A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | AN | AO | AP | AQ | AR | AS | AT | AU | AV | AW | AX | AY | AZ | BA | BB | BC | BD | BE | BF | BG | BH | BI | BJ | |
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1 | Math Mock Exam Data Analysis Kit Grade 3 | Learning Standard Description | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g. by representing the problem on a number line-diagram. | Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. | Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., X 80, 5 X 60) using strategies based on place value and properties of operations. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. | Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 X 5=40, one knows 40 Ã· 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. | Interpret products of whole numbers, e.g., interpret 5 X 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 X 7. | Multiply side lengths to find areas of a rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and and represent whole-number products as rectangular areas in mathematical reasoning. | Use place value understanding to round whole numbers to the nearest 10 or 100. | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 X ? = 48, 5 = __ Ã· 3, 6 X 6=? | 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. | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the numbr line. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. | Apply properties of operations as strategies to multiply and divide. Examples: If 6 X 4=24 is known, then 4 X 6 =24 is also known. (Communicative property of multiplicatin.) 3 X 5 X 2 can be found by 3 X 5=15, then 15 X 2= 30, or by 5 X 2 =10, then 3 X 10=30. (Associative property of multiplication.) Knowing that 8 X 5 =40 and 8 X 2 =16, one can find 8 X 7 as 8 X (5+2) = (8X5) + (8 X 2)= 40+16=56. (Distributive property.) | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | 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. | Apply properties of operations as strategies to multiply and divide. Examples: If 6 X 4=24 is known, then 4 X 6 =24 is also known. (Communicative property of multiplicatin.) 3 X 5 X 2 can be found by 3 X 5=15, then 15 X 2= 30, or by 5 X 2 =10, then 3 X 10=30. (Associative property of multiplication.) Knowing that 8 X 5 =40 and 8 X 2 =16, one can find 8 X 7 as 8 X (5+2) = (8X5) + (8 X 2)= 40+16=56. (Distributive property.) | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Compare two fractions with the same numerator or the same denominator b reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction model. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1=6; locate 4/4 and 1 at the same point of a number line diagram. | Understand division as an unknown-factor problem. For example, find 32Ã·8 by finding the number that makes 32 when multiplied by 8. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | 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. | Use place value understanding to round whole numbers to the nearest 10 or 100. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, substract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beakerwith measurement scale) to represent the problem. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 X 5=40, one knows 40 Ã· 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. | 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. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 X ? = 48, 5 = __ Ã· 3, 6 X 6=? | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | Recognize and generate simple equivalent fractions, e.g., 1/2=2/4, 4/6=2/3. Explain why the fractions are equivalent, e.g.,by using a visual fraction model. | 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. | Compare two fractions with the same numerator or the same denominator b reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction model. | Compare two fractions with the same numerator or the same denominator b reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction model. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of a X b and a X c. Use area models to represent the distributive property in mathematical reasoning. | Apply properties of operations as strategies to multiply and divide. Examples: If 6 X 4=24 is known, then 4 X 6 =24 is also known. (Communicative property of multiplicatin.) 3 X 5 X 2 can be found by 3 X 5=15, then 15 X 2= 30, or by 5 X 2 =10, then 3 X 10=30. (Associative property of multiplication.) Knowing that 8 X 5 =40 and 8 X 2 =16, one can find 8 X 7 as 8 X (5+2) = (8X5) + (8 X 2)= 40+16=56. (Distributive property.) | Understand division as an unknown-factor problem. For example, find 32Ã·8 by finding the number that makes 32 when multiplied by 8. | Recognize and generate simple equivalent fractions, e.g., 1/2=2/4, 4/6=2/3. Explain why the fractions are equivalent, e.g.,by using a visual fraction model. | Interpret whole-number quotients of whole numbers, e.g., interpret 56Ã·8 as the number of objects in each share when 56 objects are partitioned equally into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56Ã·8. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, substract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beakerwith measurement scale) to represent the problem. | Measure areas by counting unit squares (square cm, square m, square in, square fit, and improvised units.) | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. | Interpret whole-number quotients of whole numbers, e.g., interpret 56Ã·8 as the number of objects in each share when 56 objects are partitioned equally into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56Ã·8. | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. | Multiply side lengths to find areas of a rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and and represent whole-number products as rectangular areas in mathematical reasoning. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. | ||||||||

