[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-538007-105":3,"detail-sidebar-cat-0-en-105":84,"doc-detail-538007-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":77,"head_meta":79,"extra_data":81,"updated_unix":83},105,"en","samples-to-success-grade-3-mathematics-operations-algebraic-thinking","Samples to Success - Grade 3 - Mathematics - Operations & Algebraic Thinking","","Samples to Success presents grade 3 mathematics items designed to reflect the kinds of tasks used in the Illinois Assessment of Readiness (IAR) and to support instruction aligned to the measured skills. The rubric highlights expectations at multiple performance levels and emphasizes how students can model and reason to earn points. Items focus on interpreting products and quotients, using multiplication and division within 100, and solving real-world problems through equations and drawings that show the 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determines whether a student is proficient or above proficient on the IAR items shown in the rubric?","Question",{"text":62,"@type":63},"The distinction is primarily determined by the total points earned on items that require modeling and/or reasoning, and students who explain and demonstrate their thinking are most likely to earn those points.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do 3.OA.1 items test understanding of multiplication?",{"text":67,"@type":63},"They require interpreting a product of two whole numbers in terms of groups and the size of each group, such as using expressions to represent totals and explaining how multiplication determines the product.",{"name":69,"@type":60,"acceptedAnswer":70},"How do 3.OA.2 items assess division skills?",{"text":71,"@type":63},"They ask students to interpret the quotient of two whole numbers by distributing objects equally to determine the number or size of groups.",{"name":73,"@type":60,"acceptedAnswer":74},"What kind 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texts, tasks, and contexts, highlighting the types of opportunities they need for success in the classroom. These items offer a shared reference point for understanding proficiency expectations, complementing the assessment's role in measuring learning. By analyzing items alongside performance data, educators can gain a deeper understanding of students'strengths and areas for growth. Students thrive in environments rich with diverse materials, challenges that vary in task type, and multiple avenues for demonstrating understanding. High-quality instruction, aligned with the learning goals, is the most effective way to support students' growth and prepare them for success.  \nGRADE 3  \nThe items featured in this rubric are a mix of items representative of those found on the Illinois Assessment of Readiness (IAR) and items appropriate for classroom instruction to support and build the skills measured on the IAR. The distinction between a student scoring proficient and above proficient on the IAR is primarily determined by the total points earned on items that require modeling and/or reasoning. Students who can effectively explain and demonstrate their thinking are most likely to earn these points.  \nMATHEMATICS  \nOperations & Algebraic Thinking  \n3.OA.1 Below Proficient Approaching Proficient Proficient Above Proficient  \nExpectation at Proficient:  \nInterpret the product of two whole numbers in terms of the number of groups and size of each group.  \nWhat is the product of 5 × 4 ? Answer: 20  \nThere are 4 rows of 5 desks in a classroom.  \nWhich expression represents the total number of desks in the classroom?  \nA. 4 − 5  \nB. 4 + 5  \nC. 4 × 5   \nD. 4 ÷ 5  \nWhich question can be answered with the expression 5 × 4 ?  \nA. There are 5 books on 4 shelves. How many total books are on all the shelves?  \nB. There are 5 books on a shelf and  \n4 fall off. How many books are left on the shelf?  \nC. There are 5 books on a shelf. A student puts 4 more books on the shelf. How many books are now on the shelf?  \nD. There are 5 books on a shelf. The books are placed into 4 boxes. How many books are in each box?  \nA teacher is packing boxes of books. Each box can hold 4 books, and the teacher needs to pack 24 books.  \nExplain how to determine the total number of boxes the teacher will pack.  \nThe student response should include an explanation of how multiplication is used to determine the product. 4 × ? = 24; 6 􀜾􀝋􀝔􀝁􀝏  \n3.OA.2 Expectation at Proficient:  \nInterpret the quotient of two whole numbers in terms of distributing objects equally to determine either the number or size of groups.  \n3.OA.3 Expectation at Proficient:  \nUse multiplication and division within 100 to solve real world problems focused on situations involving equal groupings, arrays, and measurement quantities.  \nRepresent a multiplication  \nOperations & Algebraic Thinking  \nBelow Proficient Approaching Proficient Proficient Above Proficient  \nWhat is the quotient of 42 ÷ 7 ?  \nAnswer: 6  \nJoe ran 42 miles last week. He ran the same number of miles each day.  \nWhich expression represents the number of miles Joe ran each day?  \nA. 42 + 7  \nB. 42 − 7  \nC. 42 × 7  \nD. 42 ÷ 7  \nWhich question can be answered with the expression 42 ÷ 7 ?  \nA. Joe ran 42 miles this week and  \n7 miles last week. What is the total number of miles Joe ran?  \nB. Joe ran 42 miles per week for  \n7 weeks. What is the total number of miles Joe ran?  \nC. Joe ran 42 miles last week. Heran the same number of miles each day. How many miles did he run each day?  \nD. Joe ran 42 miles last week. Joe ran 7 fewer miles this week than last week. How many miles did Joe run this week?  \nJoe is training for a race. He wants to run a total of 42 miles this week. He wants to run the same number of miles each day of the week.  \nExplain how to determine the number of miles he should run each day of the week.  \nThe student response s","cbCaibh6qRTjT7eY","https://ap.wps.com/l/cbCaibh6qRTjT7eY","pdf",848850,21,"English","# Grade 3\n## Mathematics\n### Operations & Algebraic Thinking\n## 3.OA.1\n## 3.OA.2\n## 3.OA.3\n## 3.OA.4","[{\"question\":\"What determines whether a student is proficient or above proficient on the IAR items shown in the rubric?\",\"answer\":\"The distinction is primarily determined by the total points earned on items that require modeling and/or reasoning, and students who explain and demonstrate their thinking are most likely to earn those points.\"},{\"question\":\"How do 3.OA.1 items test understanding of multiplication?\",\"answer\":\"They require interpreting a product of two whole numbers in terms of groups and the size of each group, such as using expressions to represent totals and explaining how multiplication determines the product.\"},{\"question\":\"How do 3.OA.2 items assess division skills?\",\"answer\":\"They ask students to interpret the quotient of two whole numbers by distributing objects equally to determine the number or size of groups.\"},{\"question\":\"What kind of problems appear in 3.OA.4?\",\"answer\":\"Students determine unknown numbers in multiplication or division equations involving three whole numbers to find missing values, completing equations where a symbol represents the unknown.\"}]","Samples to Success - Grade 3 - Mathematics - Operations & Algebraic Thinking | PDF",1791605980,53]