EXT 3-6 Sampler

40 PartB Grade3 Pre-TestandStudentProgress Report–PartB Part B contains themore rigorousobjectives inGrade3. TheStudent ProgressReport is completedafter students complete thePre-Test for Part B. TeacherManual Assessment 21 ©MathTeachers Press Inc. Reproductiononly forone teacher forone class Grade 3Pre-Test –PartB Name ______________________________ Grade 3 Pre-Test – Part B 51. Anumbermachinemakes numbers in a pattern.What numberwill come next? 3, 6, 9, _____ ________ obj. 3 52. What is themissingnumber in the pattern? 2, 4, , 8, 10 ________ obj. 3 53. Whichnumber goes in the box tomake the number sentence true? 3 (2 6) = (3 ) 6 ________ obj. 51 54. Which fraction is shown at pointAon the number line? ________ obj. 30 55. Which fraction is not equivalent to ? ________ obj. 32 A B C D A 0 1 Teacher School Student Grade 3 CCSS 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. ProblemNo. 3.OA.9 3.OA.9 3.OA.7 3.NF.2 3.NF.3 3.MD.1 3.G.1 3.G.1 3.MD.8 3.MD.8 3.MD.7b 3.MD.7d Numeration B-3 Complete patterns of multiples of the numbers 1–6 or 10. Generate a pattern that follows a given rule. Identify pattern features not explicit in the rule. B-51 Apply the commutative, associative, and distributive properies of operations as strategies formultiplication. Rational Numbers B-30 Write the fraction for the shaded parts of awhole figure or on a number line. B-32 Compare and order fractions. Use equivalent fractions for 1/2 and 1 to compare fractions less than 1/2 to fractionsmore than 1/2. Geometry andMeasurement B-41 Tell time to 5minutes and find elapsed time. B-39 Identify congruent figures. Name polygons. B-53 Recognize the area of a rectangle can be found by addition andmultiplication. Use the formulas for the perimeter and area of a rectangle to find amissingmeasurement when given two of the other measurements. Recognize that rectangles having the same area can have different perimeters and vice versa. B-46 Use formulas to find the perimeter and area of a polygon. B-54 Use tiling and the distributive property to find the area of a larger rectangle composed of 2 smaller, adjoining, non-overlapping rectangles having the samewidth. Total Scores (out of 12 possible) 12 12 Pre-Test Post-Test Student Progress Report – CCSS – Part B Mark an X in the Pre- and/or Post-Test boxes to indicatemissed objectives. Problem54 testsobjective 3.NF.2 (CCSS) or B-30 (MTP). The correlations toobjectives in theForeword shows that 3.NF.2 is taught onpages 69 and70. TeacherManual Assessment 19 ©MathTeachers Press Inc. Reproductiononly forone teacher forone class Teacher School Student Grade 3 CCSS 51. 52. 53. 54. 55. 56. 7. 58. 59. 60. 61. 62. ProblemNo. 3.OA.9 3.OA.9 3.OA.7 3.NF.2 3.NF.3 3.MD.1 3.G.1 3.G.1 3.MD.8 3.MD.8 3.MD.7b 3.MD.7d Numeration B-3 Complete patterns of multiples of the numbers 1–6 or 10. Generate a pattern that follows a given rule. Identify pattern features not explicit in the rule. B-51 Apply the commutative, associative, and distributive properies of operations as strategies formultiplication. Rational Numbers B-30 Write the fraction for the shaded parts of awhole figure or on a number line. B-32 Compare and order fractions. Use equivalent fractions for 1/2 and 1 to compare fractions less than 1/2 to fractionsmore than 1/2. Geometry andMeasurement B-41 Tell time to 5minutes and find elapsed time. B-39 Identify congruent figures. Name polygons. B-53 Recognize the area of a rectangle can be found by addition andmultiplication. Use the formulas for the perimeter and area of a rectangle to find amissingmeasurement when given two of the other measurements. Recognize that rectangles having the same area can have different perimeters and vice versa. B-46 Use formulas to find the perimeter and area of a polygon. B-54 Use tiling and the distributive property to find the area of a larger rectangle composed of 2 smaller, adjoining, non-overlapping rectangles having the samewidth. Total Scores (out of 12 possible) 12 12 Pre-Test Post-Test Student Progress Report – CCSS – Part B Mark an X in the Pre- and/or Post-Test boxes to indicatemissed objectives.