Target Practice - Lone Star Learning

STAAR Edition

Mathematics Program Grade 3

Lone Star Learning PO Box 6606 Lubbock, TX 79493 Phone: 806-281-1424 Toll Free: 800-575-1424 FAX: 806-281-1407 Email: [email protected] Web site: LoneStarLearning.com © 2014 Lone Star Learning, Ltd. 021716-EW

LICENSE AGREEMENT 1. LICENSE GRANT. a. Upon payment, Lone Star Learning, Ltd. grants the buyer (hereinafter “administrator”) of TEKSas Target Practice a license to use TEKSas Target Practice and its accompanying administrator account (hereinafter “Program Interface”) on school computers, and computers owned, operated and within the immediate control of the administrator’s faculty and staff according to the number of licenses purchased. 2. PRODUCT LICENSE DISTRIBUTION. a. The administrator represents to Lone Star Learning, Ltd. that the Initial Number of Product Licenses indicated on the Lone Star Learning Digital License Form is the total number of licenses to be assigned to employee’s of the administrator as of the Effective Date of this license. 3. PRODUCT UPDATES OR CHANGES. a. Lone Star Learning, Ltd. reserves the right to make changes or updates to TEKSas Target Practice without prior notification to the administrator or any end-users under the administrator. 4. PROGRAM INTERFACE REPLACEMENT. a. User will restrict access to the Program Interface by anyone who is not authorized to use the Program Interface. Those not authorized include other persons who do not have a license to use the Program or who have licenses for other Lone Star Learning Digital Products. b. In the event Lone Star Learning, Ltd. deems that the Program Interface is not being used as authorized by this license, Lone Star Learning, Ltd. at its sole option may deactivate the Program Interface and provide the administrator with a replacement administrator license key. 5. TERMINATION. a. In the event of a material breach of any provision of this license, which breach is not cured thirty (30) days after written notice thereof by the non-breaching party, the non-breaching party may immediately terminate this license. If Lone Star Learning, Ltd. is the non-breaching party, Lone Star Learning, Ltd. at its sole option, may deactivate the Program Interface. 6. PROTECTION OF THE PROGRAM INTERFACE. a. Proprietary Notices. The administrator agrees to respect and not to remove, obliterate, or cancel from view any copyright, trademark, confidentiality or other proprietary notice, mark, or legend appearing on any of the Program Interface, TEKSas Target Practice program, or any reproducible provided therein. b. No Reverse Engineering. The administrator and company agrees not to modify, reverse engineer, disassemble, or decompile the Program Interface, or any portion thereof. c. Ownership. The administrator further acknowledges that all copies of the Program Interface in any form provided by Lone Star Learning, Ltd. are the sole property of Lone Star Learning, Ltd. The administrator shall not have any right, title, or interest to any such Program Interface thereof except as provided in this license, and shall take no action regarding the Program Interface inconsistent with maintenance of Lone Star Learning, Ltd.’s proprietary right therein. 7. REPRODUCTION AND COPYRIGHTS. a. The administrator acknowledges that the Program Interface is protected under the Copyright Act of 1976 (17 U.S.C. § 101 et seq. as amended) and other international conventions. Except as herein specifically provided, the administrator may not copy or otherwise reproduce any part of the Program Interface without the prior written consent of Lone Star Learning, Ltd. b. Permission to make classroom copies of the Reproducible Student Resources, is granted to the administrator and any end-users

© 2014 Lone Star Learning, Ltd.

STAAR Edition

for which the administrator has given license. The purchase of this material entitles the buyer to reproduce the Reproducible Student Resources as noted above for one classroom only per year per license–not for commercial resale. The administrator is allowed to license use of the Program Interface for one teacher’s classroom per license purchased. Use of the Program Interface outside of the School indicated on the Lone Star Learning Digital License Form is not permitted. No other part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, screen capture, or any information storage or retrieval system, without permission in writing from Lone Star Learning, Ltd. Any modification made to this Product by you or any other tool developed in the course of use or in further use of the Program Interface will become the sole property of Lone Star Learning, Ltd. All modifications or tools developed as a result of the Program Interface shall be subject to the review, inspection and approval by Lone Star Learning, Ltd. You will be responsible for any malfunction, conflict, damage, or delay caused by any modifications or tools used by the administrator or any end-users under the administrator. 8. DISCLAIMER OF WARRANTIES. LONE STAR LEARNING, LTD. DOES NOT REPRESENT OR WARRANT THAT ALL ERRORS IN THE PROGRAM INTERFACE WILL BE CORRECTED. THE WARRANTIES STATED IN THIS SECTION ARE THE SOLE AND THE EXCLUSIVE WARRANTIES OFFERED BY LONE STAR LEARNING, LTD. THERE ARE NO OTHER WARRANTIES RESPECTING THE PROGRAM INTERFACE OR SERVICES PROVIDED HEREUNDER, EITHER EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO ANY WARRANTY OF DESIGN, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE, EVEN IF LONE STAR LEARNING, LTD. HAS BEEN INFORMED OF SUCH PURPOSE. NO AGENT OF LONE STAR LEARNING, LTD. IS AUTHORIZED TO ALTER OR EXCEED THE WARRANTY OBLIGATIONS OF LONE STAR LEARNING, LTD. AS SET FORTH HEREIN. 9. LIMITATION OF LIABILITY. THE ADMINISTRATOR ACKNOWLEDGES AND AGREES THAT THE CONSIDERATION WHICH LONE STAR LEARNING, LTD. IS CHARGING HEREUNDER DOES NOT INCLUDE ANY CONSIDERATION FOR ASSUMPTION BY LONE STAR LEARNING, LTD. OF THE RISK OF THE ADMINISTRATOR’S CONSEQUENTIAL OR INCIDENTAL DAMAGES WHICH MAY ARISE IN CONNECTION WITH THE ADMINISTRATOR’S USE OR DISTRIBUTION OF PROGRAM INTERFACE. ACCORDINGLY, THE ADMINISTRATOR AGREES THAT LONE STAR LEARNING, LTD. SHALL NOT BE RESPONSIBLE TO THE ADMINISTRATOR FOR ANY LOSS-OF-PROFIT, INDIRECT, INCIDENTAL, SPECIAL, OR CONSEQUENTIAL DAMAGES ARISING OUT OF THE LICENSING OR USE OF THE PROGRAM INTERFACE. 10. HEADINGS. Headings and sub-headings are for convenience only and shall not be deemed to be a part of these Terms and Conditions.


STAAR Edition

STAAR Edition Mathematics Program Grade 3 TEKSas Target Practice is a proven method of review for the Texas Essential Knowledge and Skills and is now easier than ever to use. A TEKS correlation chart is included in the kit. The following components are included in TEKSas Target Practice printables: • 2-page Student Think Sheets • optional 4-page Student Think Sheet with work space • directions for use • concept Teaching Tips • Answer Key • Class Progress Chart (for the teacher) and individual Student Progress Chart (for the student) • easy-to-use TEKS Correlation Chart • Grade 3 Mathematics Chart • Properties Poster for student folders The following components are included in the TEKSas Target Practice program: • 36 weeks of material, arranged into spiraling 2-week sets • Interactive Student Sheet • Annotation and explanation tools, including a notepad, drawing tools, color tiles and counters, and Think About Its • A guided tutorial and an on-demand help button • Fraction/Line • Onscreen 0-99 chart TEKSas Target Practice can be viewed on an interactive whiteboard or with a computer and projector and used during opening activities or whenever time allows. It can be used during opening activities or whenever the teacher feels it can be worked into his/her schedule. It is not a comprehensive program and should be used in conjunction with a concept development program. It can be used as a preview of skills to be taught, as practice for skills currently being taught, and a review of skills previously taught. Because TEKSas Target Practice covers all of the grade level TEKS initially, it will be more teacher directed at the beginning of the year. Teacher involvement diminishes as the program moves into a review only. TEKSas Target Practice consists of sets of information in daily color-coded sections. There are 10 colors. Students work the problems of a single color each day. In those ten days they will have addressed all of the math TEKS for their grade level. The whole cycle then begins again. Each student receives a copy of the Student Think Sheet for recording answers associated with each day’s color. For example, on day 1, set 1, students answer all questions associated with information in the GOLD activities. On day 2, set 1, students answer all questions associated with the RED activities. Teachers may want to try the following organizational method. Have students bring a pocket folder with brads. Put the answer sheet in a sheet protector, and have students fill in answers with a grease pencil, erase and reuse each week. Have notebook paper in the folder for student scratch work. Students will move through the entire bulletin board in 10 days. After 10 days, students begin the process again for set 2. If you prefer, you can laminate the Student Think Sheet and have students write the answers on notebook paper. Introduction, Page 1 - Third Grade


STAAR Edition

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Lone Star Learning 3rd Grade TEKS Correlations - Updated for 2014 STAAR Edition The mathematical process standards in the TEKS must be implemented whenever possible Use Red A, Red D, Red F, Yellow D, Green F, Purple F, and Pink A for students to apply mathematics problems in arising everyday life, society, and the workplace. Use Cherry A, Lime C, Purple F, and Pink A for using a problem-solving model that incorporates analyzing, formulating a plan or strategy, finding a solution and evaluating the process and reasonableness of the solution. Use Purple F for students to select tools including real objects, manipulatives, paper pencil and technology as appropriate, and techniques, including mental math, estimation, and number sense. Use Green F for students to communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Use Purple ABCD, Orange F, and Red F to create and use representations to organize, record and communicate mathematical ideas. Use Red E to analyze mathematical relationships to communicate mathematical ideas. Use Red D, Pink A, and Pink D for displaying, explaining and justifying mathematical ideas and arguments using mathematical language in writing and speaking. GOLD RED YELLOW CHERRY GREEN LIME PURPLE PINK BLUE ORANGE A B C D E F A B C D E F A B C D A B C D E F A B C D E F A B C D E A B C D E F A B C D E A B C D E F A B C D E F

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Third Grade

Lone Star Learning

STAAR Edition

Teaching Tips

Students will be given multiple opportunities throughout the program to do operations using multiple strategies and properties as the new TEKS specify. If time constraints limit the need, those portions of the program can be done less often.

GOLD ABCDEF

ABCDEF

4,315

A. PLACE VALUE 3,421 • Teach these rules: 1. Everything belongs in its own special place. (ones in the ones place, groups of tens in the tens place, etc.) 5,072 2. You MUST have 10 of something and only 10 to make a group (of ten, hundred, thousand, etc.) 6,237 Remind students that when they look at a number, they can tell how many ones, tens, hundreds, etc. are in the number by looking at the appropriate place value. A number is just a chart of the number groups that can be made (starting with the largest group possible, continuing to make groups of the next largest place value, and then the left over ones.) If using Lone Star Learning Response Cards* for practice, make each color a different place value. Write a number on the overhead. Point to a digit and students indicate which place by using the response card. • Give students a place value mat, a bag of base ten blocks, a number wheel for them to put together (or one you have pre-made) and an individual chalkboard or scratch paper. • Have students use base ten blocks to build the numbers at first before filling in the numbers on Gold A. Make sure students understand the difference in the number of ones, tens, hundreds, etc. and the value that those numbers in the place value columns represent. Ex 124 = 1 hundred, 2 tens and 4 ones. The 1 in the hundred column’s value is 100, the value of the 2 in the tens column is 20, and the value of the 4 in the ones column is 4. The expanded notation is the way to find the value of each column. Example: 124: (1´100) + (2´100) + (4´1) • Students move to the pictorial level by drawing these symbols for the base ten blocks in the number: = ten thousands, = thousands, = hundreds, = tens, = ones on the tools you provided (chalkboards, paper, etc.) • Questions to ask: What is the relationship of the place value columns? What does each digit in a number mean? How does it help to use the place value chart? What situation would it be helpful to know the value of each digit? Students record the number and value of the tens, hundreds, and thousands place on the Student Sheet. B. PLACE VALUE Using different forms of a number • Give students a place value mat, a bag of base ten blocks, a number wheel for them to put together (or one you have pre-made) and an individual chalkboard or scratch paper for them to draw the pictorial form when needed. • Using the overhead, show the standard form of 425 and label as standard form. • Have students build this on their own place value mats using base ten blocks. • Using the base ten blocks for 425, show students that this number is formed by multiplying the value of the column ´ the number of blocks in the column. Example: (4´100)+(2´10)+(5´1). This is called expanded notation. Students may use the provided tools to record as you explain. • Next, ask students if they can think of another way to show 425. Allow for discussion. (They may or may not include 4 dollar bills, 2 dimes, and 5 pennies, or the expanded form 400+20+5, the table form H | T | O or the pictorial form.) Students record the number’s expanded notation on the Student Sheet. C. PLACE VALUE • It is appropriate for students to use the base ten blocks that are used in Gold A and B. You may want them to sketch the blocks in rows to show the vertical addition on the tools provided (chalkboards or scratch paper). • To find the expanded form, the products of the expanded notation are found and added together. Ex: 425=(4´100)+(2´10)+(5´1)= 400+20+5 • This activity helps students understand that by combining the values of the places, they will have the whole number. It is important to line up the place value any time they are adding numbers. • Questions to ask: Which way is it easiest for you to understand the meaning of a number? What observations can you make about the expanded form of a number? Students write the values of each place vertically, add, and compare their answer to the Gold ABCDEF number. D. PLACE VALUE • Once again, your students will have the base ten blocks and tools for writing out to assist them with this drawing. • Connect this drawing to the other forms the students used in Gold ABC. Students draw the value of each place in the number by using the suggested sketches or others that you decide as a class. E. ODD / EVEN • Students need to understand that no matter how large the number, they can look at the ones place to determine if it is even or odd. If the number in the ones place is evenly divisible by 2, it is an even number. If not, it is an odd number.

