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3rd Grade Math Google FORMS | Assessments Google Classroom Distance Learning

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  • Zip
  • Google Apps™
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    Activities
Pages
28 assessments (392 questions)
$19.50
Bundle
List Price:
$39.00
You Save:
$19.50
$19.50
Bundle
List Price:
$39.00
You Save:
$19.50
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Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
Compatible with Easel Activities
This resource contains one or more resources that are compatible with Easel by TpT, a suite of digital tools you can use to make any lesson interactive and device-ready. Customize these activities and assign them to students, all from Easel. Easel is free to use! Learn more.

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    Bonus

    Cause and Effect Self-Grading Assessment

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    Description

    Google Classroom has made my life SO much easier and self-grading assessments is just another way! In this pack, you will get 28 assessments for your third graders: a Pre-assessment and Post-assessment, each with 10 questions. There are 14 chapter assessments included! These are great for distance learning using Google Forms and Google Classroom.

    The assessments are built using Google Forms and are both meant to be shared with your kiddos either with Google Classroom or Google Drive. Once you share with students, they can take the assessment and you can immediately see their results.

    Once you download, you will be prompted to copy these assessments into your own Google Drive folder, which you can then share with students.

    Included are the following:

    1. Place Value Pre- and Post-Assessments

    2. Addition Pre- and Post-Assessments

    3. Subtraction Pre- and Post-Assessments

    4. Introduction to Multiplication Pre- and Post-Assessments

    5. Division Pre- and Post-Assessments

    6. Multiplication and Division Patterns (an extension to 4 and 5)

    7. Word Problems Multiplication and Division Pre- and Post-Assessments

    8. Properties and Equations Pre- and Post-Assessments

    9. Fractions Pre- and Post-Assessments

    10. Advanced Fractions Pre- and Post-Assessments

    11. Measurement Pre- and Post-Assessments

    12. Representing Data Pre- and Post-Assessments

    13. Perimeter and Area Pre- and Post-Assessments

    14. Geometry Pre- and Post-Assessments

    Once students take the assessment, you have a few options.

    1. You can see an item analysis of the students' work.

    2. You can see individual responses for each of your students.

    3. You can also view an excel spreadsheet with all of your students' answers.

    This is completely editable, so if you would like to add questions or delete any questions that are included, you can easily do this.

    Please let me know if you have any questions!

    -Dan M.

    Total Pages
    28 assessments (392 questions)
    Answer Key
    Included
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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