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STAAR Grade 3 Mathematics Assessment
Reporting Category 1:
Numbers, Operations, and Quantitative Reasoning
The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
(3.1) 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
 use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
Supporting Standard
 use place value to compare and order whole numbers through 9,999; and Supporting Standard
 determine the value of a collection of coins and bills. Supporting Standard
(3.2) Number, operation, and quantitative reasoning.
The student uses
fraction names and symbols (with denominators of 12 or less) to describe
fractional parts of whole objects or sets of objects. The student is expected
to
 use fraction names and symbols to describe fractional parts of whole
objects or sets of objects.
Readiness Standard
(3.3) Number, operation, and quantitative reasoning.
The student adds and
subtracts to solve meaningful problems involving whole numbers. The
student is expected to
 model addition and subtraction using pictures, words, and numbers;
and
Supporting Standard
 select addition or subtraction and use the operation to solve
problems involving whole numbers through 999.Readiness Standard
(3.4) Number, operation, and quantitative reasoning.
The student
recognizes and solves problems in multiplication and division situations. The
student is expected to
 learn and apply multiplication facts through 12 by 12 using
[concrete] models [and objects];
Supporting Standard
 solve and record multiplication problems (up to two digits times one
digit); and Readiness Standard
 use models to solve division problems and use number sentences to record the solutions. Readiness Standard
(3.5) Number, operation, and quantitative reasoning.
The student estimates to determine reasonable results. The student is expected to
 round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and
Supporting Standard
 use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. Supporting Standard
Reporting Category 2:
Patterns, Relationships, and Algebraic Reasoning
The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.
(3.6)Patterns, relationships, and algebraic thinking.
The student uses patterns to solve problems. The student is expected to
 identify and extend wholenumber and geometric patterns to make predictions and solve problems;
Supporting Standard
 identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and Supporting Standard
 identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2. Supporting Standard
(3.7)Patterns, relationships, and algebraic thinking.
The student uses lists, tables, and charts to express patterns and relationships. The student is expected to
 generate a table of paired numbers based on a reallife situation such as insects and legs; and
Supporting Standard
 identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table. Readiness Standard
Reporting Category 3:
Geometry and Spatial Reasoning
The student will demonstrate an understanding of geometry and spatial
reasoning.
(3.8)Geometry and spatial reasoning.
The student uses formal geometric vocabulary. The student is expected to
 identify, classify, and describe two and threedimensional geometric figures by their attributes. The student compares twodimensional figures, threedimensional figures, or both by their attributes using formal geometry vocabulary.
Readiness Standard
(3.9)Geometry and spatial reasoning.
The student recognizes congruence and symmetry. The student is expected to
 identify congruent twodimensional figures; and
Supporting Standard
 identify lines of symmetry in twodimensional geometric figures. Supporting Standard
(3.10)Geometry and spatial reasoning.
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.
Readiness Standard
Reporting Category 4:
Measurement
The student will demonstrate an understanding of the concepts and uses
of measurement.
(3.11)Measurement.
The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to
 use linear measurement tools to estimate and measure lengths using standard units;
Supporting Standard
 use standard units to find the perimeter of a shape; and
Readiness Standard
 use [concrete and] pictorial models of square units to determine the area of twodimensional surfaces.
Supporting Standard
(3.12)Measurement.
The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to
 use a thermometer to measure temperature; and
Supporting Standard
 tell and write time shown on analog and digital clocks. Supporting Standard
Reporting Category 5:
Probability and Statistics
The student will demonstrate an understanding of probability and
statistics.
of measurement.
(3.13)Probability and statistics.
The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to
 collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
Readiness Standard
 interpret information from pictographs and bar graphs; and
Supporting Standard
 use data to describe events as more likely than, less likely than, or equally likely as.
Supporting Standard
Underlying Processes and Mathematical Tools
These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1–5 and will be identified along with content standards.
(3.14)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
 identify the mathematics in everyday situations;
 solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
 select or develop an appropriate problemsolving 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; and
 use tools such as real objects, manipulatives, and technology to solve problems.
(3.15)Underlying processes and mathematical tools.
The student communicates about Grade 3 mathematics using informal language. The student is expected to
 explain and record observations using objects, words, pictures, numbers, and technology; and
 relate informal language to mathematical language and symbols.
(3.16)The student uses logical reasoning. The student is expected to
The student communicates about Grade 3 mathematics using informal language. The student is expected to
 make generalizations from patterns or sets of examples and nonexamples; and
 justify why an answer is reasonable and explain the solution process.
