RELEASED TEST ITEMS T able of Contents 3 GRADE

© 2000 Commonwealth of Virginia Department of Education 3

R E L E A S E D T E S T I T E M S 2 0 0 0

T able of Contents

Introducing the Virginia Standards of Learning Grade 3 Assessment

Grade 3 English Test: Reading

Grade 3 English Test: Writing

Grade 3 Mathematics Test

Grade 3 Science Test

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I ntroducing the

The complete set of items that appeared on the Spring 2000Standards of Learning test taken by most public school students inVirginia is presented in the following pages. The intent of thisrelease of these test questions is to provide parents and teachersadditional information to accompany the Student PerformanceReport and/or the Parent Report.

The information accompanying each test question is broken intoseveral components:

Reporting Category: Matches the score report and allows foridentification of strengths and weaknesses indicated by studentscores.

Standard of Learning: Presents the SOL used in developing theassessment question.

Builds To: Indicates how the student will use the content in futurecourse work.

Instruction: Provides information for teachers to use as the SOL isincorporated into instruction.

Parent Tip: Provides strategies for parents to use in assisting theirchild.

The answer to each question can be found in the back of the booklet.

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Virginia Standards of Learning

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English Test: Reading

The Ideal Picnic Spot

1 “What a beautiful day!” said Ted Berry to his wife one fair spring morning. “Let’s go on apicnic.”

2 “That’s a wonderful idea,” replied Mrs. Berry. “Why don’t we take a look in therefrigerator and see what we can pack?” They found leftover turkey, some green salad, afew pickles, and four fresh oranges. There was a nice loaf of bread and even a pie to take.Before long they had filled the picnic basket.

3 Mr. and Mrs. Berry and their three children walked out the front door. Mr. Berry carriedthe picnic basket, and Mrs. Berry carried a jug of lemonade. Jenny had her new kite, andlittle Bobby had brought a ball. Henry held Rex’s leash.

4 Off they went, down the road and over the hill. Soon they came to the woods. “Here’s anice spot,” said Jenny. “Look at all the wildflowers!”

5 “Yes,” said her mother. “But there is no water for you children to wade in. Let’s keep goingfor a while.”

6 A little later, they found a picnic table next to the pond. “No,” said Henry. “Let’s try to finda place where Rex can run and Jenny can fly her kite.” Everyone agreed that this waswhat they needed.

7 On they went, looking for a picnic spot. One place was too sunny, and the next was tooshady. Mr. Berry said that the picnic basket was getting heavy, and little Bobby said hewas getting hungry. They walked around for an hour or so, looking for the best place tohave their picnic. Finally, everyone agreed that they would just walk around the nextbend in the path and eat there, whether it was perfect or not. So the Berry family turnedthe bend, and there was a lovely picnic area.

8 There were some trees for shade, and some sunny areas for warmth. There werewildflowers blooming and a small creek for wading. A picnic table was all set up. Mr. andMrs. Berry unpacked the picnic lunch, and everyone sat down to enjoy it. “I think weshould do this all the time,” said Henry, happily munching on a pickle. Jenny, running offwith her kite held high, added, “I agree!”

9 “Best of all,” said Mr. Berry, “we won’t have far to walk home since we’re in our ownbackyard!”

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© 2000 Commonwealth of Virginia Department of Education



English Test: Reading 3G R A D E

Parent Tip B:

Parent Tip A:Have your child give yourhyming words for words thatyou identify in a story orpoem you are reading withhim/her or he/she is reading.

Reporting Category: Use Word Analysis Strategies (Phonetic/structural)

A. Standard of Learning: K.7 The student will develop an understanding ofbasic phonetic principles.

c) Recognize rhyming words.

Builds To: Work with rhyming words continues throughout the study of Readingand Writing and increases in complexity.

1 Read this sentence from the story.

“What a beautiful day!”

What word rhymes with day?

A boyB theyC carD sat

B. Standard of Learning: 2.4 The student will use phonetic strategies whenreading and writing.

a) Use knowledge of consonants and consonant blends in words.

Builds To: Work with consonant blends continues throughout the study ofReading and Writing and increases in complexity.

2 Look at this picture.

Which word has the same middleand ending sounds as the name ofthe picture?

F butterG rabbitH kettleJ nibble

Instruction: Provide students an opportunity to choose a word that rhymes with anidentified word in a sentence.

Instruction: Provide students an opportunity to name an object in a picture and find aword that has the same middle and ending sounds.

Have your child identifyobjects in pictures and nameanother word that has thesame middle and endingsounds.

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English Test: Reading 3G R A D E

Parent Tip B:

Parent Tip A:Have your child replacecontractions with the twowords they shorten in storiesor poems you are reading withhim/her or he/she is reading.

A. Standard of Learning: 2.6 The student will use language structure whenreading.

b) Use knowledge of contractions and singular possessives.

Builds To: Work with language structures continues throughout the study ofReading and Writing and increases in complexity.


“Best of all,” said Mr. Berry, “wewon’t have far to walk homesince we’re in our ownbackyard!”

What is another way to write won’tas it is used in the sentence above?

A can notB were notC will notD do not

Reporting Category: Understand a Variety of Printed Materials/ResourceMaterials

B. Standard of Learning: 2.8 The student will demonstrate comprehension offiction and nonfiction selections.

f) Explain the problem, solution, or central idea.

Builds To: Work with comprehension of fiction and nonfiction continuesthroughout the study of Reading and Writing and increases in complexity.

Instruction: Provide students an opportunity to replace contractions in sentences with thetwo words they shorten.

Instruction: Provide students an opportunity to identify a lesson learned from a story; andto identify the solution to a problem presented in a story.

Have your child read a storyand tell any lessons learnedfrom the story. Have yourchild read a story and developa solution for a problempresented in the story.

4 What lesson does the Berry familylearn in the story?

F It is difficult to find a nice place toeat.

G What you already have is sometimesbest.

H It is always best to choose a shadyplace.

J Always take lots of food to a picnic.

5 How does the family finally solvetheir problem?

A They eat in the car.B They walk to a creek.C They go home.D They drive to the next town.

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Parent Tip A:Have your child find adescription of an object in astory you are reading tohim/her or he/she is reading.

A. Standard of Learning: 2.11 The student will locate information in referencematerials.

b) Examine pictures and charts.

Builds To: Work with reference materials continues throughout the study ofReading and Writing and increases in complexity.


Which words from the story tellabout this picture?

F “even a pie to take”G “a jug of lemonade”H “the picnic basket”J “a nice loaf of bread”

B. Standard of Learning: 3.5 The student will demonstrate comprehension of avariety of printed materials.

c) Make, confirm, or revise predictions.

Builds To: Work with making predictions continues throughout the study ofReading and Writing and increases in complexity.

7 In the future, the Berry family willprobably —

A take a long drive every weekendB spend more time in their backyardC buy new kites and ballsD eat in the house instead of outside

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Parent Tip B:

Instruction: Provide students an opportunity to look at a picture and find a description ofthe picture in the story.

Instruction: Provide students an opportunity to draw a conclusion based on information ina story.

Have your child predict aconclusion for a story you arereading to him/her or he/she isreading.


A

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Parent Tip A:Have your child interpret whyan event has taken place in astory you are reading tohim/her or he/she is reading.

Reporting Category: Understand Elements of Literature

A. Standard of Learning: 3.5 The student will demonstrate comprehension of avariety of printed materials.

e) Compare and contrast settings, characters, and events.

Builds To: Work with comparing and contrasting settings, characters, and eventscontinues throughout the study of Reading and Writing and increases incomplexity.

8 What was wrong with the firstpicnic site that the Berry familysaw?

F There was no water for the childrento wade in.

G There wasn’t enough room for Jennyto fly her kite.

H There was too much shade and notenough sunlight.

J There was no place where the dogcould run.


f) Organize information or events logically.

Builds To: Work with the organization of information or events continuesthroughout the study of Reading and Writing and increases in complexity.

9 What was Henry doing when Jennywent to fly her kite?

A Walking the dogB Bouncing a ballC Picking flowersD Eating a pickle

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Parent Tip B:

Instruction: Provide students an opportunity to interpret why an event occurred based oninformation in the story.

Instruction: Provide students an opportunity to identify events occurring at the same timein a story.

Have your child name anevent that is occurring at thesame time as an event youidentify in a story you arereading to him/her or he/she isreading.


A

B

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George Washington Carver’s Dream

1 “I want to know; I want to know.” These words ran through young George’s head all day ashe went about his chores on the Carver farm. He heard them as he investigated thewonders of nature in his garden and as he watched the birds flying overhead.

2 “I can do that; I can do that,” were the words he heard as he watched his Aunt Sue Carverknit with four needles or as he tried to paint pictures with paints made from pokeberries.George was like a sponge, soaking up information from everything and everyone. But hisbiggest, most secret dream was to go to school.

3 Aunt Sue had given him an old Speller and helped him puzzle out the words, but that wasnot enough for George. He wanted to read, to write, and to know the names of the flowersand birds. He wanted to learn about writers and painters. He wanted to know everything!

4 But George could not attend the only school near the Carver farm outside DiamondGrove, Missouri. It was for white children only. So 10-year-old George decided to leaveDiamond Grove. Early one morning, dressed in his best clothes, he said good-bye to hisfamily. Then he left the only home he had ever known and set out, all alone.

5 George knew that in Neosho there was a school that would allow him to attend classes.Neosho was eight miles away, but George, who was used to walking, reached the town bylate afternoon.

6 The first night, George slept in the hayloft of a barn near the school. The shuffling of thehorses’ feet and the soft sound of their breathing comforted the lonely, frightened child.The next morning, he was so hungry! He climbed down out of the hayloft and perched on awoodpile to think about how he would get breakfast. While he was sitting there, a womancame outside for wood to make her breakfast fire. She could see that the slight little boywas hungry and frightened, and she invited him inside for breakfast. Her name wasMariah Watkins.

7 Mariah and her husband, Andy, believed in George’s dream of education for all, so theyinvited him to live with them. When the other children ran out to play for recess, Georgewould hop over the fence, prop up a book, and weed, sweep, or scrub until the bell rangagain. He gladly did the chores because his dream was coming true. He was at school!

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Parent Tip A:Have your child find a wordthat begins with the samesounds as a picture in a storyyou are reading to him/her orhe/she is reading.

Reporting Category: Use Word Analysis Strategies (Phonetic/Structural)

A. Standard of Learning: 2.4 The student will use phonetic strategies whenreading and writing.

a) Use knowledge of consonants and consonant blends in words.

Builds To: Work with consonant blends continues throughout the study ofReading and Writing and increases in complexity.


Which word from the story beginswith the same sounds?

F dreamG scrubH propJ sweep

B. Standard of Learning: 2.6 The student will use language structure whenreading.

b) Use knowledge of contractions and singular possessives.

Builds To: Work with language structure continues throughout the study ofReading and Writing and increases in complexity.


Aunt Sue had given him an oldSpeller and helped him puzzleout the words, but that was notenough for George.

