student work samples 2008 grade 3 - measured...
TRANSCRIPT
NEW ENGLAND COMMON ASSESSMENT PROGRAM
Student Work Samples2008
Grade 3
Reading
3NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255294 the_cat.eps, the_rooster. Common
u What does the young mouse learn in this story? Use details from the story.
4NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255294 the_cat.eps, the_rooster. Common
u What does the young mouse learn in this story? Use details from the story.
5NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255294 the_cat.eps, the_rooster. Common
u What does the young mouse learn in this story? Use details from the story.
6NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255294 the_cat.eps, the_rooster. Common
u What does the young mouse learn in this story? Use details from the story.
7NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255294 the_cat.eps, the_rooster. Common
u What does the young mouse learn in this story? Use details from the story.
8NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255392 Common
1@ Use four details from the passage and the pictures to fi ll in the chart.
How are the fi rst American fl ag and today’s American fl ag the same?
1.
2.
3.
4.
9NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255392 Common
1@ Use four details from the passage and the pictures to fi ll in the chart.
How are the fi rst American fl ag and today’s American fl ag the same?
1.
2.
3.
4.
10NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255392 Common
1@ Use four details from the passage and the pictures to fi ll in the chart.
How are the fi rst American fl ag and today’s American fl ag the same?
1.
2.
3.
4.
11NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255392 Common
1@ Use four details from the passage and the pictures to fi ll in the chart.
How are the fi rst American fl ag and today’s American fl ag the same?
1.
2.
3.
4.
12NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:255392 Common
1@ Use four details from the passage and the pictures to fi ll in the chart.
How are the fi rst American fl ag and today’s American fl ag the same?
1.
2.
3.
4.
13NECAP_2008_Grade3_Reading_Math Student Work Samples
Mathematics
14NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269354 MI005_3_squares.eps Common
s Look at this set of shapes.
Tad painted each shape a color.
• He painted 13
of the shapes in this set blue.
• He painted the rest of the shapes red.
What fraction of the set of shapes did Tad paint red?
15NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269354 MI005_3_squares.eps Common
s Look at this set of shapes.
Tad painted each shape a color.
• He painted 13
of the shapes in this set blue.
• He painted the rest of the shapes red.
What fraction of the set of shapes did Tad paint red?
16NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269354 MI005_3_squares.eps Common
s Look at this set of shapes.
Tad painted each shape a color.
• He painted 13
of the shapes in this set blue.
• He painted the rest of the shapes red.
What fraction of the set of shapes did Tad paint red?
17NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269354 MI005_3_squares.eps Common
s Look at this set of shapes.
Tad painted each shape a color.
• He painted 13
of the shapes in this set blue.
• He painted the rest of the shapes red.
What fraction of the set of shapes did Tad paint red?
18NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:201520 AH094_Numberline.eps Common
d Look at this number line.
Circle the dot that represents 65.
19NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:201520 AH094_Numberline.eps Common
d Look at this number line.
Circle the dot that represents 65.
20NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:201520 AH094_Numberline.eps Common
d Look at this number line.
Circle the dot that represents 65.
21NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269509 NECAP_kit_icon.eps, BH025 Common
f Omar and Wendy put square-inch tiles next to each other to make these shapes.
Omar’s Shape Wendy’s Shape
How many more square-inch tiles did Omar use than Wendy?
_________ square-inch tiles
OmarOmar s Shape Shape WWendyy s Shapes Shape
How many more square-inch tiles did Omar use than Wendy?
_________ square-inch tiles
22NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269509 NECAP_kit_icon.eps, BH025 Common
f Omar and Wendy put square-inch tiles next to each other to make these shapes.
Omar’s Shape Wendy’s Shape
How many more square-inch tiles did Omar use than Wendy?
_________ square-inch tiles_______ square-inch tiles
23NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269509 NECAP_kit_icon.eps, BH025 Common
f Omar and Wendy put square-inch tiles next to each other to make these shapes.
Omar’s Shape Wendy’s Shape
How many more square-inch tiles did Omar use than Wendy?
