbar graph with scaled 1003.8(A)Supporting 3.8(B)solve one- and two-step problems using categoricaldata represented with a frequency table, dot plot,pictograph, or bar graph with scaled intervals10407082Supporting 3.9(A)explain the connection between humancapital/labor and income154575105Supporting 3.9(B)describe the relationship between the availability orscarcity of resources and how that impacts cost205080110Not Tested 3.9(C)identify the costs and benefits of planned andunplanned spending decisionsexplain that credit is used when wants or needsexceed the ability to pay and that it is theborrower's responsibility to pay it back to thelender, usually with interestlist reasons to save and explain the benefit of asavings plan, including for college255585115306090120Supporting 3.9(D)Supporting 3.9(E)Not Tested3.9(F)identify decisions involving income, spending,saving, credit, and charitable givingTEKSING TOWARD STAAR 2014Page 4
TEKSING TOWARD STAARMATHEMATICSStudent ProfileforSpiraled PracticeStudentTeacherTEKSING TOWARD STAAR 2014
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS STUDENT PROFILESTAAR REPORTING CATEGORY 1: NUMERICAL REPRESENTATIONS AND RELATIONSHIPSStandardTEKSStudent ExpectationReadiness3.2(A)compose and decompose numbers up to 100,000as a sum of so many ten thousands, so manythousands, so many hundreds, so many tens, andso many ones using objects, pictorial models, andnumbers, including expanded notation asappropriatedescribe the mathematical relationships found inthe base-10 place value system through thehundred thousands placeSupporting 3.2(B)Supporting 3.2(C)Readiness3.2(D)Supporting 3.3(A)Supporting 3.3(B)Supporting 3.3(C)Supporting 3.3(D)Supporting 3.3(E)Readiness3.3(F)Supporting 3.3(G)ReadinessSupporting3.3(H)3.4(I)Supporting 3.7(A)Student Performance1101827889310310831466095represent a number on a number line as being2between two consecutive multiples of 10; 100;1,000; or 10,000 and use words to describe relativesize of numbers in order to round whole numberscompare and order whole numbers up to 100,0003and represent comparisons using the symbols , , or 90339711712213096105111represent fractions greater than zero and less thanor equal to one with denominators of 2, 3, 4, 6,and 8 using concrete objects and pictorial models,including strip diagrams and number linesdetermine the corresponding fraction greater thanzero and less than or equal to one withdenominators of 2, 3, 4, 6, and 8 given a specifiedpoint on a number lineexplain that the unit fraction 1/b represents thequantity formed by one part of a whole that hasbeen partitioned into b equal parts where b is anon-zero whole numbercompose and decompose a fraction a/b with anumerator greater than zero and less than orequal to b as a sum of parts 1/b737661001140681025134272166475112solve problems involving partitioning an object ora set of objects among two or more recipientsusing pictorial representations of fractions withdenominators of 2, 3, 4, 6, and 8represent equivalent fractions with denominatorsof 2, 3, 4, 6, and 8 using a variety of objects andpictorial models, including number lines20487711561523329198106113explain that two fractions are equivalent if andonly if they are both represented by the samepoint on the number line or represent the sameportion of a same size whole for an area modelcompare two fractions having the same numeratoror denominator in problems by reasoning abouttheir sizes and justifying the conclusion usingsymbols, words, objects, and pictorial models225181110817263592101 107116determine if a number is even or odd usingdivisibility rules255583118represent fractions of halves, fourths, and eighthsas distances from zero on a number line.285786120TEKSING TOWARD STAAR 87Page 1
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS STUDENT PROFILESTAAR REPORTING CATEGORY 2: COMPUTATIONS AND ALGEBRAIC RELATIONSHIPSStandardTEKSReadiness3.4(A)Student Expectationsolve with fluency one-step and two-stepproblems involving addition and subtractionwithin 1,000 using strategies based on placevalue, properties of operations, and therelationship between addition and subtractionStudent Performance1915222936437178849299105114Supporting 3.4(B)round to the nearest 10 or 100 or use compatiblenumbers to estimate solutions to addition andsubtraction problems220395877113Supporting 3.4(D)determine the total number of objects whenequally-sized groups of objects are combined orarranged in arrays up to 10 by 1042341607998114Supporting 3.4(E)represent multiplication facts by using a varietyof approaches such as repeated addition, equalsized groups, arrays, area models, equal jumpson a number line, and skip countingrecall facts to multiply up to 10 by 10 withautomaticity and recall the corresponding divisionfacts62444628199116827458395102118use strategies and algorithms, including standardalgorithm, to multiply a two-digit number by aone-digit number: mental math, partial products;commutative, associative, distributive propertiesdetermine the number of objects in each groupwhen a set of objects is partitioned into equalshares or a set of objects is shared equally10294866851041191231496987106Supporting 3.4(F)Supporting 3.4(G)Supporting 3.4(H)Supporting3.4(J)determine a quotient using the relationshipbetween multiplication and division1433527089108Readiness3.4(K)solve one-step and two-step problems involvingmultiplication and division within 100 usingstrategies based on objects; pictorial models,including arrays, area models, and equal groups;properties of operations; or recall
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILE TEKSING TOWARD STAAR 2014 Page 2 STAAR REPORTING CATEGORY 2: COMPUTATIONS AND ALGEBRAIC RELATIONSHIPS Standard TEKS Student Expectation Class Performance 1 9 15 22 29 36 43 50 57 64 71 78 84 92 99 105 114 Readiness 3.4(A) solve with fluency one-step and two-step
Grade TEKS Third Grade TEKS Fourth Grade TEKS Fifth Grade TEKS Sixth Grade TEKS Seventh Grade TEKS Eighth Grade K.1 The student conducts classroom and outdoor . practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 7.1B practice appropriate use and conservation of
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Lesson TEKS-BASED LESSON CONTENT STAAR Category Standard Spiraled Practice Student (SA) and Hands-On (HO) Activity Problem Solving Skills and Concepts Homework Lesson 1 _ days 4.2A/interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
CHANGES TO STAAR IN 2017 Only one form of test—paper or online (no more STAAR A or STAAR L) . may need significant support next year. Phase-in Level II: Satisfactory Approaches Grade Level . Grade 5 Grade 8 Biology Hays CISD STAAR Science Scores 2015 2016 2017. STAAR SOCIAL STUDIES 57%
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
Grade 8 Side-by-Side TEKS Comparison Current TEKS (2009-2010) Revised TEKS (2019-2020) Notes (a) Introduction (a) Introduction (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and
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An industry code of practice is approved by the Minister for Commerce. It takes effect on the day specified in the code or, if no day is specified, on the day it is published in the NSW Government Gazette. An approved industry code of practice may be amended from time to time (or it may be revoked) by publication in the gazette. An approved industry code of practice is designed to be used in .