Introduction, Page 2 - Third Grade

Set 1, Gold-ABCDEF, THIRD GRADE









STAAR Edition

GOLD ABCDEF cont’d

ABCDEF

4,315 • Questions to ask: Why do you think you only have to look at3,421 the ones column to know if a number is even or odd? Is there a tool that would help you solve this? 5,072 Students copy the number and circle the digit in the ones place. They answer the 2 questions. F. SUBTRACTION & ESTIMATION 6,237 Set 1, Gold-ABCDEF, THIRD GRADE






• Remind students to always line up the place value before starting to subtract. It may help to have students box the numerals in the subtrahend (or the number being subtracted). Then remind them that the boxed digits are being “taken away”, and they must decide if there is enough in the top numeral’s place to take it off without regrouping. This may keep students from subtracting the top numeral from the bottom numeral when the top numeral is smaller. • Students round or use compatible numbers to estimate. In this activity, they will be rounding. They will use compatible numbers to estimate in Lime E and Purple F. • Questions to ask: Are there specific math terms that would help you explain this activity? What ways are available for estimating an answer? Can you explain to the class the process you used? • Would using a calculator be useful here? Students round the underlined numbers and fill in the 1st blank of the first column on the Student Sheet. They subtract 200. Students then copy the exact underlined number on the first blank of the 2nd column and subtract 199. The difference is written under the bold line. Set 4, Gold-ABCDEF, THIRD GRADE


RED ABCDEF Students circle the place on the place value chart to answer the question. A2

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started at 1:00 p.m.; made cake batter: 10 min; cake baked: 30 min

Weight of an apple: liter or ounce Tool: graduated cylinder or scale

A1 15 2: 0 . . 0 2: 5 . . 4 1: 0 . . 3 1: 5 . . 1 1: 0 . . . 0 . 1: 45 . : . 12 30 : 12 Set 1,Gold-ABC, Kindergarten


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F Brad ordered 2 dozen buns. Only 19 were eaten. How many left?

Set 1, Red-E, THIRD GRADE


Fig.1

E Which place is 10 times the value of the ones place?

Fig.2

1 shaded: 1 2 shaded: 2


Which place is 10 times the value of the tens place?

Set 1, Red-F, THIRD GRADE


A. TIME • Students add or subtract groups of minutes by using a time line. Arrows can be drawn to show jumps, just as they would show addition or subtraction on a number line. • Students may choose to draw a clock face to draw their jumps or to count the minutes on the clock-face to check. • Question: What are different ways to find the answer to the question? Explain your reason for using your method. Students copy the time line from Red-A1 on their student sheet. Then, they read the scenario on Red A2 and use jumps on the time line to find the total number of minutes and ending time. B. MEASUREMENT • Students must determine when it’s appropriate to use measurements of liquid volume (capacity) or weight, and determine weight or volume using the appropriate tool. Be sure students understand the difference in ounces for liquid measure and ounces for weight. • Students must be given opportunities to actually measure. Students read and choose the unit of measure and the tool used and record both on the student sheet. C. EQUIVALENT FRACTIONS • Students must represent equivalent fractions using a variety of objects and pictorial models, including number lines. • Students will better understand equivalent fractions when they have used number-lines, strip diagrams, and concrete fraction manipulatives to represent the equivalent fractions. Have students use all types. It is important that students use these tools to make them aware that the wholes are the same size when comparing two fractions. This activity focuses on the pictorial representation of models. Red D focuses on number lines. Students copy Fig.1 and Fig. 2 as shown, keeping the size of both wholes the same. They fill in the blank for Fig. 1 according to the fractional amount shaded. Then, they shade Fig. 2 to match Fig. 1. They fill in the blank for Fig. 2 according to the fractional amount they shaded to represent an equivalent fraction. D. FRACTIONS • Students look at Fig.1 and Fig. 2. Remind them that 2 fractions are equivalent only if they are both represented by the same portion of the same size whole. • Students will be using number-lines on this activity to look for equivalency. They will have used the pictorial model on Red C. Representing fractions with manipulatives initially will help with understanding. • Questions to ask: Can you explain how you know if fractions are equivalent? Justify your answer using pictures or diagrams and appropriate math terms in your math journal. Students circle yes or no to answer the question about Fig. 1 and Fig. 2. E. PLACE VALUE • Students must be able to describe the relationships found in the base-10 place value system through the hundred thousands place. • Question: Why is it important to know the relationship of the place value columns? Explain. Students circle the place on the place value chart to answer the question. Fig.1




Fig.2






STAAR Edition

RED ABCDEF cont’d 15 2: 0 . . 0 2: 5 . . 4 1: 0 . . 3 1: 5 . . 1 1: 0 . . . 0 . 1: 45 . : . 12 30 : 12 © 2014 Lone Star Learning, Ltd.

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started at 1:00 p.m.; made cake batter: 10 min; cake baked: 30 min

Weight of an apple: liter or ounce Tool: graduated cylinder or scale

A1 Set 1,Gold-ABC, Kindergarten



Set 1, Red-B, THIRD GRADE

D 0 Fig.1

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F Brad ordered 2 dozen buns. Only 19 were eaten. How many left?



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E Which place is 10 times the value of the ones place?

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1 shaded: 1 2 shaded: 2


Which place is 10 times the value of the tens place?

Set 1, Red-F, THIRD GRADE


F. ADDITION / SUBTRACTION • Students must be able to represent one and two-step problems involving addition and subtraction of whole numbers, pictorial models, number lines, and equations. This activity has a key on the student sheet to show the meaning of the symbol used in the question. This indicates how the student is to show their work. When using a number line, all numbers need not be filled in. Fig.1


24 - 5

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When drawing a picture, think parts and wholes. This is key to understanding the relationship between addition and subtraction. The commutative and associative properties can also help students with working through the strategies. Example: Lydia planted 289 tulip bulbs and 197 daffodil bulbs. Only 348 bulbs flowered. How many failed to flower?

part part = whole amount, 486 bulbs 289 197 part - 348 flowered tulips daffodils part 138 didn’t flower 348 ? flowered 138

While an equation is actually needed to solve both of these, the number line and the picture helps students see whether adding or subtracting is needed in each step. (Moving backwards on the number line indicates subtraction. When drawing, finding the whole means addition, and when a missing part needs to be found, subtraction is involved.) • Have students use the problem-solving plan R. A. C. E. R = Read and understand the problem A = Analyze the problem C = Choose a strategy and solve. E = Evaluate the reasonableness of your answer and your strategy. Justify your solution. • Questions to ask: How would you describe the problem in your own words? Why does the method you used today work? Can you explain and justify your work using appropriate math terms? How did you decide what operation to use? Students show their work using a number line, a drawing or equation to find the answer to the story problem.

YELLOW ABCD B

A

Set 1, Yellow-A, THIRD GRADE


395–110



2×32= 3×22= 2×2 Set 1, Yellow-B, THIRD GRADE


4×12= 5×18= A. PARTIAL PRODUCT / MULTIPLICATION 3+5 Set 3, Yellow-A, THIRD GRADE




D

C

542–312 20–10 10 to 100 by 2×21= 3×13=

tens 5+5 4×4 10 to tens 8+8

Set 2, Yellow-B, THIRD GRADE

Set 1,Gold-ABC, Kindergarten


Set 1, Yellow-C, THIRD GRADE © 2014 Lone Star Learning, Ltd.


Set 2, Gold-ABC, Kindergarten

68

100 by © 2014 Lone Star Learning, Ltd.

12 fish in all 6 bowls How many in each bowl? 6 fish in all 6 bowls many in 2-digitHow number by a each bowl? Set 1, Yellow-D, THIRD GRADE


25

• Students must be able to use different strategies and algorithms to multiply a 1-digit number. While students can always use mental math, this activity will focus on using partial products. This method breaks down numbers into simpler, more easily multiplied ones. When multiplying 39´4, it is the same as multiplying 30´4 and 9´4. The product of these 2 equations are added to find the total. • Pink D will use the distributive property for multiplication and Pink E will have students identify and use all the properties. • Questions to ask: What do the numbers in this method represent? What are some other ways you might find the solution? Solve the problem by filling in the blanks to show the partial product method. Set 5, Yellow-A, THIRD GRADE


Set 3, Yellow-B, THIRD GRADE 2014 Lone Star Learning, Ltd. Set 6, Yellow-A, THIRD GRADE © 2014 Lone Star Learning,©Ltd.

Set 2, Yellow-C, THIRD GRADE




Set 2, Yellow-D, THIRD GRADE

Example:

30+9 4´3^9

step 1


30 ´ 4 120

step 2

9 ´ 4 36

step 3

120 + 36 156


total


STAAR Edition

YELLOW ABCD cont’d B D C A 12 fish in all 542–312 20–10 10 to 100 by 2×21= 3×13= bowls tens 68 6How 395–110 5+5 many in 2×32= 3×22= each bowl? 2×2 4×4 10 to 100 by in all 4×12= 5×18= tens 25 66 fish B. COMPARING NUMBERS bowls 3+5 8+8 How many in • Students must compare and order whole numbers up to 100,000 and represent comparisons with >, . C. ROUNDING ON A NUMBER LINE • Students must represent a number on a number line between 2 consecutive multiples of 10, 100, 1000, or 10,000 and use words to describe the relative size of numbers in order to round whole numbers. • Questions to ask: Explain which number on the number line the boxed number is closest to. How did you decide? What other rounding strategies could be used? Fill in the number line. Place an X for the boxed number in the correct spot on the number line. Write the number from the number line that the boxed number is closest to. D. DIVISION • Students may use manipulatives as a strategy for solving problems. Having counters available for students’ use is valuable. You may also give sudents a calculator to check these answers. • Students use a problem-solving plan to solve. The strategy they use to solve here is “Draw a Picture”. • Questions to ask: What is another way to model this problem? How do you know what operation to use? When would a calculator be helpful for division? Students read the word problem, draw a picture to solve, and write the corresponding equation. Set 1, Yellow-A, THIRD GRADE











Set 1, Yellow-C, THIRD GRADE © 2014 Lone Star Learning, Ltd.




Set 2, Yellow-C, THIRD GRADE










Set 3, Yellow-B, THIRD GRADE 2014 Lone Star Learning, Ltd. Set 6, Yellow-A, THIRD GRADE © 2014 Lone Star Learning,©Ltd.



CHERRY ABCDEF A


2×3 2×6 2×5 3×2 4×2 2×8= 1 square inch

Set 1, Cherry-BC, THIRD GRADE








Set 1, Cherry-DE, THIRD GRADE




perimeter 3 inches

4 inches

Set 1, Cherry-A, THIRD GRADE

DE

BC

3 pieces of pizza per person; 9 people in all; 8 slices per pizza How many pizzas?

