Grade 3 Math Nevada CRT Instructional Materials

GRADE
3
Nevada
DEPARTMENT
OF
EDUCATION
Instructional
Materials
Nevad a
for the
C RITERION
R EFERENCED
T EST
Grade 3
MATHEMATICS
Copyright © 2009 by the Nevada Department of Education
KEITH W. RHEAULT SOUTHERN NEVADA OFFICE
Superintendent of Public Instruction STATE OF NEVADA 1820 E. Sahara, Suite 205
Las Vegas, Nevada 89104-3746
GLORIA P. DOPF (702) 486-6455
Deputy Superintendent Fax: (702) 486-6450
Instructional, Research and Evaluative
Services
JAMES R. WELLS
Deputy Superintendent MOODY STREET OFFICE
Administrative and Fiscal Services 1749 Moody Street, Suite 40
DEPARTMENT OF EDUCATION Carson City, Nevada 89706-2543
700 E. Fifth Street
Carson City, Nevada 89701-5096
(775) 687-9200 · Fax: (775) 687-9101
Dear Educators,
The following materials, developed as a collaborative effort between the Nevada Department of
Education and WestEd, a nonprofit research, development, and service agency, are designed to be used as
part of a guided instructional activity to support student performance on assessments. While these
materials can provide students with practice in answering assessment items, we believe it is critical that
these materials be used to help students understand the elements of the state assessment and to guide them
in the use of effective strategies that will support their ability to comprehend and take a variety of
assessments. If you choose, however, to use this support document solely as a practice activity, we highly
recommend that you go back over each item with students and investigate each response to better
understand their knowledge of the assessment.
Types of Items
rd th
The math test includes two types of items—multiple choice items for all grades (3 – 8 and high school)
th th
and constructed-response items for grades 4 – 8 . To help prepare students for the constructed-response
items we have provided:
1. the student checklist (included in the student test booklet at grades 4 and 5)
2. the general student rubric (included in the student test booklet at grades 6 through 8)
3. item-specific rubrics
With the use of these materials, students can become familiar with the different types of items used on the
state assessments. They can learn to use the checklist or rubric to determine if they have answered the
constructed-response items completely. Familiarity with the tools provided as part of the assessment and
the vocabulary of the standards can result in less anxiety on the part of students. Please note that the
student checklist and general rubric can be on the walls of your classroom throughout the school year. As
you assign constructed-response items, students can use these tools as they develop their answers. The
types of items included in these instructional materials allow for the assessment of different levels of
depth of knowledge in the content areas defined by the standards. The different Depth of Knowledge
(DOK) levels are explained below. The items are developed so that students can demonstrate
mathematical thinking at multiple DOK levels. Teaching students to identify, write, and use different
levels of questioning skills as they assess various mathematical concepts will likely lead to improved
student achievement on classroom, district, state, and national assessments. We hope that the use of these
materials will assist in the creation of students who are powerful mathematical thinkers.
Depth of Knowledge (DOK) Levels

In addition to measuring a broad spectrum of math content domains, the Nevada Proficiency Examination
Program in math includes items to assess three Depth of Knowledge levels. These DOK levels are based
on descriptions developed by Dr. Norman Webb and adapted for Nevada's mathematics assessments.
Copyright © 2009 by the Nevada Department of Education Page

The following are the three DOK levels used on state level assessments in mathematics on Nevada
assessments:
DOK 1 - Recall - Items at the DOK Level 1 require the recall of information, such as a fact, definition,
term, or simple procedure, as well as performing a simple algorithm, reading an uncomplicated data
display, or applying a formula. A one-step, well-defined, and straight algorithmic procedure should be
included at DOK Level 1.
DOK 2 - Skills and Concepts - Items at the DOK Level 2 require the engagement of some mental
processing beyond a habitual response. The content knowledge or process involved is more complex than
in Level 1. Interpreting information from a simple graph or reading information from the graph is at a
DOK Level 2. DOK Level 2 activities are not limited only to number skills, but may involve probability
skills.
DOK 3 - Strategic Thinking - Items at the DOK Level 3 require students to use reasoning, justifying,
planning, using evidence, and a higher level of thinking than the previous two levels. Activities that
require students to make conjectures are at this level. The cognitive demands at DOK Level 3 are
complex and abstract. The complexity does not result from the fact that there are multiple answers, but
because the task requires more demanding reasoning. Some additional DOK Level 3 activities include
drawing conclusions from observations; citing evidence and developing a logical argument for concepts;
explaining phenomena in terms of concepts; and deciding which concepts to apply in order to solve a
complex non-routine problem.
Math Content Literacy

