***STAAR Test Prep/Practice***
This document includes 2 assessments, (2 sets of 10) that address Reporting Category 1 Numerical Representations and Relationships TEKS 3.2ABCD and 3.4I. Assessments are written for the NEW TEKS and formatted similar to STAAR. This is a 14-page document, which includes two 10-question assessments, a Teacher Answer Key Blueprint for both TEKS and Common Core Standards, and a Student Answer Document.
These assessments could be used as Pre/Post assessments, Unit Quizzes, Review, Small Group, and STAAR Test Prep!
In this resource Processing Standards are embedded in every item, items are written specifically to address the TEKS 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.
√3.2(A) Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate.
√3.2(D) Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
√3.2(B) Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place.
√3.2(C) Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.
√3.4(I) Determine if a number is even or odd using divisibility rules.
√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) Create and use representations to organize, record, and communicate mathematical ideas.
√3.2(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Related Common Core Standards:
√2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
√2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
√2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."
√2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
√2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
√2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
√3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
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