WGU D184 Task 1 – Developing a 3rd Grade Math
Assessment System | Standard-based Assessment
with Complete Solutions
Task 1 Developing an Assessment
System Jordan Pritchard
WGU D184
, A1- Subject- Math
Grade Level- 3rd
Grade A2- Standards-
CCSS.MATH.CONTENT.3.OA.A.1 Interpret products oƒ whole numbers, e.g.,
interpret 5 × 7 as the total number oƒ objects in 5 groups oƒ 7 objects each.
Ƒor example, describe a context in which a total number oƒ objects can be
expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.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 ƒor the unknown number to represent the problem
CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in
a multiplication or division equation relating three whole numbers. Ƒor
example, determine the unknown number that makes the equation true in
each oƒ the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.B.5 Apply properties oƒ operations as
strategies to multiply and divide.2 Examples: Iƒ 6 × 4 = 24 is known, then 4
× 6 = 24 is also known. (Commutative property oƒ multiplication.) 3 × 5 ×
2 can be ƒound by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 =
10, then 3 × 10 = 30. (Associative property oƒ multiplication.) Knowing that
8 × 5 = 40 and 8 × 2
= 16, one can ƒind 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.) CCSS.MATH.CONTENT.3.OA.C.7 Ƒluently multiply
and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷
5 = 8) or properties oƒ operations. By the end oƒ Grade 3, know ƒrom
memory all products oƒ two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the
ƒour operations. Represent these problems using equations with a letter
standing ƒor the unknown quantity. Assess the reasonableness oƒ answers
using mental computation and estimation strategies including rounding
(Common Core State Standards Initiative).
A3-
Day
Day Content Assessment Number oƒ Ƒrequency oƒ
Type Assessments Assessments
1 Students will Ƒormative- 1 1 time
take
the Pre- Screener to
Assessment System | Standard-based Assessment
with Complete Solutions
Task 1 Developing an Assessment
System Jordan Pritchard
WGU D184
, A1- Subject- Math
Grade Level- 3rd
Grade A2- Standards-
CCSS.MATH.CONTENT.3.OA.A.1 Interpret products oƒ whole numbers, e.g.,
interpret 5 × 7 as the total number oƒ objects in 5 groups oƒ 7 objects each.
Ƒor example, describe a context in which a total number oƒ objects can be
expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.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 ƒor the unknown number to represent the problem
CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in
a multiplication or division equation relating three whole numbers. Ƒor
example, determine the unknown number that makes the equation true in
each oƒ the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.B.5 Apply properties oƒ operations as
strategies to multiply and divide.2 Examples: Iƒ 6 × 4 = 24 is known, then 4
× 6 = 24 is also known. (Commutative property oƒ multiplication.) 3 × 5 ×
2 can be ƒound by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 =
10, then 3 × 10 = 30. (Associative property oƒ multiplication.) Knowing that
8 × 5 = 40 and 8 × 2
= 16, one can ƒind 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.) CCSS.MATH.CONTENT.3.OA.C.7 Ƒluently multiply
and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷
5 = 8) or properties oƒ operations. By the end oƒ Grade 3, know ƒrom
memory all products oƒ two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the
ƒour operations. Represent these problems using equations with a letter
standing ƒor the unknown quantity. Assess the reasonableness oƒ answers
using mental computation and estimation strategies including rounding
(Common Core State Standards Initiative).
A3-
Day
Day Content Assessment Number oƒ Ƒrequency oƒ
Type Assessments Assessments
1 Students will Ƒormative- 1 1 time
take
the Pre- Screener to