Which of these is another way towrite that was not as it is used inthis sentence?

A that’s notB that weren’tC that wasn’tD that’s was not

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Parent Tip B:

Instruction: Provide students an opportunity to identify a word from a story that beginswith the same sounds as a given picture.

Instruction: Provide students an opportunity to take a sentence from a story and replacetwo words with a contraction.

Have your child replace twowords with the appropriatecontraction in stories orpoems you are reading withhim/her or he/she is reading.


A

B

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Parent Tip A:Have your child completesentences within a story youare reading to him/her orhe/she is reading, usinghomophones.

A. Standard of Learning: 3.3 The student will apply word-analysis skills whenreading and writing.

b) Use knowledge of homophones.

Builds To: Work with homophones continues throughout the study of Readingand Writing and increases in complexity.

12 Read these sentences about thestory.

George was never toschool. He decided to goall himself.

Which pair of words makes thesentences correct?

F scent, byG sent, buyH scent, buyJ sent, by

B. Standard of Learning: 3.4 The student will use strategies to read a variety ofprinted materials (nonfiction, fiction, poetry).

c) Apply meaning clues, language structure, and phonetic strategies.

Builds To: Work with reading strategies continues throughout the study ofReading and increases in complexity.

13 What does the word investigatedmean in paragraph 1 of this story?

A Listened toB ToldC StudiedD Read about

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Parent Tip B:

Instruction: Provide students an opportunity to complete sentences within a story, filling inblanks from a list of words that are homophones.

Instruction: Provide students an opportunity to define a word based on its usage in asentence from a story.

Have your child give adefinition for a word found ina story or poem you arereading him/her or he/she isreading based on its use in asentence.


A

B

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Parent Tip A:Have your child predict whatprobably happened in a storyyou are reading to him/her orhe/she is reading.





14 As George grew up, he probably —

F became tired of working so hard andgave up

G went back to Diamond Grove andnever left again

H lived with the Watkins couple all hislife

J worked hard to make something ofhis life

B. Standard of Learning: 3.10 The student will record information from printand nonprint resources.

a) Use dictionaries, encyclopedias, and other reference books.

Builds To: Work with print and nonprint resources continues throughout thestudy of Reading and Writing and increases in complexity.

15 The BEST place to look for moreinformation about GeorgeWashington Carver would be in —

A an atlasB a dictionaryC a thesaurusD an encyclopedia

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Parent Tip B:

Instruction: Provide students an opportunity to predict what probably happened in a story.

Instruction: Provide students an opportunity to determine other resources on a topic froma story.

Have your child identify otherresources that could be used togather information about atopic found in a story you arereading to him/her or he/she isreading.


A

B

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Parent Tip A:Have your child describe acharacter found in a story youare reading to him/her orhe/she is reading.



e) Compare and contrast settings, characters, and events.

Builds To: Work with comparing and contrasting settings, characters, and eventscontinues throughout the study of Reading and Writing and increases incomplexity.

16 In this story, George WashingtonCarver can BEST be described as —

F curious, eager, and braveG gentle, quiet, and shyH afraid, worried, and lazyJ happy, funny, and lively



Builds To: Work with organizing information or events continues throughout thestudy of Reading and Writing and increases in complexity.

17 What did George do just before hesaid good-bye to his family?

A He dressed in his best clothes.B He looked up at the birds flying.C He climbed down from the hayloft.D He finished his chores in the garden.

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Parent Tip B:

Instruction: Provide students an opportunity to describe a character from a story.

Instruction: Provide students an opportunity to determine what happened before an eventoccurred in the story.

Have your child determinewhat happened before an eventoccurred in a story you arereading to him/her or he/she isreading.


A

B

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When the robin sings his goodnight songAnd the stars begin to glitter,A tiny mouse wakes up and startsTo squeak and squeal and skitter.

His little feet are snowy white,The soles are pink and rosy.“I think I’ll build a nest today,A place that’s warm and cozy.”

“Look, I see a piece of string,And here’s a lovely feather!I’ll use this rag and lots of grassAnd fluff them all together.”

“Where shall I build my brand new nest?Perhaps in a hollow tree?No, I think this old tin boxIs just the place for me.”

So he licks his fur and whiskers clean,He’s quite a well-groomed mouse.But oh, the mess he starts to makeInside his brand new house!

He eats in bed and drops his foodAnd scatters waste about.And when there’s no more room at allHe says, “I’m moving out!”

“Where shall I build my brand new nest?Perhaps in a hollow tree?No, I think this worn-out shoeIs just the place for me.”

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The White-Footed Mouse

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Parent Tip A:Have your child give youanother word that rhymeswith a given last word in aline of a poem you are readingto him/her or he/she isreading.

Reporting Category: Use Word Analysis Strategies (Phonetic/Structural)

A. Standard of Learning: K.7 The student will develop an understanding ofbasic phonetic principles.

c) Recognize rhyming words.

Builds To: Work with rhyming words continues throughout the study of Readingand Writing and increases in complexity.

B. Standard of Learning: 2.6 The student will use language structure whenreading.

d) Use knowledge of sentence structure.

Builds To: Work with language structure continues throughout the study ofReading and Writing and increases in complexity.

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Parent Tip B:

Instruction: Provide students an opportunity to identify a line in a poem that has a lastword rhyming with the last word of a given line; provide students an opportunity to find aword that rhymes with a given word from a poem.

Instruction: Provide students an opportunity to identify words that name things in apoem.

Have your child identifywords that name things in apoem you are reading withhim/her or he/she is reading.

20 Which words from lines 21 through24 are the names of THINGS?

F bed, food, waste, roomG he, his, there’s, whenH eats, drops, scatters, saysJ in, about, at, out

19 Read this line from the poem.

To squeak and squeal andskitter.

Which word rhymes with squeak?

A peekB cakeC talkD break

18 The last word of line 6 rhymes withthe last word in line —

F 7G 8H 9J 10


A

B

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Parent Tip A:Have your child alphabetize alist of words that you givehim/her and specify whichword comes last.


A. Standard of Learning: 1.14 The student will alphabetize words according tothe first letter.

Builds To: Work with alphabetizing words continues throughout the study ofReading and Writing and increases in complexity.

21 If you put these words inalphabetical order, which onecomes last?

A whiskersB furC solesD mouse

B. Standard of Learning: 2.8 The student will demonstrate comprehension offiction and nonfiction selections.

f) Explain the problem, solution, or central idea.

Builds To: Work with comprehension continues throughout the study of Readingand increases in complexity.

22 What is the main idea of this poem?

F When it builds nests in people’sthings, a mouse becomes a problem.

G The mouse likes to come out at nightand look at the stars shining in thesky.

H A tiny mouse with little white feetruns around all the time with noplace to rest.

J Whenever the mouse’s nest getsmessy, he finds another place andmakes a new one.

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Parent Tip B:

Instruction: Provide students an opportunity to name the last word from a set that must bealphabetized.

Instruction: Provide students an opportunity to state the main idea of a poem.

Have your child state themain idea of a poem you arereading to him/her or he/she isreading.


A

B

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Parent Tip A:Have your child predict whata character will do next in apoem you are reading tohim/her or he/she is reading.




23 What will the white-footed mousedo next?

A Live in a hollow treeB Search for foodC Make a nest in the shoeD Clean out the tin box


d) Ask and answer questions.

Builds To: Work with asking and answering questions continues throughout thestudy of Reading and Writing and increases in complexity.

24 Which question is answered inlines 9 through 12?

F Why does the mouse need a newnest today?

G What does the mouse use to make anest?

H Where does the mouse build hisnest?

J Why does the mouse like to sleep inthe grass?

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Parent Tip B:

Instruction: Provide students an opportunity to predict what a character will do next in apoem.

Instruction: Have students write a question based on information contained in given linesof a poem.

Have your child write aquestion about information ingiven lines of a poem you arereading to him/her or he/she isreading.


A

B




Parent Tip A:Have your child sequence theevents of a poem after youhave read it to him/her orhe/she has read it.




Builds To: Work with the organization of information or events continuesthroughout the study of Reading and Writing and increases in complexity.

25 In the poem, the mouse first buildsa nest in —

A a worn-out shoeB a birdhouseC a hollow treeD an old tin box

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Instruction: Provide students an opportunity to identify what comes first in a sequence ofevents in a poem.

A



English: Writing Test

Reporting Category: Plan, Compose, and Revise Paragraphs, Stories, Letters,and Reports

A. Standard of Learning: 3.7 The student will write descriptive paragraphs.

c) Group related ideas.

Builds To: Work with grouping related ideas in descriptive paragraphs continuesthroughout the study of Writing and increases in complexity.

1 Which of these could Billy add tohis chart in the blank underReasons Why I Liked It?

A Exciting adventureB A dog named JakeC My favorite authorD Three good books

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Parent Tip A:

Instruction: Provide students an opportunity to analyze a chart that has informationgrouped under headings and determine an appropriate entry for one of the headings.

Have your child analyze achart that has informationgrouped in headings and thendetermine another entry forone of the headings.

A

Billy made this chart about some of the author’s books. Use it to answerquestion 1.

Book Title Main Characters Reasons Why I Liked It

Adventure on Planet Valdea Darcie JadeRiver Quinn

Funny charactersInteresting planet

Timothy’s Treasure Timothy BarnesJake (his dog)

Nice dog

Fun wondering whatthe treasure is

Time Travelers Wendall DavisNaomi Smith

Time travelLearn about historyAmusing problems

Thank You for the Books

Billy wants to write a letter to Adrian Hall, an author whosebooks he enjoys reading.

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Here is the first part of Billy’s rough draft. Use it to answer questions 2–4.

Dear Mr. Hall,

(1)You are my favorite author. (2)That’s why I wanted to write you a

thank-you letter. (3)I really enjoy reading your books. (4)They are full of fun and

adventure. (5)Last summer I went to an adventure park and had a great time.

(6)When I’m reading one of your books, I feel as if I’m having an adventure myself.

(7)Reading your books makes my life more exciting.

(8)Your characters and stories are very interesting to me. (9)So are your

settings. (10)All of your characters are brave and funny. (11)This helps them get

through their adventures. (12)The characters are not all the same, though.

(13)Each one has something special. (14)Some have a certain fear or an unusual

skill. (15)I like and admire the people in your novels. (16)I would like them to be

my friends in real life. (17)Thank you for creating them so well for your readers.

A. Standard of Learning: 2.9 The student will write stories, letters, and simpleexplanations.

b) Organize writing to include a beginning, middle, and end.

Builds To: Work with organizing writing with a beginning, middle, and endcontinues throughout the study of Writing and increases in complexity.

2 Which sentence tells the main ideaof Billy’s letter?

F 3G 11H 13J 16

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Parent Tip A:

Instruction: Number the sentences in a letter. Provide students an opportunity to identifyby number the sentence that gives the main idea.

Have your child locate themain idea in a letter that youhave written to him/her.


A

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Parent Tip A:Have your child combinesentences without changingtheir meaning from a piece ofwriting you have done thathas short sentences.

