3rd Grade Data Analysis and Financial Literacy Test Prep-Practice!
Looking for multi-step standardized formatted practice assessments? These assessments could be used as review, practice, mini assessments, state test practice, and small group. Great for RTI!
In this resource Processing Standards are embedded in every item, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions. Every effort is taken to mirror the STAAR including use of the same font, types of graphics, and wording style.
♥This resource is also available in my 3rd Grade STAAR Practice BUNDLE. The Bundle contains 12 assessments covering All the 3rd grade TEKS.
♦ Two 10-question STAAR formatted assessments that address Reporting Category 4 Data Analysis and Personal Financial Literacy TEKS (3.4C, 3.8AB, 3.9ABDE) and CCSS (3.MD.B.3).
♦ A list of Readiness, Supporting, Processing and Common Core Standards.
♦ A Testing Blueprint which codes items by Readiness, Supporting, and Processing Standards as well as Common Core Standards. This makes it simple to identify skills needing intervention.
♦ A Student Answer Document is also included.
• 3.8(A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
• 3.4(C) Determine the value of a collection of coins and bills.
• 3.8(B) Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
• 3.9(A) Explain the connection between human capital/labor and income
• 3.9(B) Describe the relationship between the availability or scarcity of resources and how that impacts cost.
• 3.9(D) Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest.
• 3.9(E) List reasons to save and explain the benefit of a savings plan, including for college.
• 3.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.
• 3.2(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
• 3.2(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
• 3.2(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
• 3.2(E) Create and use representations to organize, record, and communicate mathematical ideas.
• 3.2(F) Analyze mathematical relationships to connect and communicate mathematical ideas.
• 3.2(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Common Core Standards:
• 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
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