Grade 3 TAKS Test Examples
The problems in this packet were taken from the
2008 TAKS Information Booklet for 3rd Grade.
The markings are intended to help teachers identify issues that can be
problematic for students and to help teachers support students to interact
with the text on the Math TAKS.
Grade 3
Page 1 of 25
Objective 1: Number and Operations
Counting the Value of Coins
.05
1
.25
.05
.01
.05
.25
.10
Coin
25c
10c
5c
1c
.10
Have the students write the
value of each coin about the
picture. Then students should
add the coins in order from the
largest to the smallest.
Strategy 2:
Make a table
3
.01
X Number = Total
X
2
=
.50
X
2
=
.20
X
3
=
.15
X
2
9
=
.02
.87
Grade 3
2
.25
.25
.10
.10
.05
.05
.05
.01
.01
$0.87
Strategy 1:
Add Coins in Order
Page 2 of 25
Objective 1: Number and Operations
Mark the
important math
words.
Think about
what’s happening
in the problem.
What do I know?
What do I need to
find out?
1 Repeated Addition
Count
by 10’s
Add the 4’s
10 14
20 14
30 14
40 14
50 14
60 +14
8
16
8
8
2 Multiplication
14 books
x6 days
60
+24
84 books
24
60+24=84 books
Grade 3
Page 3 of 25
Objective 1: Number and Operations
Using Estimation to Solve Problems
Students should use
estimation skills such
as rounding or
compatible numbers
first then add the
numbers together.
THINK!
121 is closest to 120 or
121 is closest to 100
167 is closest to 170
167 is closest to 200
Grade 3
or
Page 4 of 25
Objective 1: Number and Operations
All the models show 9
equal parts.
Student need to read the
problem carefully and
identify the math words
in the problem to know
that they are looking for
less than 5/9.
Look for the one that
has less than 5 cards.
Grade 3
Page 5 of 25
Objective 1: Number and Operations
Have students model
what is happening in
the problem by
marking sets of 2
buttons.
Students still
need to think
about what the
mathematical
question is
asking.
Find the number sentence
that matches the model.
Grade 3
Page 6 of 25
Objective 2: Algebra
Grade 3
Page 7 of 25
Objective 2: Algebra
Grade 3
Page 8 of 25
Objective 2: Algebra
Patterns
2
-3
-3
-3
-3
-3
-3
467 464 461
3
1
4
1. Make sure that students look at the
word “NOT”. Circle the word.
Not means opposite of what is suppose
to happen.
2. Have students identify the pattern.
3. Next students write out the complete
pattern-vertically. Check to see if
any of the numbers are on the answer
choice.
4. Cross out numbers that are part of the
pattern.
Grade 3
Page 9 of 25
Objective 3: Geometry
Quadrilateral – a 4
sided polygon/closed
figure.
5
3
4+1=5
4
6
Having a word wall up will
help the students remember the
meaning of words.
They can think back &
visualize this visual support.
Grade 3
Page 10 of 25
Objective 3: Geometry
Geometry-Know the Type of Figures
Practice with students
about what makes
these statements true.
Use the process of
elimination for all
answer choices while
discussing each item.
TRUE: They are all three-dimensional shapes
with two identical, parallel bases. All other faces
are rectangles. All these figures are prisms.
FALSE:
Shape 1 has 5 faces
Shape 2 has 6 faces
Shape 3 has 6 faces
They don’t all have the same number of faces.
FALSE: A pyramid is a solid shape with a
polygon as a base and triangular faces that taper
to a point (vertex). None of these shapes are
pyramids.
FALSE:
Shape 1 has 1 rectangular face.
Shape 2 has 6 rectangular faces.
Shape 3 has 6 rectangular faces.
Only Shape 2 and 3 have a least 4
rectangular faces.
Grade 3
Page 11 of 25
Objective 3: Geometry
1
2
1
4
5½+½=6
1
2
1
4
6+¼=6¼
Look at numbers that are on the number line
to determine the interval between markings.
Grade 3
Page 12 of 25
Objective 3: Geometry
Have students put
the edge of their
Mathematics
Chart on the line
in the figures
shown.
First cover one
side and then the
other.
Are both sides the
same?
Not the same
Grade 3
Page 13 of 25
Objective 4: Measurement
Grade 3
Page 14 of 25
Objective 4: Measurement
Measurement-Time
7:55
11:35
10:40
6:55
Have students write the time
outside each clock and then
match to the answer choice.
Make sure that students draw
a line if they are not sure what
the hour hand or minute hand
says.
Grade 3
Page 15 of 25
Objective 4: Measurement
Grade 3
Page 16 of 25
Objective 5: Probability and Statistics
Identify Graphs that Represent Certain Data
1
2
2
2
2
2
2
2
2
2
= 14
= 16
= 10
Circle
each
key.
3
3
3
3
3
3
3
3
= 15
= 18
=9
3
•
•
Students must use the table to match data in
each table below.
Have the students circle each key because they
could be different and write each number over
the item in each table.
Next have them write out the total at the end
of each row.
Grade 3
Page 17 of 25
Mark each
item with a
number and
total it at
the end of
the row.
Probability-Understanding Random Events
1
2
Using number line,
eliminate the
statements that are
not true.
Place on a
number line
from
Impossible to
Certain.
Green (4)
RED (3)
Impossible
Least Likely
Blue (4)
Equally Likely
YELLOW (8)
Most Likely
Make sure that the students understand the question—if it is a “TRUE”
statement all the clues must be true.
Have students practice the terms Impossible, least likely, equally likely, most likely,
and certain by putting on a number line.
Practice the likelihood of events for each of the above terms.
Look at answer choices and have each one fit a situation.
Grade 3
Page 18 of 25
Certain
Objective 5: Probability and Statistics
Grade 3
Page 19 of 25
Objective 5: Probability and Statistics
Grade 3
Page 20 of 25
Objective 6: Underlying Processes and Mathematical Tools
Grade 3
Page 21 of 25
Objective 6: Underlying Processes and Mathematical Tools
Grade 3
Page 22 of 25
Objective 6: Underlying Processes and Mathematical Tools
Grade 3
Page 23 of 25
Objective 6: Underlying Processes and Mathematical Tools
Grade 3
Page 24 of 25
Objective 6: Underlying Processes and Mathematical Tools
Students must look for information
that is given or known. Use this
information first- Amy is third in
line.
Look for clues to the second piece of
information For example, Joe is not
the last person.
Next clue – Evan & Joe are after
Amy.
Have students use a T chart and
write numbers for the amount of
people involved. along with names.
Order
People
Some information helps with the
process of elimination…
1
Nadja
Joe is not last eliminates C.
2
Carmella
Not 1st or last
Evan & Joe are after Amy eliminates
A & D.
3
Amy
4
Joe
After Amy
Not last
5
Evan
After Amy
Grade 3
Page 25 of 25