A. Standard of Learning: 2.9 The student will write stories, letters, and simpleexplanations.

c) Revise writing for clarity.

Builds To: Work with revising writing for clarity continues throughout the studyof Writing.

3 How can sentences 8 and 9 best bejoined without changing theirmeaning?

A Characters and stories are veryinteresting to me so are yoursettings.

B Your characters, stories, and settingsare very interesting to me.

C Very interesting to me so are yourcharacters, stories, and settings.

D Your characters and stories are veryinteresting to me so are yoursettings.

B. Standard of Learning: 3.7 The student will write descriptive paragraphs.

b) Focus on a central idea.

Builds To: Work with focusing on a central idea in descriptive writing continuesthroughout the study of Writing and increases in complexity.

4 Which of these sentences does notbelong in Billy’s letter?

F 5G 7H 12J 17

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Parent Tip B:

Instruction: Provide students an opportunity to combine sentences from a draft withoutchanging their meaning.

Instruction: Provide students an opportunity to identify sentences that do not belong in apiece of writing.

Have your child analyze awriting that you have done toidentify sentences that do notbelong.


A

B

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Read this next section of Billy’s rough draft and answer questions 5 and 6.This section has groups of underlined words. The questions ask aboutthese groups of underlined words.

(18)The places where the characters find themselves also add excitement to

your stories. (19)It was fun to visit another planet with Darcie and Buster in

Adventure on Planet Valdea. (20)That story is full of surprises.

(21)I was also surprised all through Time Travelers. (22)I liked how the

characters travel to a different time and place in each chapter. (23)I enjoyed

learning about how people lived during ancient times in Egypt?

(24)My best friend and me both love your books. (25)His name is Charlie

Jones. (26)We like to read the books at the same time so that we can talk about

them. (27)Charlie’s older sister was the one who told me about your books.

(28)I’m so happy she did!

Yours truly,

Billy Parker

Reporting Category: Edit for grammar, capitalization, punctuation, and spelling

A. Standard of Learning: 3.8 The student will write stories, letters, simpleexplanations, and short reports across all content areas.

d) Edit final copies for grammar, capitalization, punctuation, and spelling.

Builds To: Work with editing continues throughout the study of Writing andincreases in complexity.

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Parent Tip A:

Instruction: Provide students an opportunity to identify punctuation errors in anunderlined selection from a rough draft; provide an opportunity for students to correctgrammar errors from an underlined selection from a rough draft.

Have your child identifyincorrect punctuation andgrammar errors in a piece ofwriting you have done forhim/her.

6 In sentence 24, My best friendand me should be written —

F My best friend and iG Me and my best friendH My best friend and IJ as it is

5 In sentence 23, in Egypt? should bewritten —

A In Egypt.B in Egypt.C in egypt.D as it is


A

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c) Group related ideas.

Builds To: Work with grouping related ideas in descriptive paragraphs continuesthroughout the study of Writing and increases in complexity.

7 Which of these does not belong onElsie’s list?

A 3B 4C 5D 6

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Parent Tip A:

Instruction: Provide students an opportunity to analyze a list about what happens in afairy tale to determine what does not belong.

Have your child explain whathappens in a fairy tale afteryou have read one to him/heror she/he has read one.

A

Elsie made this list to showwhat happens in her fairy tale. Use it to answer question 7.

1. The princess doesn’t want to stay in the castle.2. She cries one night in bed.3. Her tears fall on the floor and make music.4. I like to play the piano.5. The elves hear the music.6. They come to help her.7. She goes outside and explores.8. She goes back home.

Elsie’s Fairy Tale

Elsie’s teacher has asked the students to write a new fairy tale.

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Here is the first part of Elsie’s rough draft. Use it to answer questions 8–11.

The Princess and the Elves

(1)Long ago and far away, there was a young princess named Camille.

(2)She lived in a big castle. (3)The castle looked fancy, but very cold it was inside.

(4)You had to sit right by the fire. (5)That was the only way to keep warm.

(6)There wasn’t anything for a princess to do. (7)She just put on beautiful dresses

and sat around the castle all day. (8)Not a very interesting life. (9)She wished that

her life were more exciting.

(10)“If only I could go out into the world to see what it is like,” she said.

(11)Her parents wouldn’t let her go outside the tall stone walls of the castle

yard. (12)They loved their daughter very much. (13)Her parents didn’t understand

that she needed to have more fun in her life.

(14)Out in the castle yard, she could feel the sun on her face. (15)She could

see the blue sky and breathe fresh air out there too. (16)But that wasn’t enough

for her.

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A. Standard of Learning: 3.7 Thestudent will write descriptiveparagraphs.

d) Include descriptive detailsthat elaborate the central idea.

Builds To: Work with elaboration ofthe central idea continuesthroughout the study of Writingand increases in complexity.

B. Standard of Learning: 3.7 Thestudent will write descriptiveparagraphs.

e) Revise writing for clarity.

Builds To: Work with writing forclarity continues throughout thestudy of Writing and increases incomplexity.

Instruction: Provide students an opportunityto identify numbered statements asincomplete sentences; to rewrite an identifiedsentence; and to determine how to join twosentences together without changing theirmeaning.

8 Which of these could be added aftersentence 12?

F This is an interesting fairy tale.G They wanted to keep her safe.H The castle had been built long ago.J Her parents didn’t let her go outside.

Instruction: Provide students sentences andlet them identify the sentence that could beinserted into the numbered draft.

27



Parent Tip A:Have your child insert asentence into an incompletefairy tale that will elaboratethe central idea.

3G R A D E

Parent Tip B:Have your child identifyincomplete sentences, rewritea chosen sentence, and jointwo sentences togetherwithout changing theirmeaning in a piece of writingthat you have done forhim/her.

11 How can sentences 4 and 5 best bejoined without changing theirmeaning?

A The only way to keep warm was tosit right by the fire.

B Sit right by the fire so that the onlyway it will keep warm.

C You had to sit right by the fire theonly way to keep warm.

D To sit right by the fire, you had tokeep warm.

10 How should sentence 3 be written?

F The castle looked fancy and insidevery cold it was.

G But the castle looked fancy andinside very cold.

H The castle cold inside looked fancy.J The castle looked fancy, but it was

very cold inside.

9 Which of these is not a completesentence?

A 2B 6C 8D 11

A B

28



Read this next section of Elsie’s rough draft and answer questions 12 and13. This section has groups of underlined words. The questions ask aboutthese groups of underlined words.

(17)One night in bed, the young princess began to cry. (18)as princess

Camille cried, her tears fell onto the stone floor. (19)When her tears fell, they

made a special kind of music that only elves could hear. (20)Deep in the forest, a

family of elves was awakened by this music.

(21)“The princess is feeling very sad!” said the youngest elf. (22)“What can

we do?”

(23)The mother elf said, “We must go to the castle and help her!”

(24)Soon the elves were in Camille’s bedroom, looking up at her from the

floor. (25)When she opened her eyes, she was very surprised to see them.

(26)“May I help you?”

(27)“No, thank you,” said the father elf. (28)“We are hear to help you.”

3G R A D E

RELEASED ▼ ITEMS


29



Parent Tip A:Have your child identifyerrors in capitalization in apiece of writing that you havedone for him/her.


A. Standard of Learning: 2.10 The student will edit final copies for grammar,capitalization, punctuation, and spelling.

b) Capitalize all proper nouns and words at the beginning of sentences.

Builds To: Work with capitalization continues throughout the study of Writingand increases in complexity.

12 In sentence 18, as princess Camilleshould be written —

F As princess camilleG As Princess CamilleH as Princess CamilleJ as it is

B. Standard of Learning: 3.8 The student will write stories, letters, simpleexplanations, and short reports across all content areas.


Builds To: Work with editing continues throughout the study of Writing andincreases in complexity.

13 In sentence 28, are hear should bewritten —

A is hereB are hereC is hearD as it is

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to find capitalization errors in an underlinedselection from a fairy tale.

Instruction: Provide students an opportunity to identify spelling errors in an underlinedselection.

Have your child identifyspelling errors in a piece ofwriting that you have done forhim/her.


A

B

30





a) Develop a plan for writing.

Builds To: Work with developing a plan for writing continues throughout thestudy of Writing and increases in complexity.

14 This web will help Eli to —

F plan what to write in his news storyG find out who had the most talentH think of things that could happen at

a talent showJ ask his friends what they liked the

most about the show

The Talent Show

Eli wants to write a news story for the school newspaper aboutlast Friday night’s talent show.

Eli made this web to help him write his article. Use it to answer question 14.

TalentShow

Thetalent

pianoplaying

AdamFrampton

JennyParker

RobinSimms

singing

magictricks

a shortbreak

Thestudents

3G R A D E

Parent Tip A:

Instruction: Provide students an opportunity to analyze a web to determine what it couldbe used for.

Have your child look at adiagram (web) of informationto determine what it could beused for.


A

31



Here is the first part of Eli’s rough draft. Use it to answer questions 15–17.

(1)Everyone has a talent, and there isn’t anyone who doesn’t have a talent.

(2)Some brave students shared their talents with us last Friday night. (3)Here at

Fairhaven Elementary School. (4)The Seventh Annual Fairhaven Talent Show

began at 7:00 p.m. (5)It didn’t end until 9:00 p.m. (6)That’s a lot of talent! (7)The

audience really liked all of the acts. (8)They never were bored. (9)At 8:00 there

was a break, during then there were cookies served by some of the parents.

(10)After the break, the seats were filled again. (11)Everyone was ready for more!

(12)It was fun to learn more about our friends. (13)It was also interesting to

learn about the things that they can do. (14)Brian Quinn introduced all of the acts

and did a great job. (15)Brian’s talent is that he is funny. (16)He was a perfect

host for the show.

3G R A D E

RELEASED ▼ ITEMS




e) Revise writing for clarity.

Builds To: Work with writing for clarity continues throughout the study ofWriting and increases in complexity.

32



Parent Tip A:Have your child identify aredundant sentence, identifyan incomplete sentence, andimprove the clarity of asentence in a piece of writingthat you have done forhim/her.

3G R A D E

Instruction: Number the statements in a rough draft of a news story. Provide students anopportunity to identify a redundant sentence; to identify an incomplete sentence; and toimprove the clarity of a sentence.

17 How should sentence 9 best bewritten?

A At 8:00 was a break, cookies wereserved by some of the parents duringthen.

B During a break at 8:00, cookies wereserved by some of the parents.

C During a break, by some of theparents cookies at 8:00 were served.

D By some of the parents, cookies at8:00 were served, during a break.

16 Which of these is not a completesentence?

F 2G 3H 6J 8

15 Which sentence says the same thingtwice?

A 1B 4C 5D 7

A

33



Read this next section of Eli’s rough draft and answer questions 18–20.This section has groups of underlined words. The questions ask aboutthese groups of underlined words.

(17)Devin Keane and Angel, his dancing dog, were first. (18)Angel made us

laugh by following Devins’ hand signals. (19)She barked every time she heard

people clapping for her.

