1. Grade 3 Mathematics Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2011

2. Webb Article Foldable Level 1Level 2 Level 3Level 4

3. Same Verb Used at Depth of Knowledge Levels 3.1(C) determine the value of a collection of coins and bills. 4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models. 5.2D use place value to relate decimals to fractions that name tenths, hundredths, and thousandths. Verb Level 1Level 2Level 3Level 4 Comparecompare Look at two pictures and compare the value for each set of bills and dollars. What is the value for each set of bills and dollars? compare Paul asked William for 4 dollars and fifty-two cents to buy a hamburger and fries. William has a variety of bills and coins in his pocket. Determine and compare three different ways William can present Paul with $4.52. (picture of money) If Paul asked William for $4.52 to purchase a hamburger and french fries for lunch, what are three different ways William can group dollars and coins to pay for his lunch? compare Paul and William each have $20.00 and are going to the matinee. Their movie tickets cost $5.00 each. Paul buys popcorn for $3.54 and a coke for $3.79. William buys candy for $3.36 and a pickle for $4.02. Create a graphical representation of Paul and Williams purchases. Determine how much money Paul and William have. After the movie Paul and William plan to play video games. Each video game is $0.50. Compare the number of video games each boy will get to play. In writing explain your answer. How much money does Paul and William have left? If Paul and William use the rest of their money to play video games at $0.50 a game. How many games will each boy get to play? compare Paul and William are getting ready to ship birthday presents to their grandma. They need to make sure they have enough money to pay for shipping. You are going to conduct comparative shopping. Through your research you find that at the U. S. Postal Service each package cost $3.75 plus.$0.37 per ounce. At UPS you discover each package is $2.49 plus $0.53 per ounce. At FedEx each package is $3.15 plus $0.45 per ounce. Create chart that compares the different cost for each delivery service. Write a memo to Paul and William letting them know which delivery service is the most cost effective and why.

4. Same Verb Used at Depth of Knowledge Levels Have each grade level look at their SE below and practice writing a learning task and question within each level of thinking. 5.10 C perform simple conversions within the same measurement system (SI (metric or customary). 4.11A estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary. 3.11A use linear measurement tools to estimate and measure lengths using standard units. 2.9A identify concrete models that approximate standard units of length and use them to measure length. 1.7A Estimate and measure length using nonstandard units such as paper clips or sides of color tiles. K.10A compare and order tow or three concrete objects according to length (longer/shorter than, or the same. VerbLevel 1Level 2Level 3Level 4

5. Examining STAARImplications for Teaching Number of Non-linguistic Representation Number of word problems with no pictorial support Number of 2nd Grade Aligned SEs Number of 1 st Grade Aligned SEs Number of Kinder Aligned SEs Comments: Let’s complete a “quick” analysis of the test design

6. In order for a 3 rd grade student to be able to master this question what does the student need to know? 2011 3 rd Grade Math Release Items

7. 2011 3 rd Grade STARR Math Released Item~Question 1 3.1 C (2.3, 1.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to: 3.14 A (2.12, 1.11, K.13) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to K.13(A) identify the mathematics in everyday situations 1.1 (C) identify individual coins by name and value and describe relationships among them 1.11(A) identify the mathematics in everyday situations 2.3 (D) determine the value of a collection of coins up to one dollar; and 2.3 (E) describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins. 2.12(A) identify the mathematics in everyday situations Tested SE 3.1(C) determine the value of a collection of coins and bills. 3.14(A) identify the mathematics in everyday situations In order for a 3 rd grade student to be able to master this question what does the student need to know? Let’s look at Vertical Alignment