The Department of Education believes that the breadth and depth of the content and vocabulary of the
Nevada Mathematics Content and Achievement indicators present a continuing challenge for instruction
at all grade levels. It is not unusual for grade-appropriate, content-specific terminology and vocabulary to
be required for instruction prior to these same terms being used on assessments.
Students in Nevada, therefore, must have repeated experiences with hearing (oral vocabulary), reading,
and writing the vocabulary of the standards in order to be successful on the state assessment as well as
in classroom and district assessments. Make sure that your students know the language of the standards
that are being assessed. They should be able to recognize the vocabulary of the standards when you
discuss them in class and read them in assessments, and they should be able to effectively use the
vocabulary in their writing. This will be especially useful when students are working on the constructed-
response items of the state assessment.
We hope that interaction with these instructional support materials will lead to lowered anxiety and better
understanding of the assessment tasks being presented to students. If you have questions about the math
instructional materials or about how to embed this information into your curriculum, please contact
David Brancamp at dbrancamp@doe.nv.gov or call (775) 687-9133, and he will work with you on
making these documents beneficial to you and your students.
Cindy Sharp
K–12 CRT/HSPE Consultant
Nevada Department of Education
Copyright © 2009 by the Nevada Department of Education Page ii

Name:
Mathematics
Grade 3
This booklet contains mathematics questions for you to answer. For the questions, you will
be given four answer choices—A, B, C, and D. You are to choose the correct answer from
the four choices. Each question has only one right answer.

Grade 3 Mathematics Instructional Materials
■ 1
Look at the number sentence below.
7–2 8–4
■
3
Look at the numbers below.
4,125 2,516 3,080 2,197
What is the order of the numbers from least

Which symbol goes in the box to make the
to greatest?
number sentence true?
A 2,197 2,516 4,125 3,080
A =
B 3,080 2,197 2,516 4,125
B <
C 2,197 2,516 3,080 4,125
C
>
D 3,080 4,125 2,516 2,197

D >
■2 Look at the number below.

■
4
The menu below lists all of the drinks
offered at a restaurant. Gary closes his eyes
and points to a drink on the menu.
6,593
Which digit is in the ones place?

Drink Choices
Water
A 3
B 5 Tea
C 6 Soda
D 9 Hot chocolate
Milk
Coffee
Which word best describes the chance that

Gary points to lemonade?
A certain
B likely
C unlikely
D impossible
Go On
■ 5
A number pattern is shown below.
6 10 7 6 10 7 6 10 7 6 10 7
The pattern continues. What is the next number in the pattern?
A 4
B 6
C 7
D 10
■ 6
Brody’s football practice ended at the time
shown on the clock below. ■
7
Which line appears to be a vertical line?
11 12 1
10 2 B
9 3
8 4
7 6 5
At what time did Brody’s football C

practice end?
A 3:05
B 3:27
C 5:17
D 5:23
D
Go On
■ 8
Some money is shown in the picture below.
■
10
Luiz has the buttons shown below.
white black white
What fraction of the buttons is black?

A
What number of quarters has the same 3
value as the money in the picture?
B
2
A 10 quarters
2
B 20 quarters c

C 25 quarters
D 50 quarters 3
d

■ 9
Amy planted seeds in her garden. She planted
the seeds in three rows. The number of seeds
in each row is listed below. ■
11
Look at the spinner below.
• Row one: 28 seeds 4 4

• Row two: 25 seeds
• Row three: 21 seeds 2 4
What is the total number of seeds Amy
planted?
The arrow on the spinner is spun one time.
A 53 seeds Which word best describes the chance that
B 64 seeds the arrow lands in a section labeled 4 ?
C 74 seeds
D 99 seeds A certain
B likely
C unlikely
D impossible
Go On
■ 12
Which tool could be used to measure the weight of a potato?
A C
IN
CH
ES
15 1
2 Cups
14
1 1/2 13
12 2
1 Cup 11
10
3
1/2 9
8
7 4
6
5
4 5
3
2 6
1
CM
B D
100
90
80
70
60 0
55 5
50 10
50
40 15
45
30 20
40 lb 25
20 35 30
10
0
°F
Go On
■ 13
Four shapes are shown on the grid below.
■
14
A number is shown in the place-value
chart below.
1,000 100 10 1
2 4 5 0
Shape W Shape Y What number is shown in the place-