2 | Learning Standard(s) | 3.MD.A.1 | 3.NF.A.2a | 3.OA.D.9 | 3.NBT.A.3 | 3.NF.A.1 | 3.MD.C.7a | 3.MD.B.3 | 3.OA.C.7 | 3.OA.A.1 | 3.MD.C.7b | 3.NBT.A.1 | 3.MD.C.7d | 3.OA.A.4 | 3.NBT.A.2 | 3.NF.A.2b | 3.NF.A.3a | 3.OA.B.5 | 3.OA.D.8 | 3.OA.A.3 | 3.OA.B.5 | 3.OA.D.8 | 3.NF.A.3d | 3.NF.A.3c | 3.OA.B.6 | 3.MD.B.3 | 3.OA.A.3 | 3.NBT.A.1 | 3.G.A.2 | 3.NF.A.1 | 3.OA.D.8 | 3.MD.A.2 | 3.OA.C.7 | 3.OA.A.3 | 3.OA.A.4 | 3.MD.B.3 | 3.NF.A.3b | 3.NBT.A.2 | 3.OA.A.3 | 3.NF.A.3d | 3.NF.A.3d | 3.MD.C.7c | 3.OA.B.5 | 3.OA.B.6 | 3.NF.A.3b | 3.OA.A.2 | 3.MD.A.2 | 3.MD.C.6 | 3.NF.A.3a | 3.G.A.2 | 3.OA.A.2 | 3.OA.D.8 | 3.OA.D.8 | 3.OA.D.9 | 3.MD.C.7b | 3.MD.B.3 | 3.G.A.2 | |||||

3 | Question No. | 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 | |||||

4 | Correct Answer | B | D | A | C | B | A | D | C | B | C | A | D | D | D | A | C | B | C | D | B | D | C | C | C | B | D | B | A | C | A | C | D | D | A | C | A | D | C | B | A | A | C | A | C | A | B | D | D | CR | CR | CR | CR | CR | CR | CR | CR | |||||

5 | Point Value | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | |||||

6 | Student Name | Raw Score | Scale Score | Performance Level | BOOK 1 | BOOK 2 | BOOK 3 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||

7 | Student name redacted | 24 | 276 | 1 | D | B | B | B | C | A | B | A | B | A | B | C | A | B | C | B | A | A | C | D | B | C | C | C | C | A | B | B | D | C | B | D | B | A | C | A | C | C | A | C | B | C | A | C | A | D | C | B | 2 | 2 | 0 | 0 | 1 | 1 | 2 | 1 | ||

8 | Student name redacted | 19 | 264 | 1 | C | A | A | B | D | A | D | D | B | A | D | A | A | D | A | D | C | C | D | C | D | C | A | C | B | B | D | A | B | A | D | C | C | A | A | A | A | D | 2 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | ||||||||||||

9 | Student name redacted | 17 | 258 | 1 | A | B | A | B | C | A | D | A | B | A | B | A | B | C | A | D | A | B | A | B | C | A | D | A | B | A | B | B | C | A | D | A | B | B | A | C | A | D | A | B | A | B | B | C | A | D | A | B | 1 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | ||

10 | Student name redacted | 17 | 258 | 1 | D | A | B | A | A | C | B | D | A | D | C | A | A | A | B | D | B | A | D | C | C | A | D | D | A | A | D | B | A | A | B | D | D | A | C | A | B | A | B | A | D | B | C | C | A | D | D | A | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 | ||

11 | Student name redacted | 28 | 284 | 2 | A | C | A | C | B | A | D | D | A | A | A | A | B | D | D | C | C | A | D | B | C | C | D | C | B | D | C | A | B | D | A | D | A | A | C | A | A | C | D | B | A | B | C | A | C | B | A | C | 0 | 2 | 2 | 0 | 0 | 1 | 0 | 1 | ||

12 | Student name redacted | 21 | 269 | 1 | A | B | C | B | D | A | A | C | D | A | B | A | D | A | B | C | B | D | C | D | C | A | C | C | B | A | C | A | C | B | A | D | B | C | C | B | B | A | A | B | A | C | D | C | A | B | B | C | 1 | 0 | 0 | 0 | 1 | 2 | 0 | 1 | ||

13 | Student name redacted | 17 | 258 | 1 | B | D | A | B | D | A | D | B | C | C | D | A | C | C | A | B | A | D | B | C | A | B | A | D | B | C | A | B | C | B | C | D | C | B | B | B | C | A | D | C | D | A | D | D | C | B | A | D | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | ||

