Number & Operations (Analyze tables, graphs, plots in number operations) Page 11 Computation & Estimation (CE)/Number Operations 3.2 NUMBERS AND OPERATIONS, ALGEBRA, AND DATA ANALYSIS: Most problems on the CBEST for multiplication and division center around story problems, number lines and sets Represent and apply the concept of multiplication as repeated addition Represent and apply the concept of division as repeated subtraction and forming equal groups Apply models of multiplication (e.g., equal-sized groups, arrays, area models, equal "Jumps" on number lines and hundreds charts ) and division (e.g., repeated subtraction, partitioning and sharing ) to solve problems Apply increasingly sophisticated strategies based on the number properties ((e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g.,) 3.2.7Analyze frequency tables, bar graphs, picture graphs and line plots; and use them to solve problems involving addition, subtraction, multiplication and division. Grade 3 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. OAKS testing format These problems are presented in an OAKS testing format. A passing grade is 80% This booklet will focus on the items in This booklet will focus on ONLY the items in Bold Black [3.2.6 and 3.2.7] below table. In these standards will be added to the OAKS assessments Apply the inverse relationship between multiplication and division (e.g.,and the relationship between multiples and factors Book #8 This booklet will focus on ONLY the items in Bold Black [3.2.6 and 3.2.7] Teachers: To assure that the above standards are understood, always remind, ask and show your students: Numbers patterns 2.Number rules 3.How to extend patterns 4.Patterns help us see consistencies 5.Patterns help us see inconsistencies Graphs have information called data 2.We can use graph to solve math problems 3.Graphs, tables and other models help us to organize data Teacher Information... Teacher Information... This booklet does not cover the core standards that will be tested in Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., ) 3.2.7Analyze frequency tables, bar graphs, picture graphs and line plots; and use them to solve problems involving addition, subtraction, multiplication and division. The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD. The concept of this booklet was created by Rick & Susan Richmond © Rick & Susan Richmond 2010 Revision: Original No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District.

Page 1 Page 10 Do your work here: Sample Practice Test from ODE (Standard 3.2.6) 10.What is the value of = ? 8 + = A.3 B.4 C.11 D.19 Height of Major Mountains MountainFeetMeters Everest29, McKinley20, Kilimanjaro19, Matterhorn14, Pike's Peak14, Fuji12, Look at the chart below and answer this question. Mount McKinley is how many feet taller than Mount Kilimanjaro? A.890 ft B.1,980 ft C.980 ft D.177 ft Do your work here: Rick & Susan Richmond based on ODE Standard

Page 9 Page 2 Do your work here: 9.What is the value of y? y – 25 = 89 A.64 B.104 C.114 D.115 Sample Practice Test from ODE Standard What is the value of the circled digit in the number 644? A. B. C. D. Sample Practice Test from ODE Standard 3.2.6

Page 8Page 3 Do your work here: Sample Practice Tests Ohio ODE Standard Alicia has 90 stickers. She gives all of the stickers to 10 of her friends. Each friend gets the same number of stickers. Which number sentence shows how many stickers each friend gets? A = 100 B.90 × 10 = 900 C.90 ÷ 10 = 9 D.100 X 1 = Find the missing number in the pattern. 750, 775, 800, ?, 850, 875 A.725 B.825 C.900 D.700 Sample Practice Tests Ohio ODE Standard 3.2.6

Page 4 Page 7 Do your work here: Rick & Susan Richmond based on ODE Standard Look at numbers of this pattern. 8, 10, 14, 20, What is the rule for this pattern? A. Skip counting odd numbers by 1, 3, 5 B. Skip counting even numbers by 2, 4, 6 C. Skip counting by tens. D. Skip counting every other number. 4.Callie has 21 stuffed animals. Her sister has 24 stuffed animals. Which pair of numbers could best be used to estimate the total number of stuffed animals? A.10 and 20 B.20 and 20 C.30 and 30 D.20 and 40 Sample Practice Tests Ohio (ODE Standard 3.2.6)

Page 6Page 5 Do your work here: 5.Which describes the rule for this pattern? 2, 6, 18, 54 A.multiply by 3 B.multiply by 4 C.multiply by 6 D.multiply by 10 Sample Practice Tests Ohio (ODE Standard 3.2.6) 6.The rectangular arrays show a number fact. Which number fact do they show? A.4 × 6 = 6 × 4 B = C.4 ÷ 6 = 6 ÷ 4 D.6 x 2 = 12 x 6 Sample Practice Tests Ohio (ODE Standard 3.2.7)