value chart?
A 245
B 542
C 2,450
D 5,420
■
Shape X Shape Z Sam has exactly five coins in his pocket.
15 The total value of the coins is $0.50 .
Which shape has the least area? at least one of the coins is a dime?
A shape W A certain
B shape X B likely
C shape Y C unlikely
D shape Z D impossible
Go On
■ 16
Paul uses string beans to model a number
sentence. He makes a group of 6 string
beans and a group of 2 string beans, as
■
17
The clocks below show the time that a
baby’s afternoon nap started and the time
that it ended.
shown in the picture below.
Start Time End Time
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
How long was the baby’s afternoon nap?

Which number sentence does Paul model?
A 1 hour
A 6+2=8
B 2 hours
B 6–2=4
C 2 hours 30 minutes
C 6 × 2 = 12
D 4 hours 30 minutes
D 6÷2=3
■
18
A number sentence is shown below.
3+ = 10 – 2
What number goes in the box to make the

A 2
B 3
C 5
D 8
Go On
■ 19
A bag has exactly 64 buttons in it. Rob gives
22 of the buttons to his sister and 16 of the
buttons to his brother. How many buttons
■
21
Subtract:
709 – 186
are left in the bag?
A 26 buttons A 523
B 36 buttons B 583
C 38 buttons C 613
D 42 buttons D 683
■ 20
The pictograph below shows the number of
cakes baked at a bakery on each of five days. ■
22
Use a ruler to measure the length of the
piece of string pictured below.
Cakes Baked
Day of Number of
the Week Cakes Baked
Monday What is the length of the piece of string?
Tuesday A 3 inches
Wednesday

B 3 inches
Thursday 2
Friday
C 4 inches
Key
D 4 inches
2
= 2 cakes
How many cakes were baked on Thursday?
A 3 cakes
B 4 cakes
C 6 cakes
D 11 cakes
Go On
■ 23
Jana wants to buy a baseball that costs $2.70 . Which group of bills and coins has a value of
exactly $2.70 ?
Go On
■ 24
Add:
9+9
■
27
Multiply:
6×7
A 16 A 36
B 17 B 42
C 18 C 48
D 19 D 56
■ 25
Which of these best describes a rhombus?
A a shape that has only three sides

■
28
The picture below shows seven cards with
numbers on them.
B a shape that does not have any sides

C a shape with four sides that are all the
same length 6 6 2 2 3 4 4
D a shape with four sides, but only two
sides are the same length
Carla picks one card without looking.
Carla picks a card with the number 3 on it?
■ 26
The clock below shows the time when
Carter arrived at a store. A
B
certain
likely
Time Carter Arrived C unlikely
at the Store D impossible
4:00
Carter left his house to go to the store
30 minutes before he arrived at the store.
What time did Carter leave his house to
go to the store?
A 3:00
B 3:30
C 4:00
D 4:30
Go On
Copyright © 2009 by the Nevada Department of Education Page 10
■ 29
Eliza uses the bills and coins shown below to buy lunch.
What is the total value of the bills and coins that Eliza uses to buy lunch?
A $2.07
B $2.64
C $6.07
D $6.64
Go On
■
30
Add:
575 + 33
■
32
Which figure is
A
6
shaded?
A 508
B 608
C 805 B
D 905
■
31
Kate took 126 blocks out of a box. She then
took another 58 blocks out of the box. What
is the total number of blocks Kate took out
of the box?
D
A 174 blocks
B 184 blocks
C 706 blocks
D 1,714 blocks
Go On
■ 33
Terry makes a pattern using groups of dots. The first four groups of dots in the pattern are
shown below.
Group 1 Group 2 Group 3 Group 4
Terry continues the pattern. Which rule could be used to find the number of dots in the next group?
A add 3 to the number of dots in group 4

B subtract 3 from the number of dots in group 4
C add 5 to the number of dots in group 4
D subtract 5 from the number of dots in group 4
Go On
■ 34
A teacher has a set of markers. Some information about the markers in the set is listed below.
• The number of blue markers is equal to the number of green markers.

