Page Which numbers are in order from least to greatest? A 1,271 1,354 1,432 B 1,354 1,432 1,271 C 1,271 1,432 1,354

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1 NEXTEND2 EOG Grade 3 Math Sample Items 1. Which numbers are in order from least to greatest? 1,271 1,35 1,32 1,35 1,32 1,271 1,271 1,32 1,35 2. Paul wants to send 15 cards. There are cards in a box. How many boxes will Paul need? Page 1

2 NEXTEND2 EOG Grade 3 Math Sample Items 3. What fraction of the circle is shaded? 3 1. What unit would be used to measure the distance from one city to another city? mile foot inch Page 2

3 NEXTEND2 EOG Grade 3 Math Sample Items 5. What solid figure has 6 square faces? cube sphere cone 6. The marker starts on the chart at (1, 1). It will be moved up 5 units and to the right 3 units. y x Where will the marker be after it is moved? (, 6) (2, 5) (6, 3) Page 3

4 NEXTEND2 EOG Grade 3 Math Sample Items 7. What takes up the most time in ndy s schedule? ndy s Daily Schedule School Sleeping Sports Sports School Sleeping 8. What is the next number in the pattern? 2, 5, 8, 11, Page

5 NEXTEND2 EOG Grade 3 Math Sample Items 9. Which symbols are next in the pattern? 10. What does n equal? n 6 = 9 End of Sample Items In compliance with federal law, including the provisions of Title IX of the Education mendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions of employment. Page 5

6 Gr03 Math Sample Items Key Report 1 Objective: 1.01 Develop number sense for whole numbers through 9,999. a) onnect model, number word, and number using a variety of representations. b) uild understanding of place value (ones through thousands). c) ompare and order. Thinking Skill: pplying orrect nswer: 2 Objective: 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: a) Strategies for multiplying and dividing numbers. b) Estimation of products and quotients in appropriate situations. c) Relationships between operations. Thinking Skill: pplying orrect nswer: 3 Objective: 1.05 Use area or region models and set models of fractions to explore part-whole relationships. a) Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths). b) ompare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons. c) Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths. d) Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers. e) Understand and use mixed numbers and their equivalent fraction forms. Thinking Skill: pplying orrect nswer: Objective: 2.02 Estimate and measure using appropriate units. a) apacity (cups, pints, quarts, gallons, liters). b) Length (miles, kilometers). c) Mass (ounces, pounds, grams, kilograms). d) Temperature (Fahrenheit, elsius). Thinking Skill: pplying orrect nswer: 5 Objective: 3.01 Use appropriate vocabulary to compare, describe, and classify two- and threedimensional figures. Thinking Skill: Knowledge orrect nswer: 6 Objective: 3.02 Use a rectangular coordinate system to solve problems. a) Graph and identify points with whole number and/or letter coordinates. b) Describe the path between given points on the plane. Thinking Skill: pplying orrect nswer: Page 1

7 Gr03 Math Sample Items Key Report 7 Objective:.01 ollect, organize, analyze, and display data (including circle graphs and tables) to solve problems. Thinking Skill: pplying orrect nswer: 8 Objective: 5.01 Describe and extend numeric and geometric patterns. Thinking Skill: pplying orrect nswer: 9 Objective: 5.02 Extend and find missing terms of repeating and growing patterns. Thinking Skill: pplying orrect nswer: 10 Objective: 5.0 Find the value of the unknown in a number sentence. Thinking Skill: pplying orrect nswer: Page 2