(20)Jenny Parker was next and she sang a lovely song called “The Other

Side of the River.” (21)Her voice is so good that Jenny should fly to New York and

become famous!

(22)Then Leroy Washington played a song by Beethoven on the piano.

(23)The audience became very still and quiet while he played.

(24)Last was Adam Frampton and his magic tricks. (25)He had people in the

audience help him do some of the tricks. (26)He even pulled a wite rabbit out of a

black hat!

3G R A D E

RELEASED ▼ ITEMS




A. Standard of Learning: 3.8 The student will write stories, letters, simpleexplanations, and short reports across all content areas.


Builds To: Work with editing continues throughout the study of Writing and increases in complexity.

34



Parent Tip A:Have your child identifycapitalization, punctuation,and spelling errors in a pieceof writing you have done forhim/her.

3G R A D E

Instruction: Provide students an opportunity to identify incorrect capitalization,punctuation, and spelling in an underlined selection.

20 In sentence 26, pulled a wite shouldbe written —

F pull a witeG pulled a whiteH pull a whiteJ as it is

19 In sentence 21, fly to New Yorkshould be written —

A fly too new YorkB fly to New yorkC fly too New YorkD as it is

18 In sentence 18, Devins’ hand signalsshould be written —

F Devins hand signalsG Devins’s hand signalsH Devin’s hand signalsJ as it is

A

Reporting Category: Number andNumber Sense

A. Standard of Learning: 2.3 Thestudent will identify the positionsfirst through twentieth, using anordered set of objects.

Builds To: Work with ordering objectsleads to students understanding ofsequencing, a concept that is usedin higher mathematics.

B. Standard of Learning: 2.4 Thestudent will identify the part of aset and/or region that representsone-half, one-third, one-fourth,one-eighth, and one-tenth, andwrite the corresponding fraction.

Builds To: Work with fractionscontinues throughout the study ofmathematics.

1

What flag is 5th in line from theschool?

SCHOOL

A

B

C

D

Instruction: Provide students with anopportunity to identify fractional parts of awhole collection of objects or a set.

2

Mr. Dolan will use exactly14of his

stickers. How many stickers is that?

F

G

H

J

Instruction: Provide students an opportunityto determine positions of objects in sequencesor sets from pictures and diagrams withemphasis on where to begin the counting.

A B

35


Mathematics Test

Parent Tip A:Work with your child to namethe place or position of anobject in a sequence or set.

3G R A D E

Parent Tip B:Work with your child topartition a set of objects intoparts and then describe thepart of a whole as a fraction.Children have difficultyunderstanding that one-halfcan look different as the“whole” changes.


36


Mathematics Test

Parent Tip A:Work with your child to countby twos, threes, fours, andfives during rides in the car orwhile studying together.

A. Standard of Learning: 2.5 The student will count by twos and fives to 100and by threes and fours to 96, using mental mathematics, paper and pencil,hundred numbers chart, calculators, and/or concrete objects.

Builds To: Work with the patterns established with counting by different numbersleads to an understanding of number and functional relationships.

B. Standard of Learning: 3.1 The student will read and write six-digit numeralsand identify the place value for each digit.

Builds To: Work with place value becomes increasingly important through futurestudies in mathematics.

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to use pictorial representations for countingby threes and experience with the hundred numbers chart.

Instruction: Provide students an opportunity to write six-digit numerals presented inwritten format.

Provide your child with anopportunity to write downnumbers that you call out.Have your child read anumber from a license plate orsign when you are traveling.

4

Suzanne is counting by fours on thechart. She shades each number asshe says it. If Suzanne does this forthe whole chart, which of theseshould be one of the numbers sheshades?

F 54G 68H 70J 82

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

3

Jack put exactly 3 pennies in eachof these bags. How many penniesdid he use in all?

A 23B 66C 69D 72

6 Which means three hundredtwenty-one thousand four hundredeleven?

F 32,141G 321,141H 321,411J 3,021,411

5 What is the value of the 1 in194,738?

A 100B 1,000C 10,000D 100,000


A

B

37


Mathematics Test

Parent Tip A:Provide opportunities for yourchild to round numbers whenyou are shopping or todetermine reasonableness ofapproximations.

A. Standard of Learning: 3.2 The student will round a whole number, 999 orless, to the nearest ten and hundred.

Builds To: Work with rounding numbers becomes an increasingly important skillfor determining reasonableness of numbers.

7 Bob’s store has 527 hats to sell.What is that number rounded to thenearest hundred hats?

A 500B 520C 530D 600

B. Standard of Learning: 3.3 The student will compare two whole numbersbetween 0 and 9,999, using symbols (>, �, or = ) and words (“greater than,”“less than,” or “equal to”).

Builds To: Work with comparison vocabulary and symbols is found in all futuremathematics courses through high school.

8 Which is true?

F 949 � 919G 602 � 598H 827 � 810J 749 � 758

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to round numbers within problem situationsto give an approximation of the amount.

Instruction: Provide students an opportunity to choose true and false statements from a listof comparisons. Students should read the comparison aloud from left to right to assure anunderstanding of the symbol.

Work with your child tocompare quantities while youare shopping or around thehouse. After the child hasverbalized the comparison, askhim/her to write the symbolfor the statement.


B

A

38


Mathematics Test

Parent Tip A:Work with your child onstudying the families of factsusing flash cards or othermemory devices.

A. Standard of Learning: 3.4 The student will recognize and use the inverserelationships between addition/subtraction and multiplication/division tocomplete basic fact sentences. Students will use these relationships to solveproblems such as 5 � 3 � 8 and 8 � 3 � _____.

Builds To: Work with the fact families is the basis for students’ understanding ofsolving equations using inverse operations.

9 Which of these is in the same familyof facts as 18� 9� 9?

A 18 � 9 � 27B 9 � 9 � 18C 6 � 3 � 18D 9 � 9 � 0

B. Standard of Learning: 3.5 The student will name and write the fractionsrepresented by drawings or concrete materials and represent a given fraction,using concrete materials and symbols.

Builds To: Work with fractions continues through the study of mathematics.

10

What fraction of the group ofapples is in the basket?

F49

G59

H45

J54

3G R A D E

Parent Tip B:

Instruction: Provide students with an opportunity to study the relationship of facts in eachset of fact families.

Instruction: Provide students an opportunity to represent fractions as a part of a wholeusing set models.

Work with your child topartition a set of objects intoparts and then describe thepart of a whole as a fraction.Children have difficultyunderstanding that one-halfcan look different as the“whole” changes.


A

B



Mathematics Test

Parent Tip A:Provide your child withexperiences comparingfractions when discussing foodsuch as pieces of pizza orchocolate bars with equalsections.

A. Standard of Learning: 3.6 The student will compare the numerical value oftwo fractions having like and unlike denominators, using concrete materials.

Builds To: Work with fractions continues through the study of mathematics.

3G R A D E

Instruction: Provide students an opportunity to recognize a variety of pictorialrepresentations of fractions and to make comparisons of the pictorial representations of thefractions.

11 Each figure is shaded to represent afraction. Compare each pair offigures and the symbol in the circlebetween them. Which is a truestatement?

=

>

<

=

A

B

C

D

12 The shaded part of the figurerepresents a fraction.

Which of the following is shaded toshow a fraction with a valuegreater than the one above?

F

G

H

J

A

40


Mathematics Test

Parent Tip A:Work with your child withobjects grouped in tens andhundreds to help with theunderstanding of decimals. Ifan object is in a group of ten,by itself it is one-tenth. Theuse of decimals can be linkedto money also.

A. Standard of Learning: 3.7 The student will read and write decimalsexpressed as tenths and hundredths, using concrete materials.

Builds To: Work with decimals will continue through future mathematics study.

13 Which shows 1.03 shaded?

A

B

C

D

Reporting Category: Computation and Estimation

B. Standard of Learning: 2.9 The student will solve addition and subtractionproblems using data from simple charts and picture graphs. Problems willrequire a one-step solution.

Builds To: Work with the interpretation of charts and graphs continues in futuremathematics courses.

14 The chart shows the number ofstickers four friends bought.

How many more stickers did Vitabuy than Lamar?

F 8G 9H 11J 19

Name

Nina 19Lamar 18Vita 27Joel 23

Number ofStickers

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to work with base ten blocks and the pictorialrepresentation of the manipulative.

Instruction: Provide an opportunity for students to interpret a chart or graph to solveaddition and subtraction problems.

Look for examples of chartsand picture graphs inmagazines and newspapers.Talk with your child aboutwhat information is availablefrom the chart or graph.


A

B


A. Standard of Learning: 2.10 Thestudent, given a simple addition orsubtraction fact, will recognize anddescribe the related facts whichrepresent and describe the inverserelationship between addition andsubtraction (e.g., 3 � __ � 7, ___ � 3 � 7, 7 � 3 � __, and 7 � __ � 3).

Builds To: Work with the fact familiesis the basis for students’understanding of solvingequations using inverse operations.

B. Standard of Learning: 2.11 Thestudent will

a) count, compare, and makechange, using a collection of coinsand one-dollar bills.

Builds To: Work with money is animportant skill for preparation tocalculate commission, taxes, andother money problems in futuremathematics.

Instruction: Provide students with anopportunity to use “play” money andpictorial representations of “play” money todetermine an amount of change.

Instruction: Provide students with anopportunity to identify the operation neededto find a missing number without actuallysolving the sentence.

Parent Tip A:Work with your child on factfamilies. Make a game out offinding the missing number ina fact relationship or statinganother fact in the fact family.

Parent Tip B:Have your child look at acoupon amount and count outthat amount of money or giveyour child a dollar bill and acoupon and have your childcount back change to you.

41


Mathematics Test 3G R A D E

15 Look at this number sentence.

Which could you do to find themissing number?

A Add 8 and 15B Add 15 and 8C Subtract 8 from 15D Subtract 7 from 8

8 + = 15

16 Jesse had $1.97.

If he spent 85¢ for a bag of popcorn,how much did he have left?

KB 53451446 BB 53451446 B

O N E D O L L A RO N E D O L L A R

ONEONEB 53451446 BB 53451446 B

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A. Standard of Learning: 3.8 Thestudent will solve problemsinvolving the sum or difference oftwo whole numbers, each 9,999 orless, with or without regrouping,using various computationalmethods, including calculators,paper and pencil, mentalcomputation, and estimation.

Builds To: Work with computation ofwhole numbers is a foundation forcomputation with more complexnumber systems.

B. Standard of Learning: 3.10 Thestudent will create and solveproblems that involvemultiplication of two wholenumbers, one factor 99 or less andthe second factor 5 or less.

Builds To: Work with problem solvingand multiplication is used in allfuture mathematics courses.

42


Mathematics Test

Parent Tip A:Have your child identifynumbers on a license plate orsign and add or subtractthem.

3G R A D E

Parent Tip B:Look for opportunities to haveyour child do multiplication“problems” for you.

