Grade 3 Core Standard II Assessment
Number and Operations, Algebra & Data Analysis
Name:
Date:
3.2.1 Represent and apply the concept of multiplication as repeated addition.
1. Silly Sally has 4 dogs. Each dog has 6 spots. How many spots are there in all?
2. Circle which equation is the same as 6 + 6 + 6 + 6 + 6?
A. 5 + 6
B. 5 + 6 + 5 + 6
C. 6 ÷ 6
D. 5 x 6
3. Mr. Stevens climbs 9 sets of stairs to his office. Each set of stairs has 10 steps. What
is the total number of steps Mr. Stevens climbs to his office?
4. Circle the picture that best represents 4 x 3?
A.
B.    

C.    

D.   




Name ________________________________ Date: __________________
3.2.2 Represent and apply the concept of division as repeated subtraction and forming equal groups.
5. Three friends will share 15 cookies equally. How many cookies will each friend get?
Show your work with words, numbers and/or pictures.
6. Mr. Arthur made 9 pancakes for his 3 children. Each child ate an equal number of
pancakes. Which equation can be used to find the number of pancakes each child
ate?
A. 3 ÷ 9
B. 3 + 9
C. 9 – 3
D. 9 ÷ 3
7. Carrie has 24 stickers. She gives an equal number of stickers to each of her 3
friends. How many stickers does Carrie give to each friend if she gives away all of
her stickers? Show your work with words, numbers and/or pictures.
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
3.2.3 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. .
8. Draw a picture to show 4 groups of 5 pencils.
9. The drawing shows desks in a classroom. Which equation can be used to find the
total number of desks?
A. 6 + 4
B. 4 x 4 x 4
C. 4 x 6
D. 6 + 6 + 6
10. Ben has 35 cars. He puts them in 5 rows. How many cars are in each row?
Row
1
Row
2
Row
3
Row
4
Row
5
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
3.2.4 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.
11.
3x9=
x3
A. 12
B. 6
C.
D. 3
9
12. Ryan wrote the number sentences below. What number belongs in the boxes to
make both number sentences correct?
8 x
=8
15 x
= 15
13. What number should go into the box to make the number sentence true?
5 x 6 = 30
50 x 6 =
14. For which expression does 4 make the equation true?
A. 5 x ______ x 12 = 4 x 12 x 5
B. 3 x ______ x 5 = 4 x 2 x 10
C. 2 x 6 x 4 = 3 x ______ x 10
D. 24 x 6 x 3 = 6 x ______ x 3
15. (4 + 6) x 2=
16.
A. 20
B. 12
C. 46
D. 48
NCSD Math Grade 3: Core Standard 2 Assessment
8 (4 ÷ 4) = 4 (4 ÷ 2)
_________ = _________
A. 8 = 8
B. 32 = 32
C. 4 = 4
D. 16 = 16
Revised 05/31/13
Name ________________________________ Date: __________________
3.2.5 Apply the inverse relationship between multiplication and division (e.g., 5 x 6 = 30, 30 ÷ 6 = 5) and the relationship between multiples and factors. .
17. What is the inverse of 8 x 2 = 16?
18. What are the first four multiples of 6?
19. What are the factors of 8?
3.2.6 Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., {3, 6, 9, 12, …}, {1, 2, 4, 8, …} ).
20. Complete the pattern. What is the pattern?
4, 8, ____, ____, ____, 24, 28, 32
21. Finish the pattern of multiples of 9.
9, 18, 27, ____, ____, ____
22. Lisa and Sarah are playing a game where they earn points. The pattern below
shows the number of points Lisa has after each of the first five rounds of the
game. Which rule explains the pattern of Lisa’s points?
2, 4, 8, 16, 32 …
A. Add 2
B. Add 8
C. Multiply by 2
D. Multiply by 8
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
3.2.7 Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction,
multiplication, and division.
23. Jane is going to buy pizzas for a party. The table below
shows the prices for different numbers of pizzas. Circle
which expression can be used to find the price of 10 pizzas?
A. 10 x 4
B. 10 = 4
C. 16 x 4
D. 16 + 4
Pizza Prices
Numbers of
Pizzas
Price
1
$4
2
$8
3
$12
4
$16
# of Votes
24. Mrs. Robbins’ class voted for their favorite kinds of books to read. How many more
students voted for books about
Books We Like
adventures than books about
sports?
25. Trisha places an order for balloons to hand out at a parade. She creates the
pictograph below to record the number of each color of balloon she orders. How
many red balloons does Trisha order?
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
26. Round each number to the nearest hundred.
a. 562
________
b. 955
________
27. Round each number to the nearest ten.
a. 78
b. 162
________
________
28. Four friends picked pears on a farm.
Which of the four friends picked about
300 pears?
a. Jill
c. Joe
b. Tim
d. Sam
Name
Jill
Tim
Joe
Sam
Amount of Pears
Picked
267
238
272
251
29. Write 369 in expanded form:________________________________________________
3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 °— 80, 5 °— 60) using strategies based on place value and
properties of operations.
30. Meagan has 6 packages. There are 30 party favors in each package. She knows that 6
times 3 equals 18. Explain how Meagan can use what she already knows to find out
how many party favors she has altogether.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
31. Andy’s class was counting around the class by 60s. What number did the 3rd person
say? _______________
Equation: ________________________
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship
between addition and subtraction.
32.
Add 525
33.
Subtract 146
324
787
197
929
7 4 6
+2 1 4
34.
5 6 7
+3 6 6
35.
9 4 2
-2 7 4
3.MD.7. Relate area to the operations of multiplication and addition.
36. What is the area of this array?
Write an addition equation that matches the array:
______________________________
Write a multiplication equation that matches the
array:
______________________________
38. What is the area of this rectangle? Explain how you solved.
3ft
6ft
3ft
6ft
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13
Name ________________________________ Date: __________________
39. Circle the known math facts that would help you solve 12 x 4 =
2x2=4
10 x 2 = 20
2x3=6
10 x 3 = 30
2x4=8
10 x 4 = 40
3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g.,
by using drawings and equations with a symbol for the unknown number to represent the problem.
40. Marcus has 36 marbles. He is putting an equal number of marbles into 4 jars.
Choose Yes or No to indicate whether each number sentence could be
used to find the number of marbles Marcus puts in each bag.
a. 36 ÷ 4 = ______
Yes
No
b. 36 x 4 = _______
Yes
No
c. 4 x ______ = 36
Yes
No
d. 36 = ______ x 4
Yes
No
41. Liz had 4 kites that needed tails. She found a narrow strip of cloth that was 28 inches
long. She cut the cloth into 4 equal-sized pieces to use for the tails.
How long was each kite tail? Use the number line to show your work.
NCSD Math Grade 3: Core Standard 2 Assessment
Revised 05/31/13