F Set 1, Cherry-F, THIRD GRADE

Set 3, Cherry-F, THIRD GRADE




1 2 1 3 1 8







1 4 1 6 2 4




A. PROBLEM SOLVING • Students must solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects, pictorial models, arrays, area models, and equal groups; properties of operation; or recall of facts. • Students use one of the methods that works best for them, or the teacher may specify a strategy to be used. • Students should use a problem-solving plan where they analyze the information, make a plan, determine the solution, justify their solution, and evaluate the problem-solving process for reasonableness. (R.A.C.E.) Students choose one of the above strategies and solve. B. MULTIPLICATION • Students must describe a multiplication expression as a comparison such as, 3´24 represents 3 times as much as 24. After copying and solving the equation, students fill in the next set of blanks to make a true statement about the representation. C. MULTIPLICATION • Multiplication can be represented in multiple ways. This activity focuses students thinking toward equal size groups. Purple ABCDE uses other approaches. Calculators may be used to check their answers. • Questions to ask: What are other approaches you could use to think of this equation? Are there tools that could help you to solve this? When would a calculator be useful for multiplication? Students fill in the blanks to show another way to express the meaning of the expression. D. AREA • Students 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. • Questions to ask: Why does using the formula for finding area help you always solve? Would knowing this formula help you to use a calculator to find area? Why is this a multiplication equation? Students write a multiplication equation to solve for the area of the shaded region. E. PERIMETER • Students determine the perimeter of a polygon or a missing length when given perimeter and remaining side length. • Questions to ask: How does understanding part / part / whole help solve for the length of a missing side? Students determine the perimeter of a polygon or the length of a side labeled X.



STAAR Edition

CHERRY ABCDEF cont’d A


2×3 2×6 2×5 3×2 4×2 2×8= 1 square inch








perimeter 3 inches


Set 1, Cherry-DE, THIRD GRADE



4 inches

Set 1, Cherry-A, THIRD GRADE

DE

BC

3 pieces of pizza per person; 9 people in all; 8 slices per pizza How many pizzas?


F Set 1, Cherry-F, THIRD GRADE





1 2 1 3 1 8







1 4 1 6 2 4




F. FRACTION • Students need to be able to represent fractions greater than zero and less than, or equal to one using concrete objects and pictorial models. • Before working with number lines and strip diagrams as pictorial models. Have students use any of the fraction manipulatives available to them. • Questions to ask: Can you explain how the number line representation of a fraction is like the strip diagram representation? What mathematical rule applies to all fractions? Explain. Students copy the fraction into the box, then represent the fraction on the number line and on a strip diagram. GREEN ABCDEF

A

B

CD R

0 Set 1, Green-A, THIRD GRADE


1 3

Set 1, Green-B, THIRD GRADE

1 © 2014 Lone Star Learning, Ltd.

R

0

2 4

3 4

E

# of kids # of ears

1

2 4 5 7

4 8 10 ____

F Discuss: Jacob is deciding what he wants to be when he grows up. What things should he consider?

A. MULTIPLICATION • Color tiles used to build arrays are invaluable in building understanding. Have multiple kinds of manipulatives available for them to build groupings as another way to show multiplication will strengthen their understanding. • Students need to be able to determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays. This activity always shows arrays. The shaded rows are done so to aid in counting the number of rows from a distance. • Questions to ask: What is the relationship of arrays for multiplying and finding the area of rectangles? What tools could be used to help you visualize multiplication? What tools could be used to give you a shortcut? (calculators) Students record the array as multiplication equation on their Student Sheet. B. FRACTION ON NUMBER LINE • Students determine the corresponding fraction given as a specified point on a number line. • Questions to ask: What is a strategy you might use to solve this? How are the hash-marks related to the numerator and the denominator of the fraction represented by “R”? Students look at the point on the number line labeled “R”, and write the fraction name for that point. C. TABLES • According to TEKS 3.5(E), students must represent real-world relationships using number pairs in a table and verbal descriptions. • Have students talk about the table and describe its contents and relationships. • Questions to ask: What pattern do you see? How can that pattern be expressed mathematically? Prove it. Will it work to find either column? Can you use the same mathematical expression to predict further than the chart shows? Students look at the table and write the rule. D. TABLES • This activity is done in conjunction with Green C. Students fill in the blank with the missing number using the rule from Green C. E. GEOMETRY • Students must look at the 2-D and 3-D shapes and compare attributes to mentally sort them according to their attributes. Then they decide which shape doesn’t belong. • Questions to ask: What generalizations can you make about the shapes and their properties? Can you think of other classifications that would include all the shapes? Students look at the drawings and find the one that does not belong based on their attributes. F. FINANCIAL LITERACY • In the Personal Financial Literacy section of the TEKS, students must describe relationships and explain connections. In this activity, situations are described to use in class discussion. Points of possible discussion: • connection between human capital / labor and income • relationship between the availability or scarcity of resources and how that impacts cost • when should credit be used and the borrower’s responsibility including paying interest • reasons to save; benefits of saving • identify the costs and benefits of unplanned spending decisions This is a class discussion and the students write nothing on the student sheet, but you may have them communicate their ideas through symbols, diagrams, graphs, as well as the class discussion. Students must display, explain, and justify their ideas and arguments using precise mathematical language. Set 2, Green-A, THIRD GRADE



Set 2, Green-B, THIRD GRADE


Set 1, Green-CD, THIRD GRADE


Set 1, Green-E, THIRD GRADE



Set 1, Green-F, THIRD GRADE


STAAR Edition

LIME ABCDE AB Draw 2

Shade

1 2

in 2 ways.

Set 1, Lime-AB, THIRD GRADE


Draw 2

Shade

1 2

in 2 ways.

Set 2, Lime-AB, THIRD GRADE

CD

E

2 feet of ribbon for each bow; 3 bows made; How many feet of ribbon is used?

3 18 5 5 7 10 6 9 2 10 0 4

Set 1, Lime-CD, THIRD GRADE





Set 1, Lime-E, THIRD GRADE


100 70 40 100 80 0 50 10 30 60 50 90 20



Set 2, Lime-E, THIRD GRADE


A. FRACTIONS

• Students need to understand the relationship of the numerator to the denominator, and be able to explain and show the unit fraction is formed by one whole that has been divided into the number of parts indicated by the denominator. • Questions to ask: Can you explain the meaning of any fraction using mathematical terms? How can you prove your meaning? What is a unit fraction? Students record the fraction, then fill in the blanks to explain the relationship of the numerator to the denominator for a unit fraction. B. FRACTIONS • This is an extension of Lime A. • Students need to understand that when 2 shapes are congruent, the same fractional parts can look the same in both shapes, but not always. Example: The same fractional part can look differently in the 2 shapes. Example: • Question: How do you know the different representations of a fraction are both correct if they look differently? Students draw the shape twice making sure that the 2 wholes are congruent. Then they divide the shape into the correct fractional parts, and shade the fraction shown in a different way on each shape. C. MULTIPLICATION & DIVISION • Students use Lime CD to solve one and two-step multiplication and division problems using strip diagrams, arrays, and equations. They use the problem-solving plan R.A.C.E. from Red-F. They may select real objects, manipulatives, or paper and pencil to aid the process. Students solve multiplication and division using arrays or strip diagrams in the box. Example: Strip Diagram: 3´3

3

´ Example: Array:

9´23

9

3

3

= 9

10

(23) + 10 +

3

9´10

9´10

9´3

90

+ 90

+ 27 =

9¸3

´ 90 207 +90 27 207

or

(23) 20 + 3

9 180 + 27

180 + 27 207

This involves breaking apart the large array into smaller arrays, solving for the small arrays, then adding those. Students draw strip diagrams or arrays from the information given on Lime CD. They may use calculators to check their answers. MULTIPLICATION & DIVISION D. • This activity is done in conjunction with Lime C. Write the equation used to solve in the blank. E. COMPATIBLE NUMBERS • Compatible numbers in addition are numbers easily added to make 10, 50, 100, 500, 1000. • Compatible numbers for both addition and subtraction can be used to estimate in Purple F. • Questions to ask: What are some other problems that are similar? Are there other numbers that are compatible? What observations can you make about compatible numbers? How are compatible numbers a different way to estimate than rounding? What other ways can you use to estimate an answer? Students look at the sum in the Introduction, Page 7 - Third Grade

and write the pairs of numbers that are addends for that number. © 2014 Lone Star Learning, Ltd.

STAAR Edition

PURPLE ABCDEF

F

ABCDE

Set 4, Purple-ABCDE, THIRD GRADE


4×5=__

some birds in the 3×2=__ tree; 5 squirrels in the tree; 4 more birds come; now 9 3×4=__ birds in the tree; What is the starting 6×3=__ number of birds?

2×2=__





Set 2, Purple-ABCDEDE, THIRD GRADE © 2014 Lone Star Learning, Ltd.


2×6=__ Set 3, Purple-ABCDE, THIRD GRADE



Set 1, Purple-F, THIRD GRADE


Purple A-E: In order to understand multiplication, students need to be using a variety of approaches. • Questions to ask: How are the strategies used in Purple A-E alike or different? How would using manipulatives explain multiplication? Which of these strategies helps you see how multiplication is a short way to add? Explain these strategies using mathematical language. A. MULTIPLICATION • Questions to ask: Explain how the arrays show multiplication. If the array was rotated would the multipllication fact change? Explain. Students show the equation as a simple array. The factors are small enough that there is no need to break them up into tens and ones for smaller arrays. Example:

6 7 B. MULTIPLICATION Students show the equation as repeated addition. Example: 6´7; 7+7+7+7+7+7=42 C. MULTIPLICATION Students show the equation as skip-counting. Example: 6´7; 7, 14, 21, 28, 35, 42 D. NUMBER LINE MULTIPLICATION

• Question: What relationship do you see in the factors of the fact?

Students fill in the number line with the numbers they used for skip counting and show the jumps to reach the product. Example: 6´7 [7dA!4dA@1dA@8dA#5dAS$2Dde] E. MULTIPLICATION AS EQUAL SETS

• Question: What happens to the answer if the factors are reversed? Explain and justify. (Students may use calculators to practice reversing factors to see that answers remain the same.) Students draw circled groups of X’s to show the equation. Example: 6´7

xxx xxx x

xxx xxx x

xxx xxx x

xxx xxx x

xxx xxx x

xxx xxx x

F. PROBLEM SOLVING • This activity involves solving addition and subtraction problems specifically focusing the relationship of part / part / whole. • Students should use a problem-solving model that includes justifying the solution and evaluating the reasonableness of the solution. • Students may also need to use manipulatives to solve and calculators to check their work. They may choose techniques including mental math, estimation, and number sense, and the properties of addition and subtraction. Be sure that a problem-solving plan poster, a problemsolving strategies poster, and the properties of addition and subtraction poster (provided) are posted in the room or in their math folder for quick reference.



STAAR Edition

Students PINK ABCDEestimate using rounding or compatible numbers, and then solve the word problem. A

Set 1, Red-A, Kindergarten

José used 4 of the 8 eggs in the refrigerator. What fraction of the eggs did he use? Set 1, Pink-A, THIRD GRADE


BC

D

3×4=

4× =8

Set 1, Pink-BC, THIRD GRADE



step 1:


5×8

8÷2=

12÷ =4




25÷ =5 Set 5, Pink-BC, THIRD GRADE


5×(5+3)

step 2:


×5=40 step 3:


(5×5)+(5×3) © 2014 Lone Star Learning, Ltd.