Instruction: Provide students with anopportunity to represent a problem situationwith a multiplication sentence, to solve aproblem situation requiring multiplication,and to identify a problem situation for a givenmultiplication sentence.

Instruction: Provide students with anopportunity to solve problems that includecharts and other diagrams, as well asproblems that require addition and/orsubtraction.

17

On Monday, Mr. Mason drove fromBell to Gilt. On Tuesday, he drovefrom Gilt to Laket. How muchfarther did he drive on Tuesdaythan Monday?

A 21 milesB 29 milesC 31 milesD 39 miles

Bell

Gilt

67 miles

98 miles

Laket

18

The table shows the number oftickets sold for the last twoDribblers’ basketball games. Abouthow many tickets were sold forthose two games all together?

F 5,000G 6,000H 8,000J 10,000

Number of Tickets Sold

Friday 4,806

Saturday 3,179

19 The town of Mountain Place has apopulation of 8,497. The town ofReedville has a population of 5,629.How many more people live inMountain Place than in Reedville?

A 2,852B 2,868C 3,272D 3,865

22 Maya bought 12 packages of lightbulbs. There were 2 light bulbs ineach package. How many lightbulbs did Maya buy in all?

Which number sentence can beused to solve the problem above?

F 12 � 2 � ?G 12 � 2 � ?H 12 � 2 � ?J 12 � 2 � ?

21 Which problem can be solved usingthe number sentence in the box?

A Garth filled 2 baskets with eggs. Heused a total of 25 eggs. How manyeggs did he put in each basket?

B A pet shop had 25 goldfish. Someonebought 2 of the goldfish. How manywere left?

C There were 25 children in the pool.Then 2 more children got in the pool.How many children were in the poolthen?

D Janice has 2 boxes of seashells.There are 25 shells in each box. Howmany shells does she have in all?

2 � 25 = ?

20 Carmen bought 4 boxes of pencils.Each box contained 36 pencils. Howmany pencils is that in all?

F 40G 124H 130J 144

A B

A. Standard of Learning: 3.11 Thestudent will add and subtract withproper fractions having likedenominators of 10 or less, usingconcrete materials.

Builds To: Work with fractionscontinues through the study ofmathematics.

B. Standard of Learning: 3.12 Thestudent will add and subtract withdecimals expressed as tenths, usingconcrete materials and paper andpencil.

Builds To: Work with decimalscontinues through futuremathematics courses.

23

A15

B45

C54

D95

This is a whole.

What is

?

Instruction: Provide students an opportunityto determine the sum from a pictorialrepresentation of base-ten blocks.

24

F 0.85G 1.3H 1.5J 2.0

+ ?

This is one.

What is

This is one tenth.

Instruction: Provide students an opportunityto use pictorial representations for subtractionof fractions.

A B

43


Mathematics Test

Parent Tip A:Use measuring cups (1/4) toshow adding 1/4 � 1/4 � 1/2by pouring into a cup with1/2 marked on it.

3G R A D E

Parent Tip B:Use dollars and dimes topractice adding tenths andunits.


44


Mathematics Test

Parent Tip A:Have your child usenonstandard measuringdevices to determine lengthand/or weight of objects.

Reporting Category: Measurement and Geometry

A. Standard of Learning: 1.12 The student will use nonstandard units tomeasure length and weight.

Builds To: Work with nonstandard units of measurement helps studentsunderstand standard units of measure.

25

The length of the turtle from noseto tail is closest to —

A 4 beansB 5 beansC 8 beansD 16 beans

B. Standard of Learning: 1.15 The student will describe the proximity of objectsin space (near, far, close by, below, up, down, beside, and next to).

Builds To: Work with proximity will continue to develop through the study ofmathematics.

26

Which is not true?

F The flower is above the tree.G The flower is beside the tree.H The flower is near the tree.J The flower is next to the tree.

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to measure objects with beans and give anapproximate answer with the unit of measure (beans).

Instruction: Provide students an opportunity to identify the proximity of one object toanother object in a picture.

Have your child describe thelocation of one object toanother object using thevocabulary of proximity ofobjects.


A

B

45


Mathematics Test

Parent Tip A:Have your child use a ruler tomeasure the distance aroundan object found in the house.

A. Standard of Learning: 2.12 The student will estimate and then use a ruler tomake linear measurements to the nearest centimeter and inch, including thedistance around a polygon (determine perimeter).

Builds To: Work with measurement is continued through the study of Geometry.

27 Use your centimeter ruler to helpyou answer this question. What isthe distance around this figure?

A 12 centimetersB 16 centimetersC 18 centimetersD 20 centimeters

B. Standard of Learning: 2.13 The student, given grid paper, will estimate andthen count the number of square units needed to cover a given surface(determine area).

Builds To: Work with area continues through future mathematics study.

28 Each small square on the grid is1 square unit.

How many square units are neededto make the shaded figure?

F 5G 9H 10J 13

3G R A D E

Parent Tip B:

Instruction: Provide students with an opportunity to measure around a rectangle with ametric ruler.

Instruction: Provide students an opportunity to find the number of square units needed tomake a figure.

Have your child cover a figurewith graph paper and countthe number of squares itcovers.


A

B

46


Mathematics Test

Parent Tip A:Have your child use sugarcubes to fill a box and countthe number needed to fill thebox.

A. Standard of Learning: 2.14 The student will estimate and then count thenumber of cubes in a rectangular box (determine volume).

Builds To: Work with volume continues through future mathematics courses.

29 This is 1 cube.

How many of these cubes areneeded to make the stack shownbelow?

A 4B 6C 8D 12

B. Standard of Learning: 2.15 The student will estimate and then determineweight/mass of familiar objects in pounds and/or kilograms, using a scale.

Builds To: Work with estimation of weight continues through future mathematicscourses.

30 Which would weigh about5 pounds?

an apple

a cat

a car

a third-grader

F

G

H

J

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to count the number of cubes in a diagram ofa box.

Instruction: Provide students with an opportunity to estimate the weight of objects andmake comparisons.

Have your child weighproduce at the grocery store.Let the child estimate theweight before putting it on thescale.


A

B


A. Standard of Learning: 2.19 Thestudent will identify and createfigures, symmetric along a line,using various concrete materials.

Builds To: Work with symmetrycontinues through futuremathematics courses.

B. Standard of Learning: 3.15 Thestudent will tell time to the nearestfive-minute interval and to thenearest minute, using analog anddigital clocks.

Builds To: Work with concepts of timecontinues through futuremathematics study.

Instruction: Provide students an opportunityto work with both an analog and a digitalclock simultaneously.

Instruction: Provide students an opportunityto complete symmetric figures using gridpaper.

Parent Tip A:Have your child complete adrawing of a heart when givenhalf of it.

Parent Tip B:Have your child tell you thetime using both an analog anda digital clock simultaneously.

47



31

Which of the following wouldcomplete the figure shown above sothat both sides match exactly whenfolded on the dotted line?

A

B

C

D

32

Which shows the same time as theclock above?

121110

9

87 6 5

4

32

1

121110

9

87 6 5

4

32

1

121110

9

87 6 5

4

32

1

121110

9

87 6 5

4

32

1

F

G

H

J

A B

48


Mathematics Test

Parent Tip A:Have your child tell you howlong it is before an eventoccurs, making sure thatdifferent time periods are used.Events should be short- andlong-term in nature.

A. Standard of Learning: 3.16 The student will identify equivalent periods oftime, including relationships among days, months, and years, as well asminutes and hours.

Builds To: Work with periods of time continues through future courses.

33 Kim ran a race in 60 seconds. Howmany minutes did it take for Kim torun the race?

A 1B 2C 3D 4

B. Standard of Learning: 3.17 The student will read temperature, to the nearestdegree, from a Celsius thermometer and a Fahrenheit thermometer. Realthermometers and physical models of thermometers will be used.

Builds To: Work with thermometers and temperature continues through futuremathematics study.

34

Which is closest to the temperatureshown on this thermometer?

F 28�

G 32�

H 35�

J 40�

°C

0

10

20

30

40

3G R A D E

Parent Tip B:

Instruction: Provide students with an opportunity to convert from seconds to minutes.

Instruction: Provide students an opportunity to read the temperature from a physicalmodel (diagram) of a thermometer.

Have your child read athermometer to the nearestdegree.


A

B


A. Standard of Learning: 3.18 Thestudent will analyze plane andsolid geometric figures (square,rectangle, triangle, cube,rectangular solid, and cylinder)and identify relevant properties,including the number of corners,square corners, the shape of faces,and edges.

Builds To: Work with the properties ofplane and solid geometric figurescontinues through futuremathematics courses.

B. Standard of Learning: 3.20 Thestudent, given appropriatedrawings or models, will identifyand describe congruent andsymmetrical two-dimensionalfigures, using tracing procedures.

Builds To: Work with congruence andsymmetry continues through highschool mathematics courses.

Instruction: Provide students an opportunityto complete tiling diagrams.

Instruction: Provide students an opportunityto identify square corners in diagrams and toidentify corners.

Parent Tip A:Have your child use geometricterms to describe objects suchas a cereal box (rectangularsolid); soup can (cylinder); asheet of paper (rectangle); anda cracker (square).

Parent Tip B:Have your child trace arounda figure and identify the partsof the original shape and thetraced shape that correspondto one another.

Have your child fold a shapein half to determine if the twohalves are identical. If they areidentical, the fold is a line ofsymmetry.

49



35 Leo drew a triangle with onesquare corner. Which could be Leo’striangle?

A

B

C

D

36 Ethan is making this tiling from thepieces that are shaped like fish. Allthe pieces are the same size andshape. One piece is missing fromthe tiling.

Which piece will complete thetiling?

F

G

H

J

A B

50


Mathematics Test

Parent Tip A:Have your child practiceusing vocabulary such as“more,” “less,” “fewer,”“greater than,” and “lessthan” in as many situationsas possible. Graphs innewspapers can be used.

Reporting Category: Probability and Statistics

A. Standard of Learning: 1.19 The student will interpret information displayedin a picture or object graph using the vocabulary: more, less, fewer, greaterthan, and less than.

Builds To: Work with interpreting graphs continues through future mathematicscourses.

37 The graph shows the favoriteplanets of the students in Tammy’sclass.

Which planet was the favorite offewer than 4 students?

A MarsB JupiterC NeptuneD Saturn

Favorite Planets

Mars

Jupiter

Neptune

Saturn

B. Standard of Learning: 2.22 The student, given a calendar, will determine pastand future days of the week and identify specific dates.

Builds To: Work with calendars continues through future mathematics courses.

38 A television station will show aprogram about bear cubs onSeptember 10. They will show theprogram again exactly 2 weeksafter that. When will the programbe shown again?

F September 12G September 17H September 24J September 25

SEPTEMBERS M T T FW S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to use the term “fewer” in identifyingparticular categories in a picture graph.

Instruction: Provide students an opportunity to use a calendar and determine future dates.

Have your child use acalendar to determine days ofthe week that have occurredand when days of the weekwill happen.


