1. Number & Operations (Models of Multiplication and Division and number properties) Page 11 Computation & Estimation (CE)/Number Operations 3.2 NUMBERS AND OPERATIONS, ALGEBRA, AND DATA ANALYSIS: Most problems on the CBEST for multiplication and division center around story problems, number lines and sets. 3.2.1Represent and apply the concept of multiplication as repeated addition. 3.2.2Represent and apply the concept of division as repeated subtraction and forming equal groups. 3.2.3Apply models of multiplication (e.g., equal-sized groups, arrays, area models, equal "Jumps" on number lines and hundreds charts ) and division (e.g., repeated subtraction, partitioning and sharing ) to solve problems. 3.2.4 Apply increasingly sophisticated strategies based on the number properties ((e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts. 3.2.6 Represent, analyze and extend number patterns using rules that involve multiplication and/or addition ((e.g., 3.2.7 Analyze frequency tables, bar graphs, picture graphs and line plots; and use them to solve problems involving addition, subtraction, multiplication and division. Grade 3 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. OAKS testing format These problems are presented in an OAKS testing format. A passing grade is 80% This booklet will focus on the items in This booklet will focus on ONLY the items in Bold Black [3.2.4] below table. In 2011-2012 these standards will be added to the OAKS assessments. 3.2.5 Apply the inverse relationship between multiplication and division (e.g.,and the relationship between multiples and factors Book #7 This booklet will focus on ONLY the items in Bold Black [3.2.4] Teachers: To assure that the above standards are understood, always remind, ask and show your students: 3.2.4 1.Place value determines 10, 100, 1000, etc… 2.Know multiplication and addition commutative, associative, distributive, identity and zero properties to solve basic facts. Teacher Information... Teacher Information... This booklet does not cover the core standards that will be tested in 2011-2012. 3.2.4Apply increasingly sophisticated strategies based on the number properties ((e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts. The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD. The concept of this booklet was created by Rick & Susan Richmond © Rick & Susan Richmond 2010 Revision: Original 03-2010 No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District.

2. Page 1 Page 10 Do your work here: 10.Mrs. Arn’s class places pencils end to end on the floor and adds them up. How many units long are 8 pencils. A.19 units B.21 units C.24 units D.27 units Sample Practice Test 2002-2003 from ODE Standard 3.2.4 1.Which multiplication sentence shows the correct commutative property of the picture? A.6 x 1 and 1 x 6 B.2 x 6 and 6 x 2 C.6 x 6 and 6 x 6 D.6 x 4 and 4 x 4 Do your work here: Sample Practice Test 2002-2003 from ODE Standard 3.2.4

3. Page 9 Page 2 Do your work here: Rick & Susan Richmond based on ODE Standard 3.2.3 Rick & Susan Richmond based on ODE Standard 3.2.4 2.Which answer shows how many ways you can use these numbers? 3 5 15 A.3 x 5=155 x 3=15 15 ÷ 3=5 15 ÷ 5=3 B.5 x 3=153 x 5=1515 ÷ 1=15 1 ÷ 15=15 C.15 ÷15=11 ÷ 15=15 3 x 15=4515 x 3=45 D.3 x 5 =153 x 15=45 5 x 3=15 3 ÷ 15=5 9.How many cookies are there? 5 x 3 = 15 If 15 are cookies in bundles of 5, how many bundles are there? 15 ÷ 5 = ____ bundles A.5 B.4 C.3 D.2

4. Page 8Page 3 Do your work here: Sample Practice Tests ODE 2000-2001 Standard 3.2.4 Sample Practice Tests ODE 2000-2001 Standard 3.2.4 3.Angie did one chore on Monday. On Tuesday she did 3 chores. On Wednesday she did 5 chores. Increasing chores at this rate, how many chores will she do on Friday? A.6 B.7 C.9 D.10 8.On Monday, 253 people ate at The Burger Barn. On Tuesday, 277 people ate there. On Wednesday, 361 people ate there. About how many people ate at The Burger Barn all together on the three days? A.500 B.700 C.900 D.1,100

5. Page 4 Page 7 Do your work here: Sample Practice Test based on ODE Standard 3.2.4 Rick & Susan Richmond based on ODE Standard 3.2.4 4.Since 13 + 13 = 26, 13 goes to 26 two times. Therefore, 26 ÷ 13 = ____ A.3 B.6 C.2 D.12 7.Jared is reading a book in 6 days. This chart shows his progress. What expression best represents the total number of pages read? A.8 + 10 + 10 + 10 B.5 x 10 + 8 C.6 x 10 D.58 ÷ 10 DAYS123456 Total Pages Read 10 8 58

6. Page 6Page 5 Do your work here: Rick & Susan Richmond based on ODE Standard 3.2.4 5.Multiplication is repeated addition, and it is like jumps on the number line. 5 × 4 = _____. Five jumps of 4 gets you to _____ A.20 B.15 C.10 D.5 6.Six children earned 36 dollars by doing yard work together. They divide the money equally. How much does each one get? A.4 dollars each B.3 dollars each C.13 dollars each D.6 dollars each Rick & Susan Richmond based on ODE Standard 3.2.4