8. 1 st Grade CSCOPE Performance Indicators 2 nd Grade CSCOPE Performance Indicators 3 rd Grade CSOPE Performance Indicators Unit 8 (2 nd Nine Weeks) Provide a set of coins for students that include a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as: The school money box was dropped causing all of the coins to combine in one big mound. The office asked for help by: (1) sort the coins by like coins or value, (2) place each sorted set in a bag and label the bag according to the type of coin and its value, and (3) order the bags according to the value of the coin the bag represents. (1.1C; 1.11A; 1.12A) Provide a set of coins to each student that includes a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as the following: Kayley is standing in line for ice cream. The vanilla cup she is buying costs 10¢. If Kayley does not have a dime, what other coins could she use that have the same value as a dime? (1.1C; 1.11A; 1.12A) Unit 4 (1 st Nine Weeks) Determine the collection of like coins whose value is represented on a pre-selected number line (e.g., a number line that begins with 25 and ends with 100, with points built every 25th interval). Use coin manipulatives or pictures to represent the coin values named on the number line and orally explain the pattern and how it relates to the like coin representation. (2.3D; 2.8; 2.13A, 2.13B) Unit 7 (2 nd Nine Weeks) Count a collection of coins from a real-life situation such as the following: Chia emptied the following coins from her purse. Record the value of Chia’s collection using two different representations. Describe how the symbol of each representation is used to name the value of Chia’s coin collection. Compare the collection below to the above collection. Explain in words if the collections represent the same value. 2.3D, 2.3E; 2.12A, 2.12D; 2.13B) Unit 16 (4 th Nine Weeks) Use your knowledge of coins to solve a real-life situation such as: James Lee had saved 58¢. Today he found some coins in the cushion of the couch. He now has $.94. Using coin manipulatives, create two different sets of coins that could represent the amount of money James Lee found in the couch cushion. Record the model of coins for both representations and a number sentence for each model. In writing, explain the solution process to represent your thinking, and justify if your answer is reasonable. (2.3D; 2.12A, 2.12C, 2.12D; 2.14) Unit 7 (2 nd Nine Weeks) Estimate and calculate the solutions to whole number addition and/or subtraction real-life problem situations such as: A bakery sells specialty bagels on two days of the week as shown in the table below. How many more jalapeno cheese bagels did the bakery sell than pecan bagels? Jordan, Ben, and Linda all made bracelets to sell at the school fair. All of Jordan’s bracelets sold for $4.15. All of Ben’s bracelets sold for 10¢ more than Jordan’s and Linda sold all her bracelets for 5¢ less than Ben’s. Draw a picture using the least number of bills and coins to show the amount of money they received for selling all the bracelets. How many more jeans were sold in March and April than in June and July? What is the perimeter of the garden Mr. Garza designed? Use a graphic organizer for each problem to record (1) the estimation strategy, (2) the actual solution, (3) a sketch of the solution strategy or model, and (4) a written justification of the reasonableness of the solution. ( 3.1C ; 3.3A, 3.3B; 3.5A, 3.5B; 3.11B; 3.13B; 3.14A, 3.14B, 3.14C, 3.14D; 3.15A, 3.15B; 3.16B) CSCOPE Performance Indicators

9. Supporting 3.1 C (2.3 E, 1.1C) determine the value of a collection of coins and bills Processing 3.14 A (2.12A, 1.11 A, K.13A) identify the mathematics in everyday situations DOK: Level (Evidence) Level 2 Determine the amount of money Lynn has. Determine the amount each group of money. Compare to find matching values What part of the SE is being tested? Determining a value of a group (collection) of bills and coins What do the students need to know in order to answer the question correctly? Students have to be able to identify a dollar bill front and back, and a quarter, dime, nickel, and penny front and back and know the value of each. Student have to be able to add the amount of the dollars and coins together. Students have to match two different sets of bills and coins to the same value. Number of steps it takes to solve the problem? 3 steps Academic Vocabulary Write (S) if it is stated and (I) if it is implied bills (S) coins (S) Value (I) How is it being tested? Students are given a set of money (Lynn’s) and asked to determine which from a set of four match Lynn’s. Which group of bills and coins could…..? Taught in CSCOPE 3.1 C 1 st Nine Weeks, Unit 3 3.14 A All nine weeks, all units except unit 2

10. Readiness 3.2 C (2.2B, 1.2A, K.3B) use fraction names and symbols to describe fractional parts of whole objects or sets of objects DOK: Level (Evidence) Level 2 Interpret Graph, Select correlating fraction that represents graph What part of the SE is being tested? Using fractional symbol to describe fractional part of a whole object What do the students need to know in order to answer the question correctly? Students need to be know that the picture is showing one cracker divided into 3 parts or thirds and Bobby has eaten 2 parts or 2/3of the cracker and only 1/3 is left. Students need to know that the question is asking how much of the cracker Bobby ate, not how much is left. Student need to know how to read and write fractional symbols. Number of steps it takes to solve the problem? 2-3 steps Academic Vocabulary Write (S) if it is stated and (I) if it is implied Fractional symbol (s) Fractional part of whole (I) How is it being tested? Students are being provided a concrete model (nonlinguistic representation) of the cracker Bobby ate. Which fraction shows… Taught in CSCOPE 3.2 C 2 nd Nine Weeks, Unit 6 4 th Nine Weeks, Unit 12