A

B


A. Standard of Learning: 3.21 Thestudent, given grid paper, willcollect data on a given topic ofhis/her choice and construct a bargraph showing the results. A titleand key will be included.

Builds To: Work with collecting anddisplaying data continues throughfuture mathematics courses.

B. Standard of Learning: 3.22 Thestudent will read and interpretdata represented in bar and picturegraphs.

Builds To: Work with interpretation ofgraphs continues through futuremathematics courses.

Instruction: Provide students an opportunityto use a key when interpreting data in apicture graph, and to use data from a bargraph.

Instruction: Provide students an opportunityto sort items and display the sort in a bargraph labeled with categories.

51


Mathematics Test

Parent Tip A:Have your child identify atopic of interest for which datacan be collected, like people’sfavorite candy. Then haveyour child assemble theinformation into a bar graphfor display.

3G R A D E

Parent Tip B:Have your child look at a bargraph or picture graph from amagazine or newspaper anddetermine information fromthe graph.

39 These are the toys in Jeremy’s toychest.

Which bar graph correctly showsthe number of each kind of toyJeremy has?

Jeremy's Toys

Number of Toys0 1 2 3 4 5

Kindof

Toy

Jeremy's Toys


Kindof

Toy

Jeremy's Toys


Kindof

Toy

Jeremy's Toys


Kindof

Toy

A

B

C

D

A

41 The picture graph shows how manybicycles were sold each day.

On which day did the store sellexactly 30 bicycles?

A TuesdayB WednesdayC ThursdayD Friday

Each represents 5 bicycles

Monday

Tuesday

Wednesday

Thursday

Friday

Bicycles SoldDay

40 This bar graph shows whatinstrument each student in Mike’sclass would like to play. Use thegraph to answer this question.

How many more students chose thedrum than the horn?

F 2G 5H 6J 11

Numberof

Students

Favorite Instruments

Instrument

12

10

8

6

4

2

0

B




Parent Tip A:Have your child predict theprobability of different events,like tossing a coin or choosingan object from a set if he/shewere blindfolded.

A. Standard of Learning: 3.23 The student will investigate and describe theconcept of probability as chance, and list possible results of a given situation.

Builds To: Work with probability continues through future mathematics courses.

Instruction: Provide students with an opportunity to make combinations from a set ofitems and to determine when an event is least likely to occur.

42 Mason has these shirts and shortsto choose from.

Which shows all the different wayshe can combine 1 shirt and 1 pair ofshorts?

F

G

H

J

43 These balls were put into a box andmixed up.

If Monique picks one ball withoutlooking, what kind of ball is sheLEAST LIKELY to pick?

14

11

12

2

3

3

1

2

3

4

A

B

C

D

A

A. Standard of Learning: K.19 Thestudent will sort and classifyobjects according to similarattributes (size, shape, and color).

Builds To: Work with classificationcontinues through futuremathematics courses.

Reporting Category: Patterns,Functions, and Algebra

B. Standard of Learning: 1.21 Thestudent will recognize, describe,extend, and create a wide varietyof patterns, including rhythmic,color, shape, and numeric. Patternswill include both growing andrepeating patterns. Concretematerials and calculators will beused by students.

Builds To: Work with patternscontinues through futuremathematics courses.

44

Which is most like the things in thegroup above?

F

G

H

J

Instruction: Provide students with anopportunity to extend a color/shape patternwhen given two complete cycles of repetitionand the third cycle incomplete.

45 Look at the pattern of tiles below.

If the pattern continues, whatshould the next TWO tiles look like?

A

B

C

D

Instruction: Provide students with anopportunity to determine what object issimilar to a set of sorted objects.

A

B

53


Mathematics Test

Parent Tip A:Have your child sort a groupof objects and explain whatattribute he/she used to sortthem.

3G R A D E

Parent Tip B:Have your child create apattern and then you guessthe rule and mimic it. Thepatterns should involverhythm, color, shapes, ornumbers.




Mathematics Test

Parent Tip A:Have your child completenumerical sentences involvingbasic facts and then make up astory about the sentence.

A. Standard of Learning: 2.26 The student will solve problems by completing anumerical sentence involving the basic facts for addition and subtraction.

Examples include: 3 � __ � 7, or 9 � __ � 2. Students will create storyproblems using the numerical sentences.

Builds To: Work with “sentences” (equations) continues through futuremathematics courses.

3G R A D E

Instruction: Provide students with an opportunity to solve problem situations that requirethe use of basic facts for subtraction.

A46 Rhonda put 5 yellow marbles and

some green marbles in an emptybag. She put a total of 16 marbles inthe bag. How many green marblesare in the bag?

F 8G 9H 10J 11



Mathematics Test

Parent Tip A:Have your child identifypatterns around the house orthe neighborhood. Use thedescription of the pattern toask what would come next.

A. Standard of Learning: 3.24 The student will recognize and describe patternsformed using concrete objects, tables, and pictures and extend the pattern.

Builds To: Work with patterns continues through future mathematics courses.

3G R A D E

Instruction: Provide students with an opportunity to analyze a pattern in a table andextend the pattern.

48 Wayne used a pattern to make eachstack of blocks in this group.

What should the next stack ofblocks in this pattern look like?

F

G

H

J

49 The table shows how much moneyHenry’s Produce Store can make byselling boxes of fruit.

If the pattern in the tablecontinues, how much money canthe store make by selling 9 boxes?

A $30B $32C $36D $40

Number ofBoxes Sold

MoneyMade

1 $4

3 $12

5 $20

7 $28

9 ?

47

The table shows the time each busleaves the station in the morning. Ifthe pattern continues, what timeshould Bus 8 leave the station?

A 10:45B 10:30C 10:15D 10:05

8

10:007

9:456

9:305

9:154

9:003

8:452

8:301

TimeBusA



Mathematics Test

Parent Tip A:Make up a pattern for yourchild. Have your child tell youwhat the pattern is and thendevelop another problem thatuses the same pattern.

A. Standard of Learning: 3.25 The student will analyze a given pattern formedusing concrete objects and pictures and then create a pattern with the sameattributes.

Builds To: Work with patterns continues through future mathematics courses.

3G R A D E

Instruction: Provide students with an opportunity to analyze a pattern in pictures and thenidentify one that matches it using different objects in a picture.

50 Look at this pattern of shapes.

Which of these shows the same kindof pattern?

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

EW

DO

NI

TSU

RT

G

TR

BI

89

91

L

EY

DOGS DOGSDOGS

DOGS DOGS DOGS DOGS DOGS

DOGS DOGS DOGS DOGSDOGS DOGS

DOGS DOGS

DOGS DOGSDOGS DOGS

DOGS DOGS DOGS DOGS

DOGS DOGS DOGSDOGS

DOGS DOGS

DOGS DOGS

F

G

H

J

A



Science Test 3G R A D E

Reporting Category: ScientificInvestigation

A. Standard of Learning: K.1 Thestudent will conduct investigationsin which

d) a set of objects is separatedinto two groups based on a singlephysical attribute.

Builds To: Work with physicalattributes continues through highschool science courses.

B. Standard of Learning: 1.1 Thestudent will plan and conductinvestigations in which

c) observations and data arecommunicated orally and withsimple graphs, pictures, writtenstatements, and numbers.

Builds To: Work with reportinginformation about a scientificinvestigation continues throughthe study of science and increasesin complexity.

Parent Tip A:Have your child separate a setof toys or other objects intotwo groups using the physicalattribute of weight.

1 Which of these shows animalsgrouped by weight?

Group A Group B

Group A Group B

Group A Group B

Group A Group B

A

B

C

D

Parent Tip B:Have your child analyze asimple circle graph that isfound in the newspaper or amagazine.

Instruction: Provide students an opportunityto answer a question based on information ina circle graph.

2

According to the graph, which typeof precipitation does the city ofHillston have most often?

F HailG RainH SleetJ Snow

Hail Rain

SleetSnow

Type of Precipitation in Hillston

Instruction: Provide students an opportunityto identify groups separated by the attributeof weight.

A B

A. Standard of Learning: 2.1 Thestudent will plan and conductinvestigations in which

c) pictures and bar graphs areconstructed using numbered axes.

Builds To: Work with graphscontinues through the study ofmathematics and science andincreases in complexity.


d) linear, volume, mass, andtemperature measurements aremade in metric (centimeters,meters, liters, degrees Celsius,grams, kilograms) and standardEnglish units (inches, feet, yards,pints, quarts, gallons, degreesFahrenheit, ounces, pounds).

Builds To: Work with measurement inmetric units and standard Englishunits continues through the studyof mathematics and science andincreases in complexity.

58


Science Test

Parent Tip A:Have your child arrange toysor other objects in order oflength.

3

Which of these correctly shows thelength of these snakes?

Type of Snake

Hognose Snake 30

Night Snake 20

Worm Snake 14

Ringneck Snake 20

Approximate Lengthin Inches

Hognose snake

Night snake

Worm snake

Ringneck snake

Length in inches0 10 20 30

Hognose snake

Night snake

Worm snake

Ringneck snake


Hognose snake

Night snake

Worm snake

Ringneck snake


Hognose snake

Night snake

Worm snake

Ringneck snake


A

B

C

D

3G R A D E

Parent Tip B:Have your child read athermometer in degreesCelsius.

Instruction: Provide students an opportunityto read a thermometer in degrees Celsius,using both pictures and real thermometers.

4

Water freezes at 0�C. Whichthermometer shows thetemperature at which water freezesin degrees Celsius?

F AG BH CJ D

A

110100

8090

6050

70

40

2010

30

0-10

-30-40

-20

B

110100

8090

6050

70

40

2010

30

0-10

-30-40

-20

C

110100

8090

6050

70

40

2010

30

0-10

-30-40

-20

D

110100

8090

6050

70

40

2010

30

0-10

-30-40

-20

°C°C °C°C

Instruction: Provide students an opportunityto use information from a table to arrangeobjects in order of length.

A

B




Science Test

Parent Tip A:Have your child describe whatconditions could have caused achange, like what conditioncaused ice to melt in a glass.

A. Standard of Learning: 2.1 The student will plan and conduct investigationsin which

g) conditions that influence a change are defined.

Builds To: Work with controls and variables continues through the study ofscience and increases in complexity.

5

The picture shows two differentiron wedges used to split a log. Onedoes not split the log into twopieces, but the other one does. Thewedge that split the log is —

A harderB widerC lighterD warmer

B. Standard of Learning: 3.1 The student will plan and conduct investigationsin which

a) questions are developed to formulate hypotheses.

Builds To: Work with hypotheses continues throughout the study of science andincreases in complexity. Hypotheses form the basis of any research.

6

Which question could be answeredby observing this experiment?

F How much did the boxes cost?G Which box will slide the fastest?H Where were the boxes made?J How old is the child doing the

experiment?

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to analyze a picture of a structure beingchanged to determine what condition caused the change.

Instruction: Provide students an opportunity to pose questions and develop hypotheses byexamining pictures of an experiment.

Have your child decideappropriate answers to some“what-if” type questions.