14 | Student name redacted | 47 | 317 | 3 | C | C | A | C | A | A | D | C | B | B | B | A | D | D | A | B | C | D | D | B | B | C | B | C | B | D | C | A | C | A | C | D | D | A | C | A | D | B | A | A | A | C | A | C | A | C | D | D | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | ||

15 | Student name redacted | 21 | 269 | 1 | D | C | B | B | C | A | D | D | A | B | A | D | A | B | A | D | B | D | D | D | B | C | C | D | C | C | B | B | D | D | A | D | D | C | B | B | A | A | C | B | B | C | D | D | B | D | D | A | 3 | 0 | 0 | 1 | 0 | 0 | 1 | 2 | ||

16 | Student name redacted | 19 | 264 | 1 | B | D | C | A | D | B | D | C | D | A | A | B | D | C | A | C | C | B | C | D | B | A | C | A | C | D | A | B | C | B | A | D | C | A | C | A | A | A | C | D | A | B | C | A | B | D | D | B | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | ||

17 | Student name redacted | 33 | 293 | 2 | C | D | A | B | C | A | D | C | B | A | B | A | C | D | A | D | A | D | C | B | C | A | D | C | B | D | D | A | C | A | D | D | D | A | A | D | D | A | C | C | A | C | A | C | A | B | C | C | 3 | 2 | 1 | 1 | 0 | 1 | 0 | 0 | ||

18 | Student name redacted | 15 | 250 | 1 | A | A | A | B | A | D | C | C | A | B | A | B | D | D | A | C | A | B | B | B | A | C | D | 3 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | |||||||||||||||||||||||||||

19 | Student name redacted | 22 | 272 | 1 | D | B | A | D | B | A | D | D | B | D | A | D | D | A | A | D | C | D | D | B | C | C | A | C | A | D | A | B | C | D | B | D | A | B | A | B | A | A | B | D | A | A | D | D | C | A | C | B | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | ||

20 | Student name redacted | 12 | 234 | 1 | A | B | B | A | A | A | A | A | A | D | A | B | A | A | A | C | D | B | A | A | D | C | A | B | C | B | A | B | A | C | C | A | B | D | A | A | A | A | B | C | D | B | A | D | D | B | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | ||||

21 | Student name redacted | 27 | 283 | 1 | C | B | B | B | A | A | D | C | D | B | D | A | B | A | C | A | C | A | D | D | D | C | B | C | B | A | B | A | C | D | C | B | D | D | A | B | C | D | B | C | A | A | B | C | D | B | D | A | 2 | 1 | 0 | 1 | 1 | 0 | 2 | 2 | ||

22 | Student name redacted | 28 | 284 | 2 | B | A | A | D | B | A | A | C | D | A | D | A | A | A | C | B | A | A | B | B | D | A | B | C | A | C | D | A | A | A | C | D | D | A | A | B | A | A | C | A | B | C | A | C | A | B | D | B | 3 | 1 | 0 | 0 | 0 | 3 | 1 | 0 | ||

23 | Student name redacted | 18 | 261 | 1 | D | C | C | C | D | A | D | D | A | B | D | B | A | D | D | C | C | D | B | B | C | B | B | C | B | A | A | A | D | C | B | A | D | D | C | A | B | A | A | B | C | C | A | D | D | B | C | C | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | ||

24 | Student name redacted | 43 | 310 | 2 | B | D | C | C | B | A | D | C | B | B | A | A | A | D | A | D | A | D | D | B | D | B | D | D | B | D | B | A | C | A | A | D | D | A | C | B | D | A | B | B | A | C | A | D | A | C | A | D | 2 | 2 | 1 | 0 | 1 | 3 | 1 | 2 | ||

25 | Student name redacted | 17 | 258 | 1 | A | A | B | B | C | A | D | B | C | A | B | D | A | C | A | B | D | C | D | A | D | C | D | C | B | A | A | A | B | B | C | A | D | B | B | B | C | A | C | C | A | C | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | ||||||||

26 | Student name redacted | 20 | 267 | 1 | B | B | D | C | A | A | B | B | B | A | B | A | A | C | A | A | A | B | D | D | C | A | D | C | B | A | B | B | C | D | B | D | A | D | D | C | D | A | B | D | A | D | A | A | C | A | A | B | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 1 | ||

27 | Student name redacted | 14 | 246 | 1 | A | B | C | A | B | D | B | C | A | D | B | C | A | C | D | B | C | B | C | A | B | C | D | B | B | C | C | B | D | A | B | C | B | D | B | B | C | B | D | A | B | C | C | D | C | A | B | D | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 1 | ||