_________ square-inch tiles_________ s
24NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269509 NECAP_kit_icon.eps, BH025 Common
f Omar and Wendy put square-inch tiles next to each other to make these shapes.
Omar’s Shape Wendy’s Shape
How many more square-inch tiles did Omar use than Wendy?
_________ square-inch tiles_________ s
25NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269808 BH026_thermometer.eps Common
g This thermometer shows the temperature at 6:00 A.M.
0
20
30
10
40
45
50
55
60
15
25
5
35
ºF
a. What was the temperature at 6:00 A.M.?
_______ °F
At 10:00 A.M. the temperature was 8 degrees warmer than it was at 6:00 A.M.
b. What was the temperature at 10:00 A.M.?
_______ °F
_______ °
10:00 A.M
What was
_______ °
26NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269808 BH026_thermometer.eps Common
g This thermometer shows the temperature at 6:00 A.M.
0
20
30
10
40
45
50
55
60
15
25
5
35
ºF
a. What was the temperature at 6:00 A.M.?
_______ °F
At 10:00 A.M. the temperature was 8 degrees warmer than it was at 6:00 A.M.
b. What was the temperature at 10:00 A.M.?
_______ °F
_______ °F
10:00 A.M. th
What was the
_______ °F
27NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269808 BH026_thermometer.eps Common
g This thermometer shows the temperature at 6:00 A.M.
0
20
30
10
40
45
50
55
60
15
25
5
35
ºF
a. What was the temperature at 6:00 A.M.?
_______ °F
At 10:00 A.M. the temperature was 8 degrees warmer than it was at 6:00 A.M.
b. What was the temperature at 10:00 A.M.?
_______ °F
_______ °
10:00 A.M.
What was t
_______ °
28NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269808 BH026_thermometer.eps Common
g This thermometer shows the temperature at 6:00 A.M.
0
20
30
10
40
45
50
55
60
15
25
5
35
ºF
a. What was the temperature at 6:00 A.M.?
_______ °F
At 10:00 A.M. the temperature was 8 degrees warmer than it was at 6:00 A.M.
b. What was the temperature at 10:00 A.M.?
_______ °F
_______
10:00 A.M
What was
_______
29NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:256016 MI615_numbersentence.eps Common
h a. Write a number on the line below to make this number sentence true.
10 – = 3
b. Write a different number on each of the lines below to make this number sentence true.
+ + 8=1
10 – = 3
e a different number onence true.
+
30NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:256016 MI615_numbersentence.eps Common
h a. Write a number on the line below to make this number sentence true.
10 – = 3
b. Write a different number on each of the lines below to make this number sentence true.
+ + 8=1
10 – =
e a different numbeence true.
+
31NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:256016 MI615_numbersentence.eps Common
h a. Write a number on the line below to make this number sentence true.
10 – = 3
b. Write a different number on each of the lines below to make this number sentence true.
+ + 8=1
10 – = 3
e a different number ence true.
+
32NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:256016 MI615_numbersentence.eps Common
h a. Write a number on the line below to make this number sentence true.
10 – = 3
b. Write a different number on each of the lines below to make this number sentence true.
+ + 8=1
0 – = 3
a different number ce true.
+
33NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:256016 MI615_numbersentence.eps Common
h a. Write a number on the line below to make this number sentence true.
10 – = 3
b. Write a different number on each of the lines below to make this number sentence true.
+ + 8=1
0 – = 3
a different number once true.
+
34NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from this tally cha
35NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.b. Write a different question that can be answered using data from this tally
36NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from this tally cha
37NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from this tally cha
38NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from this tally cha
39NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from
40NECAP_2008_Grade3_Reading_Math Student Work Samples
ID:269883 ER6_soccerteamtally.eps Common
j The players on a soccer team voted on a name for their team. Each player voted one time. This tally chart shows how many players voted for each name.
Name Number of VotesTigersRocketsSharksBobcats
a. How many players voted altogether?
b. Write a different question that can be answered using data from this tally chart.Write a different question that can be answered using data from this tally cha