A

B


b) predictions andobservations are made.

Builds To: Work with predictions andobservations continues throughoutthe study of science and increasesin complexity.


d) objects with similarcharacteristics are classified into atleast two sets and two subsets.

Builds To: Work with classificationcontinues throughout the study ofscience and increases incomplexity.

60


Science Test

Parent Tip A:Have your child work withpatterns and makeobservations of events aroundthe house and makepredictions of what willhappen next.

7

A student recorded the phases ofthe moon on Monday of each weekfor 8 weeks. According to theresults, which of these shows themoon on Monday of the ninthweek?

1 2 3 4 5

NewMoon ?

6 7 8 9

Week

A C

B D

3G R A D E

Parent Tip B:Have your child classify agroup of toys or other objectsinto two sets and then breakthe sets into smaller sets.

Instruction: Provide students an opportunityto analyze a chart or work with real objectsdivided into two sets and numerous subsetsand classify objects into a specified group.

8

Which of these belongs in group C?

Withfeathers

GroupA

Withscales

Withhair

Withoutscales

Withoutfeathers

GroupB

GroupC

GroupD

F

G

H

J

Instruction: Provide students an opportunityto analyze a pattern to make a prediction ofan event.

A B



i) volume is measured to thenearest milliliter and liter.

Builds To: Work with volume andliquid measure continuesthroughout the study of scienceand mathematics and increases incomplexity.


k) time is measured to thenearest minute.

Builds To: Work with units of timecontinues throughout the study ofscience and mathematics andincreases in complexity.

9 Emma needs to measure12 milliliters of water for herexperiment. Which cylinder showshow much water she should use?

mL

5

10

15

20

25

mL

5

10

15

20

25

mL

5

10

15

20

25

mL

5

10

15

20

25

A

B

C

D

Instruction: Provide students an opportunityto determine the elapsed time of an event.

10

A student was timing his turtle forthe turtle races. The pictures showthe clocks at the start and finish ofa practice race. How many minutesdid it take the student’s turtle tofinish the race?

F 2 minutesG 5 minutesH 7 minutesJ 12 minutes

1 05 1 12START FINISH

Instruction: Provide students an opportunityto read a picture of, and to measure with, agraduated cylinder marked in milliliters for aspecified amount.

A B

61


Science Test

Parent Tip A:Have your child read a liquidamount measured in ameasuring cup marked inmilliliters.

3G R A D E

Parent Tip B:Have your child tell time tothe nearest minute.


62


Science Test

Parent Tip A:Have your child determineflexibility of objects anddetermine which one is mostflexible.

Reporting Category: Force, Motion, Energy, and Matter

A. Standard of Learning: K.4 The student will investigate and understand thatobjects can be described in terms of their physical properties. Key conceptsinclude

b) shapes (circle, triangle, square) and forms (flexible, stiff, straight,curved).

Builds To: Work with the physical properties of objects continues through thestudy of science and increases in complexity.

11 Which of these is most flexible?

A A baseball batB A rubber bandC A pencilD A glass bottle

B. Standard of Learning: 1.3 The student will investigate and understand howdifferent common materials interact with water. Key concepts include

a) some common liquids (vinegar) mix with water, others (oil) will not.

Builds To: Work with water and simple liquid interactions is used in morecomplex forms in the study of basic characteristics of matter.

12 Which of these shows that oil willnot mix with water?

F Oil does not come down withrainwater.

G The oil will burn but the water willnot.

H Oil is sticky and black, while wateris clear and wet.

J After stirring oil and water, the oilfloats to the top of the water.

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to determine the most flexible object from aset of objects.

Instruction: Provide students an opportunity to explain that oil and water do not mix afterstirring them together.

Have your child stir waterand oil together and explainthat they do not mix.


A

B

63


Science Test

Parent Tip A:Have your child mix somecommon solids with water anddescribe when they know asubstance is dissolved.

A. Standard of Learning: 1.3 The student will investigate and understand howdifferent common materials interact with water. Key concepts include

b) some everyday solids (baking soda, powdered drink mix, sugar, salt)will dissolve, others (sand, soil, rocks) will not.

Builds To: Work with water and simple solid interactions is used in more complexforms in the study of basic characteristics of reactions.

13 Which of these will easily dissolvein water?

A SandB TinC SaltD Wood

B. Standard of Learning: 2.2 The student will investigate and understand thatnatural and artificial magnets have certain characteristics and attract specifictypes of metals. Key concepts include

a) magnetism, iron, magnetic/nonmagnetic, opposites, poles,attract/repel.

Builds To: Work with magnets and their properties continues and is used in morecomplex forms in the study of basic characteristics of magnetism.

14 Which picture shows a commonobject that is magnetic?

MAGNET

MA

GN

ET

MAGNET

MAGNET

F

G

H

J

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to mix together some solids with water anddiscuss how to tell when something dissolves.

Instruction: Provide students an opportunity to use a magnet with a variety of objects andidentify whether the object is magnetic or nonmagnetic.

Have your child use a simplemagnet on objects around thehouse to determine whetherthe object is magnetic ornonmagnetic.


A

B


A. Standard of Learning: 2.3 Thestudent will investigate andunderstand basic properties ofsolids, liquids, and gases. Keyconcepts include

a) mass and volume.

Builds To: Work with mass andvolume continues in increasingcomplexity throughout the studyof science and increases incomplexity.

B. Standard of Learning: 2.3 Thestudent will investigate andunderstand basic properties ofsolids, liquids, and gases. Keyconcepts include

b) processes involved withchanges in matter from one state to another (condensation,evaporation, melting, freezing,expanding, and contracting).

Builds To: Work with changes in thestates of matter increases incomplexity throughout the studyof science.

64


Science Test

Parent Tip A:Have your child investigate arange of objects from the yardand determine when changesin mass occur.

15 Which property of a rock willchange if part of the rock is brokenoff?

A Its massB Its colorC Its attraction to a magnetD Its amount of shine

3G R A D E

Parent Tip B:Have your child observe aglass with ice and describewhat happens and/or observewater boiling.

Instruction: Provide students an opportunityto observe what happens to a glass as icemelts (condensation), what happens to wateras it boils (steam, evaporation), and whenwater is allowed to evaporate from acontainer.

Instruction: Provide students an opportunityto work with objects and their mass todetermine when the mass changes.

A

17 Which of these takes place whenwater changes from a liquid to agas?

A CondensationB EvaporationC MeltingD Contracting

16

The picture shows a glass of icewater on a hot summer day. Wheredid the drops of water on theoutside of the glass come from?

F Water melted through the glass.G Water condensed from the air.H Water expanded inside the glass.J Water was magnetized from the air.

B

65


Science Test

Parent Tip A:Have your child identifysimple machines around thehouse.

A. Standard of Learning: 3.2 The student will investigate and understandsimple machines and their uses. Key concepts include

a) types of simple machines (lever, screw, pulley, wheel and axle, inclinedplane, and wedge).

Builds To: Work with simple machines continues through the study of science andincreases in complexity.

18 There are six kinds of simplemachines. Which of these is a kindof simple machine?

F A bikeG A can openerH A wagonJ A wedge

B. Standard of Learning: 3.2 The student will investigate and understandsimple machines and their uses. Key concepts include

c) examples of simple machines found in the school, home, and workenvironment.

Builds To: Work with simple machines continues through the study of science andincreases in complexity.

19 Which of these shows an inclinedplane being used?

A C

B D

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to identify simple machines from a list ofmachines or by examining household tools and familiar objects.

Instruction: Provide students an opportunity to identify examples of simple machinesaround school and home.

Have your child identifysimple machines around thehouse and explain how theyare used to make work easier.


A

B

66


Science Test

Parent Tip A:Have your child work withclay to make an object and cutit in half. Ask for aninvestigation of what changedand what stayed the samewith the clay.

A. Standard of Learning: 3.3 The student will investigate and understand thatobjects can be described in terms of the materials they are made of and theirphysical properties. Key concepts include

c) physical properties remain the same as the material is reduced in size.

Builds To: Work with the physical properties of substances continues throughoutthe study of science and increases in complexity.

20 What changes when you take apiece of pie from a pan?

F The taste of the pieG The color of the pieH The smell of the pieJ The shape of the pie

Reporting Category: Life Processes and Living Systems

B. Standard of Learning: 1.4 The student will investigate and understand thatplants have life needs and functional parts and can be classified according tocertain characteristics. Key concepts include

a) needs (food, air, water, light, and a place to grow).

Builds To: Work with the study of plants continues throughout the study ofscience and increases in complexity.

21 Green plants make their own foodusing the energy from the —

A sunB soilC airD water

3G R A D E

Parent Tip B:

Instruction: Provide students an opportunity to work with objects that can be reduced insize and have students observe what changes and what stays the same.

Instruction: Provide students an opportunity to work with green plants to understandtheir needs and why they are important.

Have your child look at plantsaround the yard and discusswhat they need to live andwhy they are important.


A

B




A. Standard of Learning: 1.5 Thestudent will investigate andunderstand that animals, includingpeople, have life needs and specificphysical characteristics and can beclassified according to certaincharacteristics. Key conceptsinclude

c) characteristics (wild/tame,water homes/land homes).

Builds To: Work with animalscontinues throughout the study ofscience and increases incomplexity.

B. Standard of Learning: 2.4 Thestudent will investigate andunderstand that plants andanimals go through a series oforderly changes in their life cycles.Key concepts include

a) some animals (frogs andbutterflies) go through distinctstages during their lives whileothers generally resemble theirparents.

Builds To: Work with life cyclescontinues throughout the study ofscience and increases incomplexity.

Parent Tip A:Have your child look atpictures of animals or make atrip to the zoo. Ask him/her toclassify the animals accordingto a given characteristic.

Parent Tip B:Have your child look atpictures of tadpoles and frogs,caterpillars and butterflies toinvestigate distinct stages ofdevelopment.

Instruction: Provide students an opportunityto observe life cycles, using pictures, films,and live organisms.

Instruction: Provide students an opportunityto classify groups of animals by the givencharacteristics.

22

Which of these titles would be bestfor Box A and Box B?

F Edible and Non-edibleG Water Homes and Land HomesH Wild and TameJ Not Alive and Alive

A

B

23 Which of these animals have youngthat are most different from theirparents?

A RabbitsB DucksC FrogsD Snakes

A B


Parent Tip A:Have your child identifyanimals that migrate (birds)and discuss why. Have yourchild identify animals thathave adaptations because ofclimate conditions (e.g.,changes in a squirrel’s fur).

A. Standard of Learning: 2.7 The student will investigate and understand thatweather and seasonal changes affect plants, animals, and their surroundings.Key concepts include:

a) effects on growth and behavior of living things (migration, estivation,hibernation, camouflage, adaptation, dormancy).

Builds To: Work with weather and seasonal changes continues through the studyof science and increases in complexity.

Instruction: Provide students an opportunity to explore the effect of weather and seasonalchanges on animals. Key concepts include migration and adaptation.