• The number of pink markers is equal to the number of yellow markers.
• There are more orange markers than any other color marker.
Based on the list, which table could show the total number of markers of each color in the set
of markers?
A Markers C Markers
Color Number Color Number
Blue 3 Blue 4
Green 3 Green 3
Orange 15 Orange 10
Pink 10 Pink 3
Yellow 11 Yellow 4
B Markers D Markers
Color Number Color Number
Blue 3 Blue 4
Green 3 Green 4
Orange 1 Orange 15
Pink 10 Pink 11
Yellow 10 Yellow 11
Go On
■ 35
Mr. Traner gave 3 bookmarks to each
student in his reading group. He gave a
total of 24 bookmarks to the students.
■
36
Eva left home at 8:30, as shown on the
clock below.
Which number sentence could be used to

find the number of students in Mr. Traner’s 11 12 1
reading group? 10 2
9 3
A × 3 = 24 8 4
7 6 5
B 3 + = 24
C − 3 = 24 Eva returned home exactly 2 hours later.

At what time did Eva return home?
D 24 − =3 A 6:30
B 9:30
C 10:30
D 11:30
Go On
■ 37
Holly models a number sentence using paper clips. She arranges 8 paper clips into 4 groups, as shown
in the picture below.
Which number sentence does Holly model?
A 8 + 4 = 12
B 8–4=4
C 8 × 4 = 32
D 8÷4=2
Go On
■ 38
Subtract:
11 – 8
■
41
Bonnie has 5 empty baskets. She puts
3 apples in each basket. What is the
total number of apples Bonnie puts in
the baskets?
A 2 A 2 apples
B 3 B 8 apples
C 4 C 12 apples
D 5 D 15 apples
■ 39
Look at the number sentence below.
■
42
Look at the two spinners below.
112 + 106 < 358 128 Spinner A Spinner B
Which symbol goes in the to make the

1 3 1
3
A –
B < 2 2 2
C =
D
>
The arrow on each spinner will be spun

one time. Which statement about the section
■ 40
Which fraction is one one hundredth?
A

,00
each arrow will stop in is true?
A The arrow on spinner A is more likely

to stop in a section with the number 3
00
B in it than the arrow on spinner B.

B It is impossible for the arrows on both
00 spinner A and spinner B to stop in a
C
00 section with the number 3 in it.
C The arrows on both spinner A and
D spinner B are certain to stop in a section
00
with the number 3 in it.
D The arrow on spinner A is less likely to
stop in a section with the number 3 in it
than the arrow on spinner B.
Go On
■ 43
Which picture shows the object with the
greatest weight? ■
44
Ken had $3.75 . He bought a pen for $1.25 .
How much money does Ken have left after
paying for the pen?
A
A $1.75
B $2.50
C $3.50
D $5.00
blanket
book
chair
cup
Go On
■ 45
Which group of coins has a value of $1.60 ?
A
■
46
Look at the time on the digital clock below.
4:53
Which clock shows the same time as the
digital clock?
B
A
12
11 1
10 2
9 3
8 4
7 5
6
C
B
12
11 1
10 2
9 3
8 4
7 5
6
C
12
11 1
D 10 2
9 3
8 4
7 5
6
D
12
11 1
10 2
9 3
8 4
7 5
6
Go On
■ 47
A pattern of figures is shown below.
The pattern continues. What is the next figure in the pattern?
Go On
■ 48
There are 737 words in Ingred’s book.
There are 698 words in Tyler’s book.
How many more words are in Ingred’s
■
49
The bar graph below shows how students in
a class traveled to school on Monday.
book than Tyler’s?

Student Travel to School
A 39 words
15
B 41 words 14
C 161 words 13
D 179 words 12
11
Number of Students
10
9
8
7
6
5
4
3
2
1
0
Car Walk Bike Bus
How Students Traveled
How did the greatest number of students in

the class travel to school on Monday?
A car
B walk
C bike
D bus
Go On
■ 50
Which picture shows a group of coins with a total value of $0.86 ?
Go On
You may want to go back and check your answers or answer questions
you did not complete.