E Learning, Ltd. © 2014 Lone Star

2+3=3+2 2×3=3×2

Set 1, Pink-E, THIRD GRADE


Set 2, Pink-E, THIRD GRADE


25+__

step 4:

more than 0 Set 1, Pink-D, THIRD GRADE


A. FRACTIONS • Students must be able to solve word problems with fractions using pictorial representations. • Have students use a problem-solving plan that includes justifying their solution and evaluating the process and reasonableness of the solution. Have students use their math journals to justify their solution using math terms. Allow time to share and discuss them. • Students can select tools here to solve such as manipulatives. Students draw the picture of the fraction illustration and use it to solve the word problem. Then write the answer in fraction form on the 4 1 line. EX:

8

or

2

B. MULTIPLICATION / DIVISION • Students must be able to determine an unknown number in a multiplication or division equation where the unknown is either a missing Set 2, Kindergarten © 2014 Star Learning, Ltd. factor orRed-A, product. It will help students if they see that the division is just the inverse ofLone multiplication. The 3 numbers in the multiplication equation are “the number of groups / sets”, the number in each group, and “the whole amount” or product. • Multiply when you know “the number of groups” and “the number in each group” and you are trying to find the whole amount. • Divide if the whole amount is known and either the number of groups / sets is known or the number in each group is known and you are trying to find the other of those. • Questions to ask: What relationship between multiplication and division can you see? How will that relationship help you solve these problems? Explain. What tools would help you solve? Justify your answer using drawings or mathematical language by wirting a short explanation using correct math terms in your journal for you to share with class. Students copy the equation and fill in the . C. STRATEGIES • This is done in conjunction with Pink B. • Students need to know properties of operations to solve multiplication and division equations. Understanding fact families will help with the inverse property. • Questions to ask: What properties can be used to solve this? Is there another? Students write the other facts in the family of this equation. D. DISTRIBUTIVE PROPERTIES (Use in combination with Pink E to cover all properties.) • The distributive property is a big help for students in mental math. It breaks down one of the factors into more manageable numbers. Example:

step 1 3 ´ 24 step 2 3 ´ (20 + 4) step 3 ( 3 ´ 20) + ( 3 ´ 4) step 4

60

answer

+

12

72

• Make sure that this is not just a procedure to follow. Have students explain why and how this works and they should justify their thinking. A mnemonic poster has been provided for the distributive property. Remind students that one of the factors has been “distributed” into 2 easier numbers to work with. Other strategies are used in Pink E and Yellow A. Students fill in the blanks to show distributive property. E. PROPERTIES • Use the posters provided as mnemonic devices for the properties. • Make sure students can explain the property used in a way that makes sense to them. Allow time for them to respond in their math journals then share with the class. Students look at the property shown, circle the name of the property used, and fill in the blank after using the property to solve. Introduction, Page 9 - Third Grade


STAAR Edition

BLUE ABCDEF AB2

AB1 ZOO ANIMALS

Zebras Giraffes Lions Tigers Set 1, Blue-AB, Figure-1, THIRD GRADE

Z

4 G L 3 T 5 01 2 3 45 6 7 6 Set 1, Blue-AB, Figure-2, THIRD GRADE

C

AB3 How many more carnivores than herbivores?

ZOO ANIMALS


Set 1, Blue-AB, Figure-3, THIRD GRADE

0

Set 2, Blue-C, THIRD GRADE

x

0



0


x




x


E

D

x

0


F

1 Set 1, Blue-D, THIRD GRADE


Set 2, Blue-D, THIRD GRADE


Set 1, Blue-F, THIRD GRADE



















1 1 Set 1, Blue-E, THIRD GRADE

1




A. GRAPHS • Graphs need to be built from data that the students collect and organize. Give students opportunities to create their own and display them around the room. Students can then take turns explaining their processes, answering questions about their graph, and justifying conclusions that are made about their graph. • Students will use frequency tables, dot plots, pictographs, and bar graphs in this activity. They will have to summarize the data in the 2 kinds of graphs on Blue AB1 and Blue AB2 & compare the information to see if the graphs show matching data. Students write “yes” or “no” in the blank to indicate whether Blue AB1 & Blue AB2 show matching data. B. GRAPHS Students will use Blue AB1 to solve the problem stated on Blue AB3 C. FRACTIONS • Explain to students that fractions represent a distance from zero on the number line. Students look at the fractional parts on the number line. They write the fraction for the distance from 0 to x indicated on the number line. D. 2-D SHAPES • Students use attributes that they record to help them identify 2-D shapes. Orange D will take them further by having them draw quadrilaterals that dont’t belong in designated subcategories. • Questions to ask: What do you see are always properties of quadrilaterals? How can you organize and represent these shapes within the category of quadrilateral? Do you see any other relationships? Explain. Students write the number of sides and vertices. They use their knowledge of these attributes to name and write the shape. E. MONEY • Students first count the money as the number of total cents. Then they record as a decimal. Students write the value of the money shown using cents, then a decimal. F. FRACTIONS • Students must be able to explain that a unit fraction is formed by one part of a whole. This is a step-by-step activity showing that explanation. It will involve fractional parts of a whole and of a set. Students look at the whole and write the fraction for the whole. Example:

is

4 4

Then, they write the fraction for 1 part ( 1 ) and write the meaning.

4

Example: It means 1 of the equal parts.

ORANGE ABCDEF

4

A = ≠ Set 1, Orange-A, THIRD GRADE

B + +


=

D

C

8÷2=__ 12÷3=__ Set 1, Orange-B, THIRD GRADE


Set 2, Orange-B, THIRD GRADE

Set 1, Orange-C, © 2014 Lone THIRD StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.

Set 2, Orange-C, THIRD GRADE



Set 4, Orange-B, THIRD GRADE Set 3, Orange-C, THIRD © 2014 Lone StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.

Draw a quadrilateral that is not a square. Draw a quadrilateral that is not a rectangle. © 2014 Lone Star Learning, Ltd.

Set 1, Orange-D, THIRD GRADE


21÷3=__ 28÷4=__



E

1 or 2 4 4 2 or 2 3 8 1 or 1 2 6

1 or 1 8 4 4 or 4 6 4 5 or 5 6 8

Set 1, Orange-E, THIRD GRADE








F

+ ≠ A. FRACTIONS • Students must be able to compose and+ decompose a fraction and understand the sum of the parts. Before working with this pictorial representation of whether or not the fraction can be decomposed into the remaining 2 fractions, have students work with fraction bars to compose and decompose fractions into sums of their parts. • This activity uses both fraction of a whole and fraction of a set. • Question: What relationship do you see between the fraction and the parts that make the fraction? Explain. Students record the fractions for the pictures and circle the = or ≠ sign. Example: 2 = 1 1 B. DIVISION STRATEGIES 4 ¹ 4 + 4 • Once students understand that division is the opposite of multiplication, they can solve a division fact by using the multiplication fact. A key is knowing that the first number is the whole amount in division. • Example:12¸3=_____ Think: “what is multiplied by 3 to get 12?” Or “How many groups of 3 are needed to get 12 in all?” • Questions to ask: What connection do you see between multiplication and division? Does it always apply? Can you represent the connection using a picture and explanation? Students write the 2 multiplication facts that will help solve the division fact. Then they solve the division equation in the last blank. Set 5, Orange-B, THIRD GRADE



Set 5, Orange-C, THIRD © 2014 Lone StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.


Set 2, Orange-D, THIRD GRADE © 2014 Lone Star Learning, Ltd.






Set 1, Orange-F, THIRD GRADE

Set 2, Orange-A, THIRD GRADE





STAAR Edition

ORANGE ABCDEF A = ≠ Set 1, Orange-A, THIRD GRADE

B + +


= ≠

+

D

C




Set 1, Orange-C, © 2014 Lone THIRD StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.




Set 4, Orange-B, THIRD GRADE Set 3, Orange-C, THIRD © 2014 Lone StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.



Set 5, Orange-C, THIRD © 2014 Lone StarGRADE Learning, Ltd. © 2014 Lone Star Learning, Ltd.


Set 1, Orange-D, THIRD GRADE



Draw a quadrilateral that is not a square. Draw a quadrilateral that is not a rectangle.




Set 2, Orange-D, THIRD GRADE © 2014 Lone Star Learning, Ltd.


+

E

1 or 2 4 4 2 or 2 3 8 1 or 1 2 6

1 or 1 8 4 4 or 4 6 4 5 or 5 6 8













F

C. 2-D GEOMETRY • Students must classify and sort 2-D shapes based on their attributes. They will look at the picture here, think of the attributes and then circle all classifications that apply. Be sure that students are familiar with all of these formal terms before doing this activity. Students look at the shape and circle all that apply to the shape. D. 2-D GEOMETRY • Activity: You may begin this exercise by having students draw as many quadrilaterals as they can that answer this question. Then have them display their work along with justification for their arguments. This can also be done orally. • Students must be able to draw quadrilaterals that don’t fit in a subcategory of quadrilaterals. • Question: How could this shape be changed so that it fits in the category? Students draw a quadrilateral that fits the description. E. FRACTIONS • Have fraction bars available for students to use before they fill in the Student Sheet. Students compare the 2 fractions by reasoning about their approximate sizes. They fill in the blank with the fraction that is greater. Then, they draw a picture, use symbols or words to justify their reasoning. F. AREA Students look at the 2-3 rectangles formed from shading inside the large shape. They fill in the blanks to calculate the area for the gray space, then they do the same for the white space (and the striped space when necessary). They add all of the areas to find the total area. Set 2, Orange-A, THIRD GRADE


Set 1, Orange-F, THIRD GRADE




STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 1 5, 1, 3, 4 B (4×1,000)+(3×100)+(1×10)+(5×1)

D E F

RED

;

;

4 8

12×2=24 24−19= 5 step 1: 20 step 2: 1 step 3: 40 × 2 + 2 A × 2 40 2 42 C

x [qeqeqeqeqeqeqeqeqeqeq] 10 20 30 40 50 60 70 80 90 100 ; 70 ; 12÷6=2 fish

CHERRY

B 2×3=6; C 2

D 2×2=4 E

will vary; 4 pizzas

square inches

A 2×2=4

3

F

Class Discussion

Introduction, Third Grade

ORANGE

GREEN

B 2 3

E

C 4×3=12, 12÷4=3, 12÷3=4 step 1: 5 ×8 step 2: 5 ×(5+3) D step 3: ( 5 ×5)+( 5 ×3) step 4: 25+15=40 E addition commutative; 5

C 1 2

D 4; E

e]; 1 F [0eqqqqqwqqqqq1 2 1 2;

D 14

1

B 4

perimeter; 14 inches

C ×2

4

; 8 or 2

A yes

2 times as much as 3

sets of 3

Estimate: Ex. 10−4=6 Solve: 5 starting birds

B 3×4=12 PINK

230 < = > 285

[0eqZ2eqX4e]

A xxxx

BLUE

YELLOW

B

product: 4

2

B 2+2=4 C 2,4 E F

F

A Strategy

will vary. Ex: 3

ft of ribbon 3+7, 6+4, 1+9, 8+2, 5+5, 10+0 2

D

E hundred thousands ten thousands thousands hundreds tens ones

D

2

C Strategy

A

15 2:

yes

00 2:

45 1:

C D

30 1:

total: 40 min; end: 1:40 2 4;

will vary. Ex:

E

[ewwewweQwWwQeQwQwQeQwWwewwewwe] ounce; scale

means 1 of the 2 equal parts

D 2×3=6

300 315 − 200 − 199 100 116

15 1:

B

4,31 5 ; no, odd

00 1: 5 :4 12 0 :3 12

A

1 2

B Answers

4,000 300 10 + 5 4,315

LIME

C

A

PURPLE

GOLD

A

4; square

40¢; $0.40

1 1 of the F 4 4 ; 4 ; 4 equal parts 2 = 1 1 A 4 ≠ 4 + 4 B 2×4=8 or 4×2=8; 8÷2=4 C rectangle, square, polygon, rhombus, parallelogram, quadrilateral D Answers

will vary: Ex.

1 4 2 4 F Gray:2×1=2; White:1×2=2; Striped:0×0=0; Whole:2+2+0=4

E 2 4;


STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 2 1, 2, 4, 3 B (3×1,000)+(4×100)+(2×10)+(1×1) LIME

3,000 400 20 + 1 3,421

D F

RED

B ounce; measuring cup 1 2 C ; 2; ; 4 D no E hundred thousands ten thousands thousands hundreds tens ones

}

197

}}

289

}

daffodil failed

YELLOW

348

CHERRY

will vary. Ex:

3

?

; 6÷6=1 fish

[0eqZ2eqZ4eqX6e]

C 2×4=8, 8÷4=2, 8÷2=4 step 1: 6 ×7 step 2: 6 ×(3+4) D step 3: ( 6 ×3)+( 6 ×4) step 4: 18+24=42 E multiplication commutative;

will vary; 4 buses

A no

B 2×6=12;


B 10

C 2

sets of 6

D 3×3=9

F

square inches

length of x; 3 inches

e]; 1 [0eqqwqqwqqwqq1 4

D 20 E

3

F

Class Discussion


ORANGE

A 2×3=6

C ×4

C 1 4

D 3; E

1 4;

B 1 4

product: 6

B 2+2+2=6 C 2,4,6

A Strategy

E

GREEN

C Strategy

E F Estimate: Ex. 500−100 = 400 Solve: 365 starting students 1 A ;4 B 4× 2 =8

x [qeqeqeqeqeqeqeqeqeqeq] 10 20 30 40 50 60 70 80 90 100 ; 30

D

will vary. Ex:

D

289+197=486 486−348= 138

step 1: 10 step 2: 3 step 3: 30 × 3 × 3 + 9 A 30 9 39 B 10 < = > 10 C

B Answers

A

30 5:

15 5:

00 5:

45 4:

30 4:

15 4:

00 4:

45 3:

total: 25 min; end: 4:25

tulips flowered


boys E 30+70, 60+40, 10+90, 80+20, 50+50, 100+0 2

[ewwewweQwQwWeQwWwewwewwewwewwe]

F

1 2

D 16÷2=8

400 421 − 200 − 199 200 222

30 3:

A

3,42 1 ; no, odd

PURPLE

E

PINK

C

A

BLUE

GOLD

A

6

3; triangle

26¢; $0.26

1 1 of the F 4 4 ; 4 ; 4 equal parts 3 = 2 1 A 4 ≠ 4 + 4 B 3×4=12 or 4×3=12; C polygon, triangle D Answers

12÷3=4

will vary: Ex.


