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3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A

3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
3rd Grade Math STAAR Prep {Fractions} TEKS 3.3ABCDEFGH, 3.7A
Grade Levels
Common Core Standards
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3rd Grade Fractions Test Prep-Practice!
Looking for multi-step standardized 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, 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.

What’s Included?
♦ Two 10-question STAAR formatted assessments that address Reporting Category 1 Numerical Representations and Relationship Fraction TEKS (3.3ABCDEFGH, 3.7A) and Common Core Number and Operation Fraction Standards (3.NF.A.1, 3.NF.A.2, 3.NF.A.2.A, 3.NF.A.2.B, 3.NF.A.3, 3.NF.A.3.A, 3.NF.A.3.B, 3.NF.A.3.C, 3.NF.A.3.D).

♦ 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.

TEKS INCLUDED:
Readiness Standards:
• 3.3(F) Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.
• 3.3(H) Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

Supporting Standards:
• 3.3(A) Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
• 3.3(B) Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.
• 3.3(C) Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.
• 3.3(D) Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b.
• 3.3(E) Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.
• 3.3(G) Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
• 3.7(A) Represent fractions of halves, fourths, and eighths as distances from zero on a number line.

Processing Standards:
• 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.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
• 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
• 3.NF.A.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
• 3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
• 3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
• 3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
• 3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
• 3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols by using a visual fraction model.

Terms of Use
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.

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Catherine Solanik



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19 pages
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