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TEST SPECIFICATION
STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS): by Grade 3

Cumulative Progress Indicators

A. Number Sense [4.1.3.A]
  1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well).
    • Whole numbers through hundred thousands
    • Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line
  2. Demonstrate an understanding of whole number place value concepts.
  3. Identify whether any whole number is odd or even.
  4. Explore the extension of the place value system to decimals through hundredths.
  5. Understand the various uses of numbers.
    • Counting, measuring, labeling (e.g., numbers on baseball uniforms)
  6. Compare and order numbers.
B. Numerical Operations [4.1.3.B]

Sample Question
Sample Open-ended Question

  1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.
    • Addition and subtraction: joining, separating, comparing
    • Multiplication: repeated addition, area/array
    • Division: repeated subtraction, sharing
  2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction").
  3. Construct, use, and explain procedures for performing whole number calculations with:
    • Pencil-and-paper
    • Mental math
    • Calculator
  4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
    • Addition of 3-digit numbers
    • Subtraction of 3-digit numbers
    • Multiplication of 2-digit numbers by 1-digit numbers
  5. Count and perform simple computations with money.
    • Cents notation (¢)
  6. Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.
  7. Check the reasonableness of results of computations.

C. Estimation [4.1.3.C]


  1. Judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set.
  2. Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the result of computations.
  3. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.
  4. Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.