28 | Student name redacted | 38 | 301 | 2 | B | A | C | C | B | A | D | C | B | A | A | D | B | D | A | B | A | D | B | A | D | A | D | C | D | D | C | A | A | A | C | D | D | A | C | A | D | C | C | A | A | C | C | C | B | A | D | A | 3 | 1 | 0 | 2 | 0 | 0 | 1 | 2 | ||

29 | Student name redacted | 21 | 269 | 1 | B | A | B | A | D | A | A | B | B | C | B | D | B | C | C | D | B | C | D | B | A | D | B | D | A | C | A | A | B | D | C | D | A | D | A | A | A | D | B | C | A | B | C | C | D | D | D | C | 1 | 0 | 0 | 0 | 0 | 2 | 1 | 1 | ||

30 | Student name redacted | 34 | 295 | 2 | A | C | A | C | D | A | D | B | B | A | A | A | C | C | C | B | B | C | D | D | D | A | D | D | B | D | B | A | C | D | C | A | D | B | D | B | D | A | A | A | A | C | A | C | A | B | D | D | 2 | 1 | 1 | 0 | 0 | 2 | 1 | 1 | ||

31 | Student name redacted | 35 | 296 | 2 | A | D | A | C | B | A | D | A | B | C | B | A | A | B | B | C | A | D | D | A | A | A | C | B | B | D | B | A | C | A | A | D | D | A | C | B | D | C | D | A | C | A | C | C | B | D | B | 2 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | |||

32 | Student name redacted | 27 | 283 | 1 | B | A | C | A | A | A | D | C | A | B | B | A | C | D | A | D | B | D | D | B | C | C | A | C | A | D | A | A | C | A | A | D | C | D | B | A | A | A | A | D | B | A | D | C | A | B | D | A | 3 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | ||

72 | Percentage of Points Earned Per Question | 31% | 19% | 42% | 31% | 27% | 85% | 65% | 42% | 46% | 12% | 31% | 20% | 16% | 32% | 56% | 21% | 24% | 20% | 60% | 44% | 28% | 40% | 20% | 60% | 62% | 42% | 31% | 62% | 54% | 46% | 31% | 65% | 46% | 50% | 42% | 38% | 28% | 16% | 25% | 33% | 61% | 58% | 39% | 57% | 48% | 43% | 52% | 22% | 51% | 50% | 23% | 13% | 13% | 23% | 35% | 44% | |||||

74 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

75 | SUMMARY OF RESULTS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

76 | Common Core Learning Standard | # of Points Available | # of Points Earned | % of Points Earned | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

77 | 3.G.A.2 | 156 | 79 | 51% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

78 | 3.MD.A.1 | 26 | 8 | 31% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

79 | 3.MD.A.2 | 52 | 18 | 35% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

80 | 3.MD.B.3 | 130 | 62 | 48% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

81 | 3.MD.C.6 | 26 | 12 | 46% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

82 | 3.MD.C.7a | 26 | 22 | 85% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

83 | 3.MD.C.7b | 104 | 21 | 20% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

84 | 3.MD.C.7c | 26 | 14 | 54% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

85 | 3.MD.C.7d | 26 | 5 | 19% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

86 | 3.NBT.A.1 | 52 | 16 | 31% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

87 | 3.NBT.A.2 | 52 | 15 | 29% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

88 | 3.NBT.A.3 | 26 | 8 | 31% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

89 | 3.NF.A.1 | 52 | 21 | 40% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

90 | 3.NF.A.2a | 26 | 5 | 19% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

91 | 3.NF.A.2b | 26 | 14 | 54% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

92 | 3.NF.A.3a | 52 | 10 | 19% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

93 | 3.NF.A.3b | 52 | 23 | 44% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

94 | 3.NF.A.3c | 26 | 5 | 19% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

95 | 3.NF.A.3d | 78 | 24 | 31% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

96 | 3.OA.A.1 | 26 | 12 | 46% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

97 | 3.OA.A.2 | 78 | 37 | 47% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

98 | 3.OA.A.3 | 104 | 42 | 40% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

99 | 3.OA.A.4 | 52 | 17 | 33% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

100 | 3.OA.B.5 | 78 | 31 | 40% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

101 | 3.OA.B.6 | 52 | 24 | 46% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

102 | 3.OA.C.7 | 52 | 28 | 54% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

103 | 3.OA.D.8 | 208 | 46 | 22% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

104 | 3.OA.D.9 | 78 | 18 | 23% | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

105 |

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