GRADE
3
Nevada
DEPARTMENT
OF
EDUCATION
Appendix I
Nevad a
Scoring
Support
Materials
Grade 3
MATHEMATICS

Correct Answers for Multiple-choice Items
Item Correct Content Item Correct Content

Number Answer Cluster DOK Number Answer Cluster DOK
1 D C2 1 26 B C3 2
2 A C1 1 27 B C1 1
3 C C1 1 28 C C4 1
4 D C4 1 29 D C3 1
5 B C2 1 30 B C1 1
6 C C3 1 31 B C1 2
7 D C3 1 32 A C1 1
8 B C3 2 33 A C2 2
9 C C1 2 34 D C4 2
10 A C1 1 35 A C2 2
11 B C4 1 36 C C3 2
12 D C3 1 37 D C1 1
13 B C3 2 38 B C1 1
14 C C1 1 39 A C2 2
15 A C4 2 40 D C1 1
16 A C1 1 41 D C1 2
17 B C3 2 42 A C4 2
18 C C2 1 43 C C3 1
19 A C1 2 44 B C1 2
20 C C4 1 45 D C3 2
21 A C1 1 46 C C3 1
22 B C3 1 47 A C2 1
23 D C3 2 48 A C1 2
24 C C1 1 49 B C4 1
25 C C3 1 50 D C3 1
Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions can
be found on the Nevada Department of Education Website.

GRADE
3
Nevada
DEPARTMENT
OF
EDUCATION
Appendix II
Nevad a
Administrative
Support
Materials
Grade 3
MATHEMATICS

Name:
Answer Document
Mathematics
1. A B C D 26. A B C D
2. A B C D 27. A B C D
3. A B C D 28. A B C D
4. A B C D 29. A B C D
5. A B C D 30. A B C D
6. A B C D 31. A B C D
7. A B C D 32. A B C D
8. A B C D 33. A B C D
9. A B C D 34. A B C D
10. A B C D 35. A B C D
11. A B C D 36. A B C D
12. A B C D 37. A B C D
13. A B C D 38. A B C D
14. A B C D 39. A B C D
15. A B C D 40. A B C D
16. A B C D 41. A B C D
17. A B C D 42. A B C D
18. A B C D 43. A B C D
19. A B C D 44. A B C D
20. A B C D 45. A B C D
21. A B C D 46. A B C D
22. A B C D 47. A B C D
23. A B C D 48. A B C D
24. A B C D 49. A B C D
25. A B C D 50. A B C D

GRADE
Nevada Department of Education

3
Nevada
DEPARTMENT
OF
EDUCATION
Keith W. Rheault
Superintendent of Public Instruction
Office of Assessment, Program Accountability, and Curriculum
775-687-9188
CRT • Instructional Materials

Grade 3 Math Nevada CRT Instructional Materials

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Depth of Knowledge (DOK) Levels

Copyright © 2009 by the Nevada Department of Education Page 

Math Content Literacy

Copyright © 2009 by the Nevada Department of Education Page ii

Copyright © 2009 by the Nevada Department of Education Page 

4,125 2,516 3,080 2,197

What is the order of the numbers from least

D 3,080 4,125 2,516 2,197

■2 Look at the number below.

Which digit is in the ones place?

Which word best describes the chance that

The pattern continues. What is the next number in the pattern?

At what time did Brody’s football C

white black white

What fraction of the buttons is black?

• Row one: 28 seeds 4 4

Shape W Shape Y What number is shown in the place-

How long was the baby’s afternoon nap?

What number goes in the box to make the

How many cakes were baked on Thursday?

A a shape that has only three sides

B a shape that does not have any sides

Group 1 Group 2 Group 3 Group 4

A add 3 to the number of dots in group 4

• The number of blue markers is equal to the number of green markers.

Which number sentence could be used to

C − 3 = 24 Eva returned home exactly 2 hours later.

Which number sentence does Holly model?

112 + 106 < 358 128 Spinner A Spinner B

Which symbol goes in the to make the

The arrow on each spinner will be spun

A The arrow on spinner A is more likely

The pattern continues. What is the next figure in the pattern?

book than Tyler’s?

How did the greatest number of students in

Copyright © 2009 by the Nevada Department of Education Page 23

Copyright © 2009 by the Nevada Department of Education Page 24

Item Correct Content Item Correct Content

Copyright © 2009 by the Nevada Department of Education Page 25

Copyright © 2009 by the Nevada Department of Education Page 26

Copyright © 2009 by the Nevada Department of Education Page 27

Nevada Department of Education

CRT • Instructional Materials

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Copyright © 2009 by the Nevada Department of Education Page

Copyright © 2009 by the Nevada Department of Education Page