E 1 4;


STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 3 2, 7, 0, 5 B (5×1,000)+(7×10)+(2×1)

D

E F

5,07 2 ; yes, even

120 105 + 79 more − 15 105 184

}

}

X

}

step 1: 30 step 2: 2 step 3: 60 × 2 × 2 + 4 60 4 64 B 4 8 x C 10 20 30 40 50 60 70 80 90 100 ; 40

PINK

YELLOW

[qeqeqeqeqeqeqeqeqeqeq]

D

; 9÷1=9 fish A Strategy will vary; 2 packs

E F

square inches


A 3×3=9

E

F

Class Discussion


ORANGE

GREEN

B 7 8

D 30

C 8÷4=2, 2×4=8, 4×2=8 step 1: 3 ×9 step 2: 3 ×(4+5) D step 3: ( 3 ×4)+( 3 ×5) step 4: 12+15=27 E addition associative; 9

C 1 8

D 4; E

e]; 1 13 ; [0eqqqwqqqwqqq1 3

C ÷3

[0eqZ6eqX!2e]

B 6

sets of 5

D 3×3=9

B 6+6=12 C 6,12

product: 12

A no

2 times as much as 5 BLUE

CHERRY

C 2

2

x

A

B 2×5=10;

will vary. Ex: 5

E F Estimate: Ex. 200-80=120 Solve:130 starting cars 2 A ;3 B 8÷2= 4

120 15 79

?

2

C Strategy

D

}

RED

B ton; scale 2 4 C ; 3; ; 6 D yes E hundred thousands ten thousands thousands hundreds tens ones shells

A

45 7:

30 7:

15 7:

00 7:

45 6:

30 6:

15 6:

00 6:


F

will vary. Ex:

songs E 30+20, 40+10, 25+25, 50+0 6

[ewwewwewwewweQwWwQeQwWwQeWwwewwe]


D 2×5=10

500 507 − 200 − 199 300 308

45 5:

A

1 2

B Answers LIME

C

5,000 70 + 2 5,072

A

PURPLE

GOLD

A

4; parallelogram

70¢; $0.70

1 1 of the F 2 2 ; 2 ; 2 equal parts 2 = 2 1 A 4 ≠ 4 + 4 B 2×5=10 or 5×2=10; 10÷5=2 C polygon, parallelogram, quadrilateral D Answers will vary: Ex. 2 3 E 2 3; 2 8 F Gray:2×3=6; White:6×2=12; Striped:0×0=0; Whole:6+12+0=18


STAAR Edition

Lone Star Learning

STAAR Edition


D E F

B

16 < = > 16

C

x [qeqeqeqeqeqeqeqeqeqeq] 100 200 300 400 500 600 700 800 900 1,000 ; 100 ; 20÷4=5 bowls

CHERRY

B 3×2=6; C 3 E

will vary; 5 packs

sets of 2 square meters

A 2×5=10

2

F

Class Discussion


ORANGE

GREEN

B 1 6

E

product: 12

B 4+4+4=12 C 4, 8, 12

[0eqZ4eqZ8eq!2Xe]

C 12÷4=3, 4×3=12, 3×4=12 step 1: 7 ×8 step 2: 7 ×(5+3) D step 3: ( 7 ×5)+( 7 ×3) step 4: 35+21=56 E multiplication associative;

C 2 4

D 4; E

e]; 1 F [0eqwqwqwqwqwq1 6 1 6;

D 25

3

B 3

perimeter; 26 meters

C ×5

5

24

A yes


D 4×4=16

will vary. Ex: 5

2

E F Estimate: Ex. 100+100=200 Solve: 232 starting shells 2 1 A xxxx ; 6 or 3 B 12÷ 3 =4 PINK

step 1: 20 step 2: 2 step 3: 60 × 3 × 3 + 6 60 6 66

D

BLUE

YELLOW

A

A Strategy

2

C Strategy

5

0 2 4

E hundred thousands ten thousands thousands hundreds tens ones F 214+89=303 303−68= 235

D

A

:4 10

5

:3 10

0

:1 10

:0 10

45 9:

30 9:

15 9:

gallon; dimensions (size) of pool [ 0wqqqeqqq 1w] [0wqeqeqeq 1w]; 12 ; [0wqeqeqeq 1w]; 1 1 2 3 1 2 3 C 2 4 4 4 4 4 4 D yes B

will vary. Ex:

songs per book 10×2=20 songs total E 41+9, 31+19, 38+12, 37+13, 22+28 4

[ewweYQwQTwTWeTQwTWwTewwewwewwewwewwe] total: 25 min; end: 9:25


D 2×5=10

600 623 − 200 − 199 400 424

00 9:

RED

6,23 7 ; no, odd

45 8:

A

1 4

B Answers LIME

C

6,000 200 30 + 7 6,237

A

PURPLE

GOLD

A

in. 4; rectangle

50¢; $0.50

1 1 of the F 3 3 ; 3 ; 3 equal parts 5 = 2 2 1 A 8 ≠ 8 + 8 + 8 B 5×3=15 or 3×5=15; 15÷3=5 C rectangle, polygon, parallelogram, quadrilateral D Answers

E 4 4;

will vary: Ex. 4 6 4 4

F Gray:1×4=4; White:6×3=18; Striped:0×0=0; Whole:4+18+0=22


STAAR Edition

Lone Star Learning

STAAR Edition


D E F

LIME

2,94 2 ; yes, even 900 942 − 200 − 199 700 743

F 120

}

RED

B gram; scale 4 1 C ; 8; ; 2 D no E hundred thousands ten thousands thousands hundreds tens ones

YELLOW

45 7:

30 7:

15 7:

00 7:

45 6:

30 6:

15 6:

00 6:


}

28 78 120 + 28 − 106 106 14 78

; 4÷2=2 bowls A Strategy will vary; 15 even number

E

square centimeters

length of x; 10 centimeters

A 3×4=12

E

1

F

Class Discussion


ORANGE

GREEN

B 5 8

D 27

D

[0eqZ5eqZ!0e`q!5Zeq@0Xe]

Estimate: Ex. 220+150=370 ; 370+220=590 Solve: 593 shapes 4

1

; 8 or 2 B 25÷ 5 =5 C 5×5=25 step 1: 4 ×12 step 2: 4 ×(10+2) D step 3: ( 4 ×10)+( 4 ×2) step 4: 40+8=48

C 7 8

D 5; E

F [0e18wwwwwww1e]; 1 8;

C ÷3

B 5+5+5+5=20 C 5, 10, 15, 20

distributive; 54 A no B dogs and cats; 12 BLUE

CHERRY

D 5×5=25

product: 20

4

E


sets of 2

will vary. Ex: D 18÷2=9 students E 50+50, 25+75, 0+100 5

A

D

will vary. Ex:

C Strategy

F


C 4

B Answers

E

} ?

step 1: 10 step 2: 2 step 3: 40 × 4 + 8 A × 4 40 8 48 B 26 < = > 40 x C 100 200 300 400 500 600 700 800 900 1,000 ; 400


}

B 4×2=8;

1 4

A

[ewwewwewwewweQwQwQeQYwQTwWTewwewwe] 45 5:

A

2,000 900 40 + 2 2,942

PURPLE

C

A

PINK

GOLD

A

5; pentagon

135¢; $1.35

1 1 of the F 6 6 ; 6 ; 6 equal parts 5 = 2 2 A 6 ≠ 6 + 6 B 3×7=21 or 7×3=21; C polygon D Answers

E 1 2;

21÷3=7




STAAR Edition

Lone Star Learning

STAAR Edition


D E F

yes

;

;

4 8

[1w2w3w4w5w6w7wY8wT9wT!0wY!1wT!2wT!3wT!4wT!5wT!6w] 16−6=10 10−3= 7 step 1: 10 step 2: 8 step 3: 50 × 5 + 40 A × 5 50 40 90 C

x [qeqeqeqeqeqeqeqeqeqeq] 100 200 300 400 500 600 700 800 900 1,000 ; 800

CHERRY

PINK

98,899 < = > 99,998

; 16÷4=4 fish

6

[0eqZ3eqZ6eqZ9eqZ2!eqZ!5eqX!8e]

C 5×8=40, 40÷5=8, 40÷8=5 step 1: 8 ×6 step 2: 8 ×(3+3) D step 3: ( 8 ×3)+( 8 ×3) step 4: 24+24=48 E addition commutative; 9

will vary; 3 rolls

A yes

B 2×8=16;


B 60

sets of 8

D 2×5=10 E

square miles

length of x; 10 miles

A 4×4=16

E

4

F

Class Discussion


ORANGE

B 1 2

D 24

C 3 4

D 3; E

e]; 2 F [0eqqwqqwqqwqq1 4 2 4;

C ×8

product: 18

B 3+3+3+3+3+3=18 C 3, 6, 9, 12, 15, 18

A Strategy

BLUE

YELLOW

B

C 2

will vary. Ex: 4

E F Estimate: Ex. 20+10=30 Solve: 28 years old 1 A ;4 B 8 ×5=40

F

GREEN

3

C Strategy

D


D

A

30 4:

15 4:

00 4:

45 3:

C D

30 3:

gallon; gallon jug 1 2;

will vary. Ex:

apples E 30+70, 60+40, 10+90, 80+20, 50+50, 100+0 3

[ewwewwewweQwQwWeQwWwQeQwWwewwe] total: 40 min; end: 4:10


D 3×4=12

800 841 − 200 − 199 600 642

15 3:

RED

8,41 3 ; no, odd

00 3:

B

45 2:

A

1 4

B Answers

8,000 400 10 + 3 8,413

LIME

C

A

PURPLE

GOLD

A

3; triangle

80¢; $0.80

1 1 of the F 8 8 ; 8 ; 8 equal parts 2 = 1 1 A 3 ≠ 3 + 3 B 7×4=28 or 4×7=28; C polygon, triangle D Answers

E 5 6;

28÷4=7




STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 7 C D E F

5, 7, 2, 2, 1 (1×10,000)+(2×1,000)+(2×100)+(7×10)+(5×1) 10,000 2,000 200 70 + 5 12,275

A

12,27 5 ; no, odd

1

yes

;

2 4

C


CHERRY

E F


sets of 12 square feet

length of x; 10 feet

e]; 3 [0ewwwwwww1 8

A 2×5=10

E

4

F

Class Discussion


ORANGE

GREEN

B 2 3

D 54

1

step 1: 9 ×15 step 2: 9 ×(10+5) D step 3: ( 9 ×10)+( 9 ×5) step 4: 90+45=135 E multiplication commutative; 28 A yes B 25 C 2 8 D 5; 5; pentagon E

3 8;

C ×6

[0eqZ5eqX!0e]

C 8×4=32, 32÷4=8, 32÷8=4

will vary; 1 of each A, B, C

D 4×10=40

product: 10

;2 B 4× 8 =32

; 16÷2=8 fish

C 3

D

A

PINK

72 < = > 72

2 B 5+5=10 C 5, 10

Solve: 418 squares and rectangles altogether

BLUE

YELLOW

B

B 3×12=36;

will vary. Ex: 4

F Estimate: Ex. 800-530=270 ; 270+150-420

500×2=1,000 1,000−349= 651 step 1: 40 step 2: 5 step 3: 120 × 3 + 15 A × 3 120 15 135 F

A Strategy

C Strategy

E


D

6

A

PURPLE

RED

gram; balance scale ; 2;

will vary. Ex:

5

30 5:

15 5:

00 5:

45 4:

30 4:

15 4:

D

00 4:

45 3:


C


D 6×4=24 slices 24÷8=3 pizzas E 35+65, 55+45, 15+85, 75+25, 5+95

2,300 2,275 − 200 − 199 2,100 2,076

[ewweYQwQTwWTeQwQwQeQwQwWewwewwewwe] A B

1 4

B Answers LIME

GOLD

A B

603¢; $6.03


30÷5=6

will vary: Ex.