11. Readiness 3.4 B (2.4A) solve and record multiplication problems (up to two digits times one digit) Processing 3.14 C (2.12C, 1.11C K.13C) select or develop an appropriate problem- solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.4 B 2 nd Nine Weeks, Units 4,5 4 th Nine Weeks, Unit 10 3.14 C 1 st Nine Weeks, Unit 1,2 2 nd Nine Weeks, Units 4,5 3 rd Nine Weeks, Unit 9 4 th Nine weeks, Unit 10

12. Supporting 3.6 A identify and extend whole-number and geometric patterns to make predictions and solve problems Processing 3.16 (A) make generalizations from patterns or sets of examples and nonexamples DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.6 A 2 nd Nine Weeks, Unit 4,5 3 rd Nine Weeks, Unit 8 4 th Nine Weeks, Unit 10 3.16 A 2 nd Nine Weeks, Unit 5 3 rd Nine Weeks, Unit 8

13. Readiness 3.7B (2.6C, 1.5E, K.6A) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.7 B 2 nd Nine Weeks, Units 4,5 4 th Nine Weeks, Unit 10

14. Readiness 3.8 A (2.7, 1.6, K.9) The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two- and three- dimensional geometric figures by their attributes. The student compares two- dimensional figures, three- dimensional figures, or both by their attributes using formal geometry vocabulary Processing 3.14 D (2.12D, 1.11D, K.13D) use tools such as real objects, manipulatives, and technology to solve problems DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.8 A 3 rd Nine Weeks, Unit 8 3.14 D All Nine Weeks, All Units

15. Readiness 3.10 A (2.8 A) The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths Processing 3.14 C (2.12C, 1.11C K.13C) select or develop an appropriate problem- solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.10 A 1 st Nine Weeks, Units 1,2 2 nd Nine Weeks, Units 4,6 4 th Nine Weeks, Unit 10 3.14 C 1 st Nine Weeks, Units 1,3 2 nd Nine Weeks, Units 4,5 3 rd Nine Weeks, Unit 9 4 th Nine weeks, Unit 10

16. Supporting 3.11 A (2.9A) use linear measurement tools to estimate and measure lengths using standard units Processing 3.14 D (2.12D, 1.11D, K.13D) use tools such as real objects, manipulatives, and technology to solve problems DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.11 A 2 nd Nine Weeks, Unit 6 3 rd Nine Weeks, Unit 7 3.14 D All Nine Weeks, All Units

17. Readiness 3.11 (B) use standard units to find the perimeter of a shape Processing 3.14 B (2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.11 B 1 st Nine Weeks, Unit 3 2 nd Nine Weeks, Unit 5 4 th Nine Weeks, Unit 10 3.14 B 1 st Nine Weeks, Unit 3 2 nd Nine Weeks, Units 4,5 3 rd Nine Weeks, Unit 9 4 th Nine weeks, Unit 10

18. Supporting 3.12 A (2.10A) use a thermometer to measure temperature Processing 3.14 A (2.12A, 1.11 A, K.13A) identify the mathematics in everyday situations DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.12 B 3 rd Nine Weeks, Unit 7 3.14 A All nine weeks, all units except unit 2

19. Readiness 3.13 A (2.11 A, 1.9B, K.12A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data Processing 3.14 B (2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.13 A 3 rd Nine Weeks, Unit 9 3.14 B 1 st Nine Weeks, Unit 3 2 nd Nine Weeks, Units 4,5 3 rd Nine Weeks, Unit 9 4 th Nine weeks, Unit 10

20. Supporting 3.13 B (2.11B, 1.10A, K.12B) interpret information from pictographs and bar graphs Processing 3.14 B (2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question correctly? Number of steps it takes to solve the problem? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Taught in CSCOPE 3.13 B 1 st Nine Weeks, Unit 3 2 nd Nine Weeks, Unit 5 3 rd Nine Weeks, Unit 9 3.14 B 1 st Nine Weeks, Unit 3 2 nd Nine Weeks, Units 4,5 3 rd Nine Weeks, Unit 9 4 th Nine weeks, Unit 10