3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!

3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
3rd Grade STAAR Review - 10 Assessments - TEKS Aligned!
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3rd Grade STAAR Review! All TEKS included!
Looking for standardized formatted practice assessments? These assessments could be used as review, practice, mini-assessments, state test practice, and small group!

This resource includes 10 TEKS aligned 3rd-grade STAAR review assessments to help ready students for the 3rd grade STAAR. Each assessment is designed to mimic the makeup of the STAAR test with the readiness and supporting balance (60-70% Readiness) and is designed to meet the rigor of the Texas state standards. A key is included for each assessment to allow the teacher to easily assess where students need intervention. Goal sheets are included to allow students to track progress and set goals along the way. These 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 to help prepare students for this important day!
What’s Included?
• 10 Rigorous Mixed Assessments
• A Detailed Listing of Each Readiness and Supporting Standard
• An Easy to Read Key for Each Assessment to Quickly Identify Student Need
• Individual Student Goal Sheets to Assist Students in Setting and Tracking Goals

TEKS INCLUDED:

Readiness Standards:
♦ 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 =.
♦ 3.3(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.
♦ 3.4(A) Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
♦ 3.5(A) Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. 

♦ 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.
♦ 3.6(A) Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.
♦ 3.6(C) Determine the area of rectangles with whole-number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row.
♦ 3.7(B) Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems.
♦ 3.8(A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Supporting Standards:
♦ 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.
♦ 3.3(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.
♦ 3.4(B) Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.
♦ 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.
♦ 3.6(B) Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
♦ 3.6(D) Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area. 

♦ 3.6(E) Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. 

♦ 3.7(C) Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.
♦ 3.7(D) Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. 

♦ 3.7(E) Determine liquid volume (capacity) or weight using appropriate units and tools. 

♦ 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.

Process 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.
Total Pages
83 pages
Answer Key
Included
Teaching Duration
2 Weeks
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