E 7 8;


STAAR Edition

Lone Star Learning, Ltd.

STAAR Edition

Third Grade Answer Key Set 8 4, 0, 3, 4, 1 B (1×10,000)+(4×1,000)+(3×100)+(4×1)

D E F

6 8

}

150 − 79 71

}

} YELLOW

D

175 < = > 382

PINK

? 79

step 1: 20 step 2: 9 step 3: 80 × 4 + 36 A × 4 80 36 116 C


; 18÷3=6 bowls A Strategy will vary; 2 of A, 1 of B, 1 of C

C 2

D 5×5=25 E F


sets of 33 square inches

e]; 2 [0eqqqwqqqwqqq1 3

GREEN

ORANGE

A 4×8=32

D 120

product: 20

B 4+4+4+4+4=20 C 4, 8, 12, 16, 20

[0eqZ4eqZ8eqZ!2eqZ!6eqX@0e]

C 42÷7=6, 6×7=42, 7×6=42 step 1: 6 ×23 step 2: 6 ×(20+3) D step 3: ( 6 ×20)+( 6 ×3) step 4: 120+18=138 E addition associative; 25

C 5 8

D 0; E

2 3;

C ÷10

5

B 2×20=40


B 4 6

A no

BLUE

CHERRY

B 2×33=66;

will vary. Ex: 2

E F Estimate: Ex. 320−240=80 Solve: 85 first graders 4 1 A ; 8 or 2 B 42÷ 6 =7

150

B

8

C Strategy

D


A

15 2:

00 2:

45 1:

30 1:

15 1:


jacket

will vary. Ex:

buns 16÷8=2 packages E 300+200, 500+0, 100+400 4

[ewwewwewweQwQwQeWwQwWeQwWwewwe]

F shirt&pants


D 2×8=16

300 304 − 200 − 199 100 105

cup; measuring cup [ 0wqeqeqeq 1w] [0w1eeeeeee 1w] 3 [0weeeeeee1w] 1 2 3 23 45 67 ; 4 ; 1 23 4 56 7 ; C 8 8 8 8 8 8 8 8 8 8 8 8 8 8 4 4 4 D yes B

RED

14,30 4 ; yes, even

00 1: 5 :4 12 0 :3 12

A

1 6

B Answers LIME

C

10,000 4,000 300 + 4 14,304

A

PURPLE

GOLD

A

0; circle

1,005¢; $10.05

1 1 of the F 4 4 ; 4 ; 4 equal parts 4 = 4 1 A 8 ≠ 8 + 8 B 6×6=36; 36÷6=6 C none D Answers will vary:

Ex.

3 8 3 4

E

3

E 3 4;

F

Class Discussion




STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 9 0, 3, 7, 6, 1 B (1×10,000)+(6×1,000)+(7×100)+(3×10) C D E F

10,000 6,000 700 + 30 16,730

A

1673 0 ; yes, even

D

no

;

1 2


[9wQY!0wQT!1wQT!2wQT!3wQT!4wQT!5wQT!6wQT!7wQT!8wQT!9wQT@0wQT@1wW@2w] 21−12=9 9+13= 22 step 1: 50 step 2: 3 step 3: 200 × 4 + 12 A × 4 200 12 212 C


D

; 6÷2=3 bowls

A Strategy

will vary; 10 children

CHERRY

B 4×21=84; C 4 E


square inches


e]; 3 F [0eqwqwqwqwqwq1 6 3 6;

A 6×4=24

D 60 E

3

F

Class Discussion


ORANGE

GREEN

B 4 8

C ×12

Estimate: Ex. 300+200-500 ; 500-140=360 Solve: 349 bags of popcorn 3

;3

B 36÷4=9

sets of 21

D 3×3=9

[0eqZ4eqZ8eqZ!2eqZ!6eqZ@0eq@4Xe]

A

PINK

517 < = > 376

D F

BLUE

YELLOW

B

B 4+4+4+4+4+4=24 C 4, 8, 12, 16, 20, 24 E

F

product: 24

6

PURPLE

RED

4

; 8;

8 C Strategy will vary. Ex: 2 16 16 16 16 16

A

5 :4 11 0 :3 11 5 :1 11 0 :0 11 5 :4 10 0 :3 10 5 :1 10 0 :0 10

ton; scale

will vary. Ex:

4


C


D 2×8=16 boxes 16×5=80 crayons E 450+50, 150+350, 250+250

700 730 − 200 − 199 500 531

[ewwewweQwQwQeQwQwQeQYwQTwWTewwewwe] A B

1 6

B Answers LIME

GOLD

A

C 36÷9=4, 4×9=36, 9×4=36 step 1: 3 ×85 step 2: 3 ×(80+5) D step 3: ( 3 ×80)+( 3 ×5) step 4: 240+15=255 E distributive; 75 A no B 200 C 1 2 D 4; 4; trapezoid E 2,018¢; $20.18 1 1 of the F 4 4 ; 4 ; 4 equal parts 3 = 1 2 A 4 ≠ 4 + 4 B 3×9=27 or 9×3=27; 27÷3=9 C trapezoid, polygon, quadrilateral D Answers will vary: Ex. 3 8 7 E 8; 7 8 F Gray:3×2=6; White:3×6=18; Striped:0×0=0; Whole:6+18+0=24


STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 10

D E F

19,87 3 ; no, odd

step 1: 70 step 2: 5 step 3: 210 × 3 + 15 A × 3 210 15 225 B 65,209 < = > 65,290 x C 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 ; 1,000


D

; 8÷2=4 fish A Strategy will vary; 2 packs

C 5

D 4×6=24 E F


sets of 10 square yards

length of x; 8 yards

e]; 4 [0ewwwwwww1 8

GREEN

D 63 E

1

F

Class Discussion


ORANGE

A 4×4=16

C ×7

5

product: 25

B 5+5+5+5+5=25 C 5, 10, 15, 20, 25

[0eqZ5eqZ!0eqZ!5eqZ@0eqX@5e]

B 8×6=48 C 6×8=48,

48÷6=8, 48÷8=6

step 1: 7 ×46 step 2: 7 ×(40+6) D step 3: ( 7 ×40)+( 7 ×6) step 4: 280+42=322 E addition commutative;

73

B 12 C 1 4 D 6; E

4 8;

B 3 6

5

A no

BLUE

CHERRY

B 5×10=50;

will vary. Ex:

F Estimate: Ex. 500-440=60 Solve: 62 nickels added 3 1 A ; 6 or 2

362 + 489 851

PINK

YELLOW

?

C Strategy

E

}} left over

will vary. Ex:

D

489

} TV

B Answers

A

00 6:

45 5:

30 5:

15 5:

00 5:

45 4:

30 4:

total: 45 min; end: 5:30 B kilogram; scale 1 2 C ; 3; ; 6 D no E hundred thousands ten thousands thousands hundreds tens ones F


[ewwewwewweQwQwWeQwQwWeQwQwWewwewwe]

362

1 6

D 16÷4=4 crates 4÷2=2 apples E 85+415, 150+350, 240+260, 125+375, 165+335

900 873 − 200 − 199 700 674

15 4:

RED

00 4:

A

10,000 9,000 800 70 + 3 19,873

A

LIME

C

3, 7, 8, 9, 1, (1×10,000)+(9×1,000)+(8×100)+(7×10)+(3×1)

PURPLE

GOLD

A B

6; hexagon

1,551¢; $15.51

1 1 of the F 3 3 ; 3 ; 3 equal parts 4 = 3 1 A 6 ≠ 6 + 6 B 5×8=40 or 8×5=40; 40÷5=8 C polygon D Answers will vary: Ex. 1 8 1 E 4; 1 4 F Gray:2×3=6; White:8×2=16; Striped:2×3=6; Whole:6+16+6=28


STAAR Edition

Lone Star Learning

STAAR Edition


D E F

26,01 1 ; no, odd

RED

} 670−399= 271

; 72÷9=8

will vary; 3 boxes

B 3×24=72; C 3 E F


square meter


A 3×7=21

E

3

F

Class Discussion


ORANGE

GREEN

B 2 4

D 72

[0eqZ4eqZ8eqZ!2eqX!6e]

C 8×6=48, 48÷6=8, 48÷8=6 step 1: 8 ×62 step 2: 8 ×(60+2) D step 3: ( 8 ×60)+( 8 ×2) step 4: 480+16=496 E multiplication commutative;

C 4 8

D 8; E

e]; 3 34 ; [0eqqwqqwqqwqq1 4

C ×12

product: 16

B 4+4+4+4=16 C 4, 8, 12, 16

B 15

sets of 24

D 1×1=1

4

135

A no

BLUE

CHERRY

PINK


D

slices 16÷8=2 pies 300+700, 600+400, 100+900, 800+200 4

x x

?

step 1: 80 step 2: 2 step 3: 480 × 6 × 6 + 12 A 480 12 492 B 174 < = > 144 x C 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 ; 4,000 A Strategy

1 pie 1 pie

E F Estimate: Ex. 1000-600= 400 Solve: 428 paintings 6 3 A ; 8 or 4 B 6× 8 =48

}

} YELLOW

399

C Strategy will vary. Ex: 2

D

670

monday tuesday

8

A

0 :0 10

45 9:

30 9:

15 9:

00 9:

45 8:

30 8:

B ounce; measuring cup 4 8 C ; 4; ; 8 D no E hundred thousands ten thousands thousands hundreds tens ones F

will vary. Ex:

E

[ewwewwewweQwQwWeQwQwWeQwWwewwe] total: 40 min; end: 9:40


D 2×8=16

600 601 − 200 − 199 400 402

15 8:

A

1 8

B Answers LIME

C

20,000 6,000 10 + 1 26,011

A

PURPLE

GOLD

A

in.

8; octagon

156¢; $1.56

1 1 of the F 3 3 ; 3 ; 3 equal parts 2 = 1 1 A 4 ≠ 4 + 4 B 8×4=32 or 4×8=32; 32÷4=8 C polygon D Answers will vary: Ex. 6 8 6 E 8; 3 8 F Gray:2×2=4; White:2×6=12; Striped:2×2=4; Whole:4+12+4=20


STAAR Edition

Lone Star Learning

STAAR Edition


2, 6, 9, 4, 3, (3×10,000)+(4×1,000)+(9×100)+(6×10)+(2×1) 30,000 4,000 900 60 + 2 34,962

34,96 2 ; yes, even

A

2

no

;

4 8


739+261= 1,000 step 1: 40 step 2: 1 step 3: 360 × 9 + 9 A × 9 360 9 369 C

x [qeqeqeqeqeqeqeqeqeqeq] 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 ; 5,000

D

; 12÷4=3 bowls

A Strategy

will vary; 3 slices

CHERRY

sets of 18

E

length of x; 3 kilometers

F

6 (1) [0eqwqwqwqwqwqe] 6

;

C ×6 D 48 E

3

F

Class Discussion


ORANGE

GREEN

A 3×5=15 B 5 6

D

product: 9

[0eqZ3eqZ6eqX9e]

Estimate: Ex. 2´120=240 ; 240+120+180+540 Solve: 540 marbles 2

1

; 8 or 4

B 72÷9=


square kilometers

3

A

PINK

277 < = > 877

D 2×4=8

will vary. Ex: 3

B 3+3+3=9 C 3, 6, 9

F

BLUE

YELLOW

B

C 4

10

C Strategy

E

F

B 4×18=72;

A

PURPLE

RED

ounce; measuring cup ; 4;

will vary. Ex:

3

15 8:

00 8:

45 7:

30 7:

15 7:

00 7:

D

45 6:

30 6:


C


D 3×10=30 cookies 30÷5=6 packages E 100+0, 75+25, 50+50

500 496 − 200 − 199 300 297

[ewweQwQwQeQwQwQeQYwQTwWTewwewwewwe] A B

1 8

B Answers LIME

GOLD

A B

8

C 72÷8=9, 8×9=72, 9×8=72 step 1: 9 ×38 step 2: 9 ×(30+8) D step 3: ( 9 ×30)+( 9 ×8) step 4: 270+72=342 E addition associative; 35 A no B 7 C 3 4 D 4; 4; rectangle E 160¢; $1.60 1 1 of the F 8 8 ; 8 ; 8 equal parts 4 = 2 2 A 8 ≠ 8 + 8 B 6×9=54 or 9×6=54; 54÷6=9 C trapezoid, polygon, quadrilateral D Answers will vary: Ex. 1 3 1 E 3; 1 6 F Gray:2×2=4; White:2×7=14; Striped:2×3=6; Whole:4+14+6=24


STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 13 5, 2, 0, 0, 4 B (4×10,000)+(2×10)+(5×1) C

A

D E F

1 4

PURPLE

RED

A


total: 500

}

step 1: 30 step 2: 7 step 3: 210 × 7 × 7 + 49 210 49 259 B 468 < = > 61 x C 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 ; 8,000 ; 9÷3=3 fish A Strategy will vary; A, C, D

F

square miles

perimeter; 22 miles

BLUE

CHERRY

E


sets of 25

D 3×4=12

e]; 3 [0ewwwwwww1 8 3 8;

A 3×6=18

or 1

C ×8 D 56 E

4

F

Class Discussion


ORANGE

GREEN

B 3 3

20

product: 21

Estimate: Ex. 500´200=300 ; 300+500=800 Solve: 825 tickets sold

B

D

C 3

5

[0eqZ7eqZ!4eqX@1e] 1

A

PINK

YELLOW


3

D F

A

B 3×25=75;

5

B 7+7+7=21 C 7, 14, 21 E

? 500 − 484 16

}}

484

red album

F

will vary. Ex: 2

7

15 8:

00 8:

45 7:

30 7:

15 7:

00 7:

45 6:

30 6:

15 6:

kilogram; scale [ 0weeeeeee1w] [0wqeqeqeq 1w]; 28 ; [0wqeqeqeq 1w]; 1 2 3 1 2 3 C 1 23 45 6 7 8 8 8 8 8 8 8 4 4 4 4 4 4 D no

C Strategy

will vary. Ex:

D 20÷2=10 flowers per crate 10÷2=5 flowers E 250+750, 500+500, 1,000+0

400 400 − 200 − 199 200 201

[ewwewweYwTwTeQwQwQeQwQwWewwewwewwe] A B


40,02 5 ; no, odd


1 8

B Answers

40,000 20 + 5 40,025

LIME

GOLD

A

;4 7 ×7=49

C 49÷7=7

step 1: 4 ×57 step 2: 4 ×(50+7) D step 3: ( 4 ×50)+( 4 ×7) step 4: 200+28=228 E multiplication associative; 60 A yes B Dinner Plates-12, Coffee Cups- 48, Bowls-21, Dessert Plates-39 C 2 8 D 4; 4; square E 1,500¢; $15.00 1 1 of the F 2 2 ; 2 ; 2 equal parts 4 = 2 2 A 8 ≠ 8 + 8 B 9×7=63 or 7×9=63; 63÷9=7 C rectangle, square, polygon, rhombus, parallelogram, quadrilateral D Answers

E 2 3;




STAAR Edition

Lone Star Learning

STAAR Edition


D E F

56,19 0 ; yes, even

RED

B ounce; measuring cup 1 1 C ; 4; ; 4 D yes E hundred thousands ten thousands thousands hundreds tens ones

}

}}

470−432= 38

YELLOW

PINK

step 1: 30 step 2: 9 step 3: 240 × 8 × 8 + 72 240 72 312 B 48,007 < = > 48,700 x C 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 ; 9,000 A


D

; 25÷5=5 bowls A Strategy will vary; 6 dollars

F

length of x; 16 feet

A 7×7=49

E

3

F

Class Discussion


ORANGE

GREEN

B 4 8

D 54

product: 30

B 6+6+6+6+6=30 C 6, 12, 18, 24, 30

[0eqZ6eqZ!2eqZ!8eqZ@4eqX#0e]

C 56÷8=7, 7×8=56, 8×7=56 step 1: 5 ×89 step 2: 5 ×(80+9) D step 3: ( 5 ×80)+( 5 ×9) step 4: 400+45=445 E distributive; 56

C 6 8

D 4; E

e]; 4 46 ; [0eqwqwqwqwqwq1 6

C ÷9

5

B zebras BLUE

CHERRY

E


square feet

24÷6=4 packs 500+0, 250+250, 100+400, 200+300 6

A no

sets of 14

D 4×8=32

will vary. Ex: 3

E F Estimate: Ex. 300-170=130 Solve: 137 started on train 3 1 A ; 6 or 2 B 56÷ 7 =8

399 ?

C 5

C Strategy

D

670

B 5×14=70;

8

A

30 3:

15 3:

00 3:

45 2:

30 2:

15 2:

00 2:

45 1:


Jenna Brother

will vary. Ex:

E

[ewwewweQwQwQeWwQwWeQwQwWewwewwewwe]

F


D 3×8=24

600 619 − 200 − 199 400 420

30 1:

A

1 2

B Answers LIME

C

50,000 6,000 100 + 90 56,190

A

PURPLE

GOLD

A

4; rhombus, parallelogram

1,125¢; $11.25

1 1 of the F 8 8 ; 8 ; 8 equal parts 2 = 1 1 A 3 ≠ 3 + 3 B 7×7=49; 49÷7=7 C polygon, rhombus, parallelogram, quadrilateral D Answers

E 3 3;




STAAR Edition

Lone Star Learning

STAAR Edition


3, 5, 7, 9, 6, (6×10,000)+(9×1,000)+(7×100)+(5×10)+(3×1) 60,000 9,000 700 50 + 3 69,753

69,75 3 ; no, odd

A

}

300

A

PURPLE

RED

}} }

?

bike

149 300 + 29 − 178 178 122

step 1: 20 step 2: 6 step 3: 100 × 5 × 5 + 30 100 30 130 B 195 < = > 195 C 10,x 000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 100,000 ;10,000 D

; 21÷7=3 bowls A Strategy will vary; 9 months

square yards

perimeter; 28 yards

BLUE

CHERRY

E


sets of 33

D 2×5=10

e]; 5 F [0ewwwwwww1 8 5 8;

A 5×5=25

D 48 E

2

F

Class Discussion


ORANGE

GREEN

B 1 4

C ×4

will vary. Ex: 3

X XX XX

product: 16

B 8+8=16 C 8, 16 D

[0eqZ8eqX!6e]

E

F

Estimate: Ex. 270-80=190 ; 270+230+190=690 Solve: 678 students 2

1

; 8 or 4 B 9× 5 =45 PINK

YELLOW


C 3

8

2

A

A

B 3×33=99;

C Strategy

8

00 2:

45 1:

30 1:

15 1:

00 1: 5 :4 12 0 :3 12 5 :1 12 0 :0 12

total: 60 min (1 hr); end: 1:30 B liter; liquid measuring pitcher 8 4 C ; 8; ; 4 D no E hundred thousands ten thousands thousands hundreds tens ones F

will vary. Ex:

E 5,000+0, 1,000+4,000, 2,000+3,000, 2,500+2,500

[ewwewweQwQwQeQwQwWeQwQwWeQwQwWewwewwe] A

149


D 3×8=24 Kate’s shells 24−5=19 Max’s shells

800 753 − 200 − 199 600 554

spoke:29

1 2

B Answers LIME

GOLD

A B

C 5×9=45, 45÷9=5, 45÷5=9 step 1: 7 ×35 step 2: 7 ×(30+5) D step 3: ( 7 ×30)+( 7 ×5) step 4: 210+35=245 E addition commutative; 391 A yes B 134 C 3 8 D 0; 0; oval E 2,033¢; $20.33 1 1 of the F 2 2 ; 2 ; 2 equal parts 2 = 1 1 A 4 ≠ 4 + 4 B 9×8=72 or 8×9=72; 72÷8=9 C trapezoid, polygon, quadrilateral D Answers will vary: Ex. 2 4 2 E 4; 2 6 F Gray:8×2=16; White:3×3=9; Striped:3×3=9; Whole:16+9+9=34


STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 16

D F

}

}

?

Week 1

149

Week 2

left over

}

F

500

PINK

YELLOW

sets of 20

F

length of x; 3 inches

BLUE

CHERRY

E

e]; 2 23 ; [0eqqqwqqqwqqq1 3

A 1×8=8

D 63 E

2

F

Class Discussion


ORANGE

GREEN

B 3 4

C ×7

2

1

; 4 or 2

C 30÷6=5, 5×6=30, 6×5=30


square inches

X X

B 30÷5=6

; 15÷5=3 fish A Strategy will vary; 2 boxes

D 2×2=4

A

D

C 5

[0eqZ8eqZ!6eqX4@e]

Solve: 581 people


D

F Estimate: Ex. 170+240=410 ; 410+170=580

149 500 + 72 − 221 221 279

step 1: 80 step 2: 3 step 3: 720 × 9 × 9 + 27 720 27 747 B 24 < = > 0 x000 40,000 50,000 60,000 70,000 80,000 90,000 100,000 ;30,000 C 10,000 20,000 30,

product: 24

3 B 8+8+8=24 C 8, 16, 24 E

A

B 5×20=100;

4 4 4 4 4 = 20 20 Strategy will vary. Ex: 2

C

A

00 9:

45 8:

30 8:

15 8:

00 8:

45 7:

total: 35 min; end: 7:40 B pound; scale 2 4 C ; 4; ; 8 D yes E hundred thousands ten thousands thousands hundreds tens ones 72

will vary. Ex:

8

[ewwewwYeTwYwTeYwTwTewwewwewwe] 30 7:

RED

700 712 − 200 − 199 500 513

15 7:

A


D 4×5=20 sides 20×2=40 feet of board E 185+815, 280+720, 760+240, 365+635, 565+435, 450+550

71,20 5 ; no, odd

PURPLE

E

1 4

B Answers LIME

C

A

70,000 1,000 200 + 5 71,205

}

GOLD

A 5, 0, 2, 1, 7 B (7×10,000)+(1×1,000)+(2×100)+(5×1)

step 1: 2 ×59 step 2: 2 ×(50+9) D step 3: ( 2 ×50)+( 2 ×9) step 4: 100+18=118 E multiplication commutative; 405 A yes B 12 C 3 4 D 4; 4; quadrilateral E 1,535¢; $15.35 1 1 of the F 3 3 ; 3 ; 3 equal parts 5 = 2 2 A 8 ≠ 8 + 8 B 6×4=24 or 4×6=24; 24÷6=4 C polygon, quadrilateral D Answers

E 3 3;




STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 17 0, 2, 2, 8, 8 B (8×10,000)+(8×1,000)+(2×100)+(2×10) C D E F

80,000 8,000 200 + 20 88,220

A

88,22 0 ; yes, even

PURPLE

RED

B gallon; measuring pitcher 2 4 C ; 4; ; 8 D yes E hundred thousands ten thousands thousands hundreds tens ones

}

}}

; 18÷3=6 fish will vary; 4 buses

B 4×12=48; C 4

D 2×3=6 E F


sets of 12 square meters

e]; 3 [0eqqwqqwqqwqq1 4

E

2

F

Class Discussion

GREEN


ORANGE

A 5×2=10

D 99

C 20=5×4, 20÷4=5, 20÷5=4 step 1: 3 ×47 step 2: 3 ×(40+7) D step 3: ( 3 ×40)+( 3 ×7) step 4: 120+21=141 E addition associative; 134

C 1 2

D 4; E

3 4;

C ×11

[0eqZ3eqZ6eqZ9eqZ!2eqZ!5eqZ!8eqZ@1eqZ@4eqX@7e]

B 165

length of x; 2 meters

B 4 6

B 3+3+3+3+3+3+3+3+3=27 C 3, 6, 9, 12, 15, 18, 21, 24, 27

A yes

BLUE

YELLOW


A Strategy

CHERRY

PINK

step 1: 50 step 2: 8 step 3: 350 × 7 × 7 + 56 350 56 406 B 75 < = > 75 x 000 50,000 60,000 70,000 80,000 90,000 100,000 ;40,000 C 10,000 20,000 30,000 40,

product: 27

E F Estimate: Ex. 2000-5+1995 Solve: 1997 4 1 A ; 8 or 2 B 20=4×5

? 225 − 139 Tuesday 86

A

9

D

225

D

7 7 7 7 7 = 5 buses needed 5 Strategy will vary. Ex: 4

C

A

30 7:

15 7:

00 7:

45 6:

30 6:

15 6:

00 6:

45 5:

30 5:


Monday

will vary. Ex:

3

[ewwewweQwQwWeQwQwQeQwQwWewwewwewwe] A

F


D 35÷7=5 buses per trip 5×4=20 buses total E 950+50, 850+150, 750+250, 650+350, 450+550

