Math Assessments Grade 3
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
1A. You have a pile of 100 interlocking cubes. How could you arrange the cubes to prove to a friend that you really do have 100? Use
words, pictures and numbers to show what you would do.
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
1B. Find another way to arrange the cubes to
make sure that you have 100. Explain your strategy below. Use words, pictures, and numbers to show what you would do.
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
2. Look
at the pattern-block design below. How
many blocks are used
in Side A? _________
If the design is symmetrical, how many
blocks do you think there will be
in the whole design?
I think there will be ________ pattern
blocks in the whole design because:
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
3A. I have
90¢. I put half the money in one
pocket and half the money in the
other pocket. How much money do I have
in each pocket? Explain your answer using pictures, numbers and words.
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
3B.
Show 3 ways to make 90¢ using
pennies, nickels, dimes and quarters. Show that each way equals 90¢.
1.
2.
3.
Name_________________________________
Date_______________________
End-of Unit Assessment – Mathematical Thinking
Task
4A. A third grade class
was playing “Guess My Rule.” Students collected the following data:
Data Set A
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Students wearing stripes: 9
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Students not wearing stripes: 14
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Data Set B
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Students who have brown hair: 17
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Students
who do not have brown hair: 6
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Pick one of the two sets of data. Make a picture or a graph to show the data.
Name_________________________________
Date _____________________________
End-of Unit Assessment – Mathematical Thinking
Task
4B. The same third grade
class collected data on stripes and brown hair during
the next day’s math class. There were no
new students and all of the same
students were present. Was either set of
data likely to have changed from the first day to the second day? Why or why not? But sure to give reasons for your answer.
Data Set A
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Students wearing stripes: 9
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Students not wearing stripes: 14
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Data Set B
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Students who have brown
hair: 17
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Students
who do not have brown hair: 6
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Answer:
Name_________________________________ Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
5A. I grabbed 26 beans with my right hand and 34
beans with my left hand. Compare my handfuls using words, pictures and
numbers.
Name_________________________________
Date________________________
End-of Unit Assessment – Mathematical Thinking
Task
5B. Now combine my handfuls. Use words, pictures
and numbers to show how you did
this.
Name_________________________________
Date________________________
End-of Unit Assessment – Things That Come in Groups
Task
1. Draw
a picture that shows 5 X 4.
Name_________________________________
Date________________________
End-of Unit Assessment Task
Task
2A. There are 3 spiders on a web, and each
spider has 8 legs. How many legs are there altogether? Show your answer using words, pictures and numbers.
Name_________________________________
Date________________________
End-of Unit Assessment – Things That Come in Groups
Task
2B. Write two number equations that represent the
story on the previous page.
1. ______________________________________________________
2.
______________________________________________________
Name_________________________________
Date________________________
End-of Unit Assessment – Things That Come in Groups
Task
3A. Skip count by 6’s until you reach the first
number ending in 0.
What
number is this? ___________
Task
3B. How many 6’s
are there in your ending number? Explain
how you figured this out.
Name_________________________________
Date________________________
End-of Unit Assessment Task
Imagine that there
are 12 chairs in a room. You need to
arrange these chairs in equal rows for an audience that is going to watch a play.
Task
4A. Show all possible arrangements:
Task
4B.
Label the dimensions of each of the
arrays above and write the multiplication
equation that matches it.
Name_________________________________
Date________________________
End-of Unit Assessment –Things That Come in Groups
Task
5A. I saved $32 by putting $8 into my bank
account each week.
How many
weeks did it take me? Show your answer
using
words, pictures and numbers.
Task
5B. Write a multiplication and division number equation to go with
the problem above.
Name_________________________________
Date________________________
End-of Unit Assessment –Flips, Turns, and Area
Look
at the arrangements of five squares below.
Task
1A. How many different arrangements of
five squares are there?______
Task
1B. Are any of the arrangements the
same?______________________
Task
1C. If so, which ones?_____________________________________
Task
1D. Write about how you could convince
someone that two shapes are or are not the same (use
cubes if you want).
Name_________________________________
Date________________________
End-of Unit Assessment –Flips, Turns, and Area
Task
2A.
Look
at the 10-by-12 rectangle below. What is
the area of this rectangle? Explain how
you got your answer.
Name_________________________________
Date________________________
End-of Unit Assessment –Flips, Turns, and Area
Task
2B.
Can
you name two other rectangles with the same area? Explain how you can prove that these two
rectangles have the same area as the 10-by-12
rectangle.
Name_________________________________
Date________________________
End-of Unit Assessment –Flips, Turns, and Area
Task
3A. The following shape is made with squares and
triangles. If the square is one unit, what is the area of this
shape? (Label each triangle and square)
Task
3B. Write how you know that the above shape has
that area.
Name_________________________________
Date________________________
End-of Unit Assessment –Flips, Turns, and Area
Task
4A. Make a shape with an area of 6 square
units. Draw it on the dot grid below. Use both squares and triangles in your
shape.
Task
4B. Write how you know that your shape has an
area of 6 square units.
Name_________________________________
Date________________________
End-of Unit Assessment – From Paces to Feet
Task
1A. Use a ruler to measure the following line
twice – first with inches and then
with centimeters.
The line measures ________
in.
The line measures ________ cm.
Task
1B. Which measurement gives you a greater
number? Explain why you think that is.
Name_________________________________
Date________________________
End-of Unit Assessment – From Paces to Feet
Task
2. Our classroom is getting new carpet. We decide to help the custodian, who will order the carpet, by measuring the length
and width of our classroom. What would be a good way to do this measuring?
Explain why you think so. (Hint: Think about what unit and measuring tool you will use.)
Name_________________________________
Date________________________
End-of Unit Assessment – From Paces to Feet
Task
3A. On field day, one third grade group recorded
the following distances for the
standing broad jump. Make a line plot of
the data.
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23 in.
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32 in.
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24 in.
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28 in.
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36 in.
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33 in.
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25 in.
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34 in.
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32 in.
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29 in.
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34 in.
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33 in.
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Name_________________________________
Date________________________
End-of Unit Assessment – From Paces to Feet
Task
3B. Describe the
data. What can you say about the
distances these third graders jumped?
Task
3C. What is the length of a typical jump for
this class? Explain your thinking.