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Product Description

Looking for multi-step standardized test formatted Pre-Post 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, 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. Questions are written based off the most recently released 3rd Grade Math STAAR items.

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♥ Two 10-question STAAR formatted assessments that address Reporting Category 2 Computations and Algebraic Relationships TEKS (3.4DEFGHJK and 3.5BCDE) and CCSS (3.OA.A.1, 3.OA.A.2, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.B.6, 3.OA.D.8, 3.OA.D.9)

♥ A list of Readiness, Supporting, Processing and Common Core Standards

♥ A Testing Answer Key Blueprint which codes items by Readiness, Supporting, and Processing Standards as well as a Common Core Answer Key Blueprint. This makes it simple to identify skills needing intervention.

♥ A Student Answer Document is also included.

√3.4(K) Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

√3.5(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.

√3.5(E) Represent real-world relationships using number pairs in a table and verbal descriptions.

√3.4(D) Determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10.

√3.4(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.

√3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.

√3.4(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

√3.4(H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.

√3.4(J) Determine a quotient using the relationship between multiplication and division.

√3.5(C) Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24.

√3.5(D) Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.

√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.

√3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

√3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

√3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

√3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

√3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

√3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

√3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

√3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends

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Copyright © Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ I hope this description helps to clarify! If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com.

Catherine Solanik

Total Pages

18 pages

Answer Key

Included

Teaching Duration

N/A

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