800 822 − 200 − 199 600 623

139

1 2

B Answers LIME

GOLD

A

4; rectangle

2,200¢; $22.00

1 1 of the F 8 8 ; 8 ; 8 equal parts 4 = 2 2 A 6 ≠ 6 + 6 B 8×8=64; 64÷8=8 C rectangle, polygon, parallelogram, quadrilateral D Answers

E 5 8;




STAAR Edition

Lone Star Learning

STAAR Edition

Third Grade Answer Key Set 18 9, 9, 9, 9, 9 B (9×10,000)+(9×1,000)+(9×100)+(9×10)+(9×1)

D E F

E

? 1,000 − 794 206

F

X

}

step 1: 60 step 2: 4 step 3: 240 × 4 + 16 A × 4 240 16 256 100,004 < = > 10,400

10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 100,000

D

; 24÷8=3 bowls A Strategy will vary; 7, 7, 10

F

BLUE

CHERRY

E

square meters


GREEN

C ÷9 D 63 E

1

F

Class Discussion


ORANGE

A 3×8=24

or 1

product: 56

[0eqZ8eqZ!6eqZ@4eqZ#2eqZ$0eqZ$8eqX%6e]

Estimate: Ex: 140+590+730 Solve: 730 bags of popcorn 2

1

; 4 or 2 6 =9

C 54÷9=6, 6×9=54, 9×6=54 step 1: 9 ×71 step 2: 9 ×(70+1) D step 3: ( 9 ×70)+( 9 ×1) step 4: 630+9=639 E distributive; 640 B Fish C 7 8 D 10; E

7 e]; 78 ; [0ewwwwwww1 8

B 2 2

7

A yes


sets of 46

8

B 54÷

x [qeqeqeqeqeqeqeqeqeqeq] ;70,000

D 2×5=10

36

5×36=180 mints

A

PINK

YELLOW

1,000

C 2

5

B 8+8+8+8+8+8+8=56 C 8, 16, 24, 32, 40, 48, 56 D

}} left over

B 2×46=92;

Ex: 6

A

5 :1 12 0 :0 12 5

0

794

C

:4 11

5

:3 11

0

:1 11

5

:0 11

0

total: 15 min; end: 12:00 B milliliter; dropper 2 4 C ; 4; ; 8 D no E hundred thousands ten thousands thousands hundreds tens ones

B

C

will vary. Ex: Strategy will vary. 6

E 3,000+7,000, 6,000+4,000, 1,000+9,000, 8,000+2,000, 5,000+5,000

[ewwewwewweQwQwQeQYwQTwQTeQTwQTwWTewwe]

F


D 6×6=36;

10,000 9,999 − 200 − 199 9,800 9,800

:4 10

RED

99,99 9 ; no, odd

:3 10

A

1 2

B Answers LIME

C

90,000 9,000 900 90 + 9 99,999

A

PURPLE

GOLD

A

and Birds

10; polygon

1,225¢; $12.25


E 4 8;

56÷7=8




STAAR Edition

Set 1 Set 2 Set 3 Set 4 Set 5 Set 6 Set 7 Set 8 Set 9 Set 10 Set 11 Set 12 Set 13 Set 14 Set 15 Set 16 Set 17 Set 18

STAAR Edition

Lone Star Learning

3rd Grade Student Progress


Name: ______________________________________

STAAR Edition

GOLD RED YELLOW CHERRY GREEN LIME PURPLE PINK BLUE ORANGE A B C D E F A B C D E F A B C D A B C D E F A B C D E F A B C D E A B C D E F A B C D E A B C D E F A B C D E F

Third Grade

STAAR Edition

Students

Third Grade

Lone Star Learning

3rd Grade Class Progress

Set Number: ___________

STAAR Edition

GOLD RED YELLOW CHERRY GREEN LIME PURPLE PINK BLUE ORANGE A B C D E F A B C D E F A B C D A B C D E F A B C D E F A B C D E A B C D E F A B C D E A B C D E F A B C D E F


Page 1 of 2, Third Grade

Set #


Think Sheet

STAAR Edition

A Write as a multiplication equation: ________________________ D What belongs in the blank? _________________ B Which fraction represents point R on the number line?_________ E Which one doesn’t belong? _____________________________ F Class discussion C What is the rule? _________________

A How many ones?_____ tens?_____ hundreds?_____ D Draw the number: =ten thousand, =thousand, =hundred, =ten, =one thousands?_____ ten thousands?_____ B Write as expanded notation ______________________________ E Copy the number and circle the ones place._________________ C Show expanded form ________________ as vertical addition ________________ Is it divisible by 2? _____ Is the number even or odd?_________ estimate actual ________________ F Use the underlined numbers. _________ _________ ________________ Subtract. – 200 – 199 ________________ _________ _________ D Are Fig.1 and Fig.2 equivalent? yes no A Copy the timeline. E Circle the place: hundred thousands ten thousands thousands hundreds tens ones = Number Line = Draw a Picture = Equation Use the timeline to find A2: the total # of minutes____ the ending time_____ F Solve: _________________________________________ B Unit of measure____________ tool_______________________ Fig.1 C Draw What fraction is shaded in Fig.1?_____ (same Shade Fig.2 to match Fig.1. Fig.2 size) What fraction is shaded in Fig.2?_____ A Solve using the partial product method: C Fill in the number line. Put an x on the location of step 1: ______ step 2: ______ step 3: ______ To what number is closest? ________ × ______ × ______ + ______ D Draw to solve: ______ ______ total Write the equation. B _______________________ < = > _______________________ _______________ A Choose a strategy and solve. _____________________ E What is the of the outside region?________________ B Copy and solve. _______________________________ F Copy the fraction. This equation represents ____ times as much as _____ Show on the number line. C This equation represents ____ sets of _____ 0 1 Show on the strip diagram: D Find the area of the shaded region ____×____=_____

Name

GOLD RED YELLOW CHERRY GREEN

means _______ of the _______ equal parts.

Set #

Think Sheet

D Write the equations used to solve.________________________ E Write the compatible numbers for ___________________

C Solve by drawing arrays, or strip diagrams.

D Show on a number line: E Draw as equal groups:

commutative

associative commutative associative

A Does AB1 data match AB2 Data?________________ F What is the fraction for the whole? _________ B Use AB1 to answer question on AB3. ___________________ When the whole is shown this way, what is the fraction for C What fraction shows the distance from 0 to X? _______________ of the D # of sides ______ # of vertices ______ Name ________________ 1 part? ________ It means: equal parts E Write the amount shown. _______(cents)____________(decimal)

When the wholes are the same size, which is greater?______ Use a picture, symbols, or words to prove. Find the area. Gray area:____×____=____ sq. units, White area:____×____=____ sq. units, Striped area:____×____=____ sq. units, Whole shape area: __________ sq. units © 2014 Lone Star Learning, Ltd.

A Fill in the fractions for the ____ = _____________________ E shaded part. Circle = or ≠. ≠ B Use ____×____=_____ or ____×____=_____ Solve:_________ C Circle all that apply: rectangle trapezoid square F polygon rhombus parallelogram quadrilateral triangle D


STAAR Edition

C Show as skip counting. _______________________________ F Estimate__________________________Solve._______________ A Draw a picture to show the fraction: D Show distributive property: step 1: × ____ step 2: × ( ____ + ____ ) step 3: ( × ____ ) + ( × ____ ) step 4: ____ + ____ = ____ Write the fraction. _____________ B Copy and fill in the : _______________ E Circle the property shown: solve:_______________ C Write all other equations in this fact family. __________________ multiplication multiplication addition addition distributive

B Show as repeated addition. ____________________________

A Find the product using an array. product ________.

B Draw and shade here.

A

Name

LIME PURPLE PINK BLUE ORANGE


estimate

actual


C Draw What fraction is shaded in Fig.1?_______ (same Fig.2 Shade Fig.2 to match Fig.1. size) What fraction is shaded in Fig.2?_______ D Are Fig.1 and Fig.2 equivalent? yes or no E Circle the place: hundred thousands ten thousands thousands hundreds tens ones F = Number Line = Draw a Picture = Equation F Solve: _____________________________________________

Fig.1

Use the timeline to find A2: the total # of minutes ______ the ending time __________ B Unit of measure_____________________ tool_______________________________________

[ewwewwewwewwewwewwewwewwe]

F Use the underlined numbers. _________ _________ Subtract. – 200 – 199 _________ _________ A Copy the timeline.

E Copy the number and circle the ones place. _________________ Is it divisible by 2? ________ Is the number even or odd? _____________

C Show expanded form ________________ as vertical addition ________________ ________________ ________________ ________________ D Draw the number: =ten thousand, =thousand, =hundred, =ten, =one

Name Set # A How many: ones?_____ tens?_____ hundreds?_____ thousands?_____ ten thousands?_____ B Write as expanded notation ___________________________________________________

GOLD RED

Work Space

Think Sheet

STAAR Edition


_________

_________

step 3: _________ + _________ total


C What is the rule? ___________________________________ D What belongs in the blank? ________________________________ E Which one doesn’t belong? ________________________________ F Class discussion

A Write as a multiplication equation: _______________________________ B Which fraction represents point R on the number line?__________

Show on the strip diagram:

[czzzzzzzzzqe] 1

A Choose a strategy and solve. ________________________________ B Copy and solve. _____________________________________________ This equation represents ________ times as much as ________ C This equation represents _______ sets of ________ D Find the area of the shaded region _______×_______=________ E What is the of the outside region?_________________________ F Copy the fraction. Show on the number line: 0

To what number is closest? ________ D D Draw to solve: Write the equation.______________________

[czczczczczczczczcze]

B _______________________ < = > _______________________ C Fill in the number line. Put an x on the location of

Name Set # A Solve using the partial step 1: _________ step 2: _________ product method: × _________ × _________

YELLOW CHERRY GREEN

Work Space

Think Sheet

STAAR Edition

Set # means _______ of the _______ equal parts.


[czzzzzzzzzqqe]

step 2: × ( ____ + ____ ) step 3: ( × ____ ) + ( × ____ ) step 4: ____ + ____ = ____ solve:_______________


distributive

addition addition commutative associative

multiplication multiplication commutative associative

F Estimate__________________________Solve._______________ A Draw a picture to show the fraction: Write the fraction. __________________ B Copy and fill in the : ___________________ C Write all other equations in this fact family. _______________________________ D Show distributive property: E Circle the property shown: step 1: × ____

D Show on a number line: E Draw as equal groups:

B Show as repeated addition. _____________________________________________ C Show as skip counting. ________________________________________________

A Find the product using an array. product __________

D Write the equations used to solve.________________________ E Write the compatible numbers for ___________________

C Solve by drawing arrays, or strip diagrams.

B Draw and shade here:

A

Name

LIME PURPLE PINK

Work Space

Think Sheet

STAAR Edition



F Find the area. Gray area:______×______=______ sq. units, White area:______×______=______ sq. units, Striped area:______×______=______ sq. units, Whole shape area: _______ + _______ + _______ = _______ sq. units

E When the wholes are the same size, which is greater? _________ Use a picture to prove.

A Fill in the fractions Circle = or ≠. ____ = _____________________ for the shaded part. ≠ B Use _____×_____=______ or _____×_____=______ Solve:_____________ C Circle all that apply: rectangle trapezoid square polygon rhombus parallelogram quadrilateral triangle D

C What fraction shows the distance from 0 to X? _________________ D # of sides _______ # of vertices _______ Name ______________________ E Write the amount shown. ___________(cents)______________(decimal) F What is the fraction for the whole? ___________ When the whole is shown this way, what is the fraction for 1 part? _________ It means: of the equal parts

Name Set # A Does Blue AB1 data match Blue AB2 Data?________________ B Use Blue AB1 to answer question on Blue AB3. ________________________

BLUE ORANGE

Work Space

Think Sheet

STAAR Edition

GRADE 3 MATHEMATICS STAAR Edition

19

20

Inches

LENGTH Metric

1 mile (mi) = 1,760 yards (yd)

1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft)

1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.)

1 centimeter (cm) = 10 millimeters (mm)

15

16

17

18

Customary

TIME

13

14

1 year = 12 months 1 year = 52 weeks 1 week = 7 days

1 hour = 60 minutes 1 minute = 60 seconds

0

1

Centimeters

2

3

4

5

6

7

8

9

10

11

12

1 day = 24 hours

Third Grade


STAAR Edition

Third Grade, Properties Poster


STAAR Edition