Grade 3

In the 3rd grade, instructional time focuses on developing understanding in the following four areas: (1) multiplication and division within 100; (2) fractions, especially unit fractions; (3) the structure and area of rectangular arrays; and (4) the ability to describe and analyze polygons based on the number of sides and vertices.

Below, you will find examples of the types of question and answer sets students who are operating at a Grade 3 math level in the target language should be able to understand, along with their corresponding NYS Next Generation Learning Standard.

Operations and Algebraic Thinking

Example 1: NGLS Standard NY-3.OA.3

Mr. Juarez buys five packs of notebooks. Each pack has six notebooks. He gives an equal number of notebooks to each of his three children. How many notebooks does each child get? A. Eight. B ten. C eleven D fourteen

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This question is asking the student to solve problems involving multiplication and division. To show mastery of the skill, the student must determine that 5 packs of notebooks times 6 notebooks each equals 30 notebooks total. Thirty notebooks divided amongst 3 children will give each child 10 notebooks.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 28, 2023

Example 2: NGLS Standard NY-3.OA.5

Which expression is equivalent to four times open parentheses three times two close parentheses? A. two plus open parentheses three plus four close parentheses. B three times open parentheses four times two close parentheses.C. two times open parentheses four plus three close parentheses. D three plus open parentheses two times four close parentheses

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This question is asking the student to demonstrate understanding of the properties of multiplication. To show master of the skill, the student must know how to apply properties of operations.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 19, 2023

Example 3: NGLS Standard NY-3.OA.6

What number makes these two equations true? Nine times blank equals Forty five. Forty five divided by nine equals blank. A. four B five, C seven, D eight.

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This question is asking the student to demonstrate understanding of the properties of multiplication and the relationship between multiplication and division. To show mastery of the skill, the student must find the number that makes 45 when multiplied by 9.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 9, 2021

Originally aligned to: CCSS Standard 3.OA.B.6

Example 4: NGLS Standard NY-3.OA.9

A rule was used to create the number pattern shown below. Blank, Nine, Blank, Twenty one, twenty seven. What two numbers are missing from the pattern? A three and twelve. B three and fifteen. C six and twelve. D six and fifteen

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This question is asking the student to identify and extend patterns in arithmetic. To show mastery of the skill, the student must identify the 2 numbers that are missing from the number pattern provided.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 15, 2023

Number and Operations in Base Ten

Example 1: NGLS Standard NY-3.NBT.1

A number is rounded to the nearest ten. The result is three hundred. Which number could be the number before it was rounded? A two hundred eighty nine. B. two hundred ninety six. C. three hundred eight. D. three hundred fifteen.

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This question is asking the student to demonstrate understanding of place value to round whole numbers to the nearest 10. To show mastery of this skill, the student must determine which of the possible answers would be rounded to 300 as the nearest 10.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 2, 2024

Example 2: NGLS Standard NY-3.NBT.1

A number is rounded to the nearest hundred. The result is five hundred. Which number could not be the number before it was rounded to the nearest hundred? A. four hundred fifty eight. B. four hundred sixty three. C. five hundred forty seven. D. five hundred fifty nine.

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This question is asking the student to demonstrate understanding of place value to round whole numbers to the nearest 100. To show mastery of this skill, the student must eliminate the possible answers that would be rounded to 500 as the nearest 100 in order to find the one possibility that would not be rounded to 500.

Correct Answer: D

Reproduced from: NYS Grade 3 Test Item 22, 2019

Originally aligned to: CCSS Standard 3.NBT.A.1

Number and Operations – Fractions

Example 1: NGLS Standard NY-3.NF.1

$Theo divided a garden equally into six parts. He planted seeds in five of the parts. In what fraction of the garden did Theo plant seeds? A. one sixth, B. one fifth, C. five sixths, D. six fifths$

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This question is asking the student to demonstrate understanding that a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. To show mastery of this skill, the student must determine that Theo has planted seeds in 5 out of the 6 parts of his garden, or 5/6.

Correct Answer: C

Reproduced from: NYS Grade 3 Test Item 1, 2017

Originally aligned to: CCSS Standard 3.NF.A.1

Example 2: NGLS Standard NY-3.NF.2b

$Which fraction is represented by point P on the number line below? There is a number line beginning at zero and ending at one. Including the zero and the one, and there are 7 dashes on the number line. Point P is on dash five. Answer choices A two sixths, B four sixths, C three sevenths, D five sevenths.$

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This question is asking the student to demonstrate understanding of a fraction as a number on the number line. To show mastery of this skill, the student must recognize that each interval on the number line has size 1/6, meaning that point "P" is located at 4/6 on the number line.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 4, 2024

Measurement and Data

Example 1: NGLS Standard NY-3.MD.2b

Madeline has exactly seven coins in a bag. Each coin has a mass of five grams. What is the total mass, in grams, of all the coins in Madeline’s bag? A two B twelve C thirty five D forty

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This question is asking the student to use addition to solve a one-step word problem involving mass. To show mastery of this skill, the student must use the units given (5 grams) to calculate the total mass of Madeline's bag.

Correct Answer: C

Reproduced from: NYS Grade 3 Test Item 6, 2023

Example 2: NGLS Standard NY-3.MD.5b

The area of the rectangle shown below can be found by using unit squares. A rectangle that is divided into a grid is shown. The grid is six squares high and four squares wide. One square on the grid equals one square unit. What is the area, in square units, of the rectangle? A ten, B eighteen, C twenty D twenty four.

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This question is asking the student to recognize and understand concepts of area measurement. To show mastery of this skill, the student must find the area of the plane figure. Since the figure is covered without gaps or overlaps by n unit squares, it will have an area of n square units.

Correct Answer: D

Reproduced from: NYS Grade 3 Test Item 27, 2023

Geometry

Example 1: NGLS Standard NY-3.G.2

Which square appears to be divided into parts that each have an area of one fourth of the whole? A a square that is divided in half and then further divided into two small rectangles and two large rectangles. B a square that is divided with an X into 4 triangles, C a square that is divided with diagonal lines into four pieces. D A square that is divided at with three rectangles along the bottom and one rectangle along the top.

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This question is asking the student to recognize how to partition shapes into parts with equal areas. To show mastery of this skill, the student must express the area of each part as a unit fraction of the whole.

Correct Answer: B

Reproduced from: NYS Grade 3 Test Item 26, 2024

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