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24 Like some birds, monarchbutterflies fly to Mexico for thewinter. They survive the winterby —

F migratingG hibernatingH camouflaging themselvesJ adapting to the snow and ice

25 Which of these is best adapted toplaces that are very cold?

A

B

C

D

A




Parent Tip A:Have your child identify plantproducts around the house.

A. Standard of Learning: 2.8 The student will investigate and understand thatplants produce oxygen and food, are a source of useful products, and providebenefits in nature. Key concepts include

a) important plant products (fiber, cotton, oil, spices, lumber, rubber,medicines, and paper).

Builds To: Work with plants continues throughout the study of science andincreases in complexity.

26 Products

PaperCottonSugar

The products listed above come fromthe same type of source. This sourceis —

F waterG plantsH rocksJ animals

B. Standard of Learning: 2.8 The student will investigate and understand thatplants produce oxygen and food, are a source of useful products, and providebenefits in nature. Key concepts include

b) the availability of plant products affects the development of ageographic area.

Builds To: Work with plants continues throughout the study of science andincreases in complexity.

27 In Virginia, there are many trees.People use these trees formaking —

A paperB cottonC gasolineD coal

Parent Tip B:

Instruction: Provide students an opportunity to identify plant products from a list, fromnewspaper articles, and from observing their environment.

Instruction: Provide students an opportunity to analyze plant products and the geographicarea where they are found.

Have your child compareplant products from differentparts of the world while youare shopping in the grocerystore.

A

B


Parent Tip A:Have your child look atpictures of an animal anddiscuss how the animal’s coloror behavior protects it frompredators.

A. Standard of Learning: 3.4 The student will investigate and understand thatbehavioral and physical adaptations allow animals to respond to life needs.Key concepts include

b) hibernation, migration, camouflage, mimicry, instinct, and learnedbehavior.

Builds To: Work with behavioral and physical adaptations of animals continuesthroughout the study of science, especially in grade 7 Life Science and Biology.

Instruction: Provide students an opportunity to determine the advantage of some animalslooking like another animal; and determine how the color of a frog helps it stay alive.

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28

The advantage in the scarlet kingsnake looking like the coral snakeis that —

F it is attractive to other animalsG animals will be afraid of itH it will be able to find other king

snakesJ it can have the coral snake take care

of its young

29 The Northern green tree frogs arecommon in Virginia. The greencolor helps the frog stay alivebecause it helps the frog —

A find the type of food it likesB hide from its predatorsC look like other more poisonous frogsD take in sunlight for making food

A




Parent Tip A:Have your child explain howsome animals depend onplants for food and someanimals depend on otheranimals for food.

A. Standard of Learning: 3.10 The student will investigate and understand thatnatural events and human influences can affect the survival of species. Keyconcepts include

a) the interdependency of plants and animals.

Builds To: Work with food chains and cycles continues throughout the study ofscience and increases in complexity.

30

Which of these animals eats aphids?

F GrasshoppersG SnailsH LizardsJ Ladybugs

WeedsGrass

SnailsGrasshoppers Aphids

Lizards

Ladybugs Ants

Reporting Category: Earth/Space Systems and Cycles

B. Standard of Learning: 1.7 The student will investigate and understand therelationship of seasonal change and weather to the activities and life processesof plants and animals. Key concepts include how temperature, light, andprecipitation bring about changes in

b) animals (behaviors, hibernation, migration, body covering, habitat).

Builds To: Work with the relationship between weather and life processescontinues throughout the study of science and increases in complexity.

31 How do many northern birdsprepare for cold winters?

A They sleep through the winter.B They sit on their nests.C They cover themselves with leaves.D They fly south.

Parent Tip B:

Instruction: Provide students an opportunity to analyze a diagram of a food web todetermine the interdependency of plants and animals.

Instruction: Provide students an opportunity to identify animals that migrate and discusswhy they migrate.

Have your child identifyanimals that migrate (birds)and discuss why they migrate.

B

A


Parent Tip A:Have your child identifynatural resources that areobserved while you are takinga walk or a ride.

A. Standard of Learning: 1.8 The student will investigate and understand thatnatural resources are limited. Key concepts include

a) identification of natural resources (plants and animals, water, air, land,minerals, forests, and soil).

Builds To: Work with natural resources continues through the study of scienceand increases in complexity.

32 Which of these is a naturalresource?

F CarsG SoilH HousesJ Roads

B. Standard of Learning: 1.8 The student will investigate and understand thatnatural resources are limited. Key concepts include

b) factors that affect air and water quality.

Builds To: Work with natural resources continues throughout the study of scienceand increases in complexity.

33 Which of these may cause the mostdangerous water pollution?

A Rotting forest leavesB Insects that live in waterC Oil runoff from highwaysD Large meat-eating fish

Parent Tip B:

Instruction: Provide students an opportunity to identify natural resources from a list.

Instruction: Provide students an opportunity to analyze factors that affect water and airquality.

Have your child identifyexamples of water pollutionand discuss what the causescould have been.

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A

B




Parent Tip A:Have your child explain howstorms can affect the level ofwater to cause flooding.

A. Standard of Learning: 2.6 The student will investigate and understand basictypes and patterns of weather. Key concepts include

a) temperature, wind, condensation, precipitation, drought, flood, andstorms.

Builds To: Work with weather continues throughout the study of science andincreases in complexity.

34 Which type of weather is mostlikely to cause flooding?

F WindG SnowstormH HurricaneJ Fog

B. Standard of Learning: 2.7 The student will investigate and understand thatweather and seasonal changes affect plants, animals, and their surroundings.Key concepts include

b) weathering and erosion of the land surface.

Builds To: Work with weather continues throughout the study of science andincreases in complexity.

35 What type of weather will probablycause the most erosion?

A Rainy weatherB Sunny weatherC Cold weatherD Warm weather

Parent Tip B:

Instruction: Provide students an opportunity to see the relationship between storms andfloods.

Instruction: Provide students an opportunity to analyze weather conditions and their effecton erosion.

Have your child examine anarea that has had some erosionand discuss how elements ofweather affected the erosion.

A

B


Parent Tip A:Have your child examine anarea that has had some erosionand discuss how it can beslowed down.

A. Standard of Learning: 3.7 The student will investigate and understand themajor components of soil, its origin, and importance to plants and animalsincluding humans. Key concepts include

d) soil is a natural resource and should be conserved.

Builds To: Work with soil and its importance to plants and animals continuesthroughout the study of science and increases in complexity.

36

Which of these is a good way toslow down erosion on this hill?

F Plant grass on the hillG Cut down the tallest trees on the hillH Build a fence on the top of the hillJ Dig a hole in the hill

B. Standard of Learning: 3.8 The student will investigate and understand basicsequences and cycles occurring in nature. Key concepts include

a) sequences of natural events (day and night, seasonal changes, phases ofthe moon, and tides).

Builds To: Work with cycles in nature will continue throughout the study ofscience and increases in complexity.

37 The Earth makes one complete spinaround its axis, turning us towardthe sun and away again. How longdoes it take the Earth to make onecomplete spin?

A 8 hoursB 12 hoursC 24 hoursD 48 hours

Parent Tip B:

Instruction: Provide students an opportunity to conduct activities that help to determineways to slow down erosion.

Instruction: Provide students an opportunity to investigate the spin of the Earth on its axisand the result being a day (24 hours).

Have your child explain howday and night occur withrespect to the relationshipbetween the Earth and thesun.

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A

B




Parent Tip A:Have your child explain whathappens to water in a puddlewhen the sun hits it.

A. Standard of Learning: 3.9 The student will investigate and understand thewater cycle and its relationship to life on Earth. Key concepts include

a) the origin of energy that drives the water cycle.

Builds To: Work with the water cycle continues throughout the study of scienceand increases in complexity.

38 There would be no water cycle ifthe —

F moon was smallerG Earth turned slowerH wind stopped blowingJ sun stopped shining

B. Standard of Learning: 3.9 The student will investigate and understand thewater cycle and its relationship to life on Earth. Key concepts include

c) water supply and water conservation.

Builds To: Work with the water cycle continues throughout the study of scienceand increases in complexity.

39 Where does most household waterfor people living in Virginia comefrom?

A The oceanB Melting glaciersC Lakes and wellsD Bays and marshes

Parent Tip B:

Instruction: Provide students an opportunity to investigate the water cycle with anemphasis on the effect of the sun.

Instruction: Provide students an opportunity to investigate where the water supply inVirginia comes from.

Have your child explain wherethe water he/she drinks comesfrom.

A

B


Parent Tip A:Have your child explain solarpower as a source of light.

A. Standard of Learning: 3.11 The student will investigate and understanddifferent sources of energy. Key concepts include

b) natural forms of energy (sunlight, water, wind).

Builds To: Work with energy and its sources continues throughout the study ofscience and increases in complexity.

40 Which form of energy is used by asolar-powered calculator?

F Fossil fuel energyG Wind energyH Light energyJ Nuclear energy

Instruction: Provide students an opportunity to investigate the use of light energy.

76



A



Correct Answers 3G R A D E

ENGLISH: Reading/Literature and Research Test1. B 2. J 3. C 4. G 5. C 6. J 7. B 8. F 9. D 10. J 11. C 12. J 13. C 14. J 15. D 16. F 17. A 18. G 19. A20. F 21. A 22. J 23. C 24. G 25. D

ENGLISH: Writing Test1. A 2. F 3. B 4. F 5. B 6. H 7. B 8. G 9. C 10. J 11. A 12. G 13. B 14. F 15. A 16. G 17. B 18. H 19. D20. G

MATHEMATICS TEST1. D 2. F 3. C 4. G 5. D 6. H 7. A 8. J 9. B 10. F 11. D 12. G 13. D 14. G 15. C 16. J 17. C 18. H 19. B20. J 21. D 22. F 23. A 24. H 25. C 26. F 27. B 28. H29. C 30. G 31. B 32. G 33. A 34. G 35. B 36. H 37. C38. H 39. B 40. G 41. B 42. H 43. D 44. G 45. B 46. J47. C 48. J 49. C 50. H

SCIENCE TEST1. C 2. J 3. B 4. F 5. B 6. G 7. C 8. G 9. B 10. H 11. B 12. J 13. C 14. H 15. A 16. G 17. B 18. J 19. B20. J 21. A 22. G 23. C 24. F 25. D 26. G 27. A 28. G29. B 30. J 31. D 32. G 33. C 34. H 35. A 36. F 37. C38. J 39. C 40. H

© 2000 by the Commonwealth of Virginia Department of Education, James MonroeBuilding, 101 N. 14th Street, Richmond, Virginia, 23219. All rights reserved. Except aspermitted by law, this material may not be reproduced or used in any form or by anymeans, electronic or mechanical, including photocopying or recording, or by anyinformation storage or retrieval system, without written permission from the copyrightowner. Please contact the Commonwealth of Virginia Department of Education at (804) 225-2102, Division of Assessment and Reporting, to request written permission.

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RELEASED TEST ITEMS T able of Contents 3 GRADE