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ILEARN Mathematics Grade 3
Test Blueprint
ILEARN checkpoint and summative assessments are computer-adaptive tests (CATs). This test blueprint begins school year 2025-2026.
Checkpoint 1
Proficiency Level Descriptors
Checkpoint 2
Proficiency Level Descriptors
Checkpoint 3
Proficiency Level Descriptors
Summative Assessment
Proficiency Level Descriptors
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September - November5November - February5February - April5April - May5
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20-25 Items620-25 Items620-25 Items630-35 Items6
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Example Grade-Level Learning Progressions
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Indicator1Indiana Academic Standard2Level of Priority3Reporting Category: Subdomain4Five (5) Academic Standards AssessedSeven (7) Academic Standards AssessedSix (6) Academic Standards AssessedAll Academic Standards AssessedReporting Category: Summative Overall7
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3.NS.1Read and write whole numbers up to 10,000. Use words, models, standard form, and expanded form to represent and show equivalent forms of whole numbers up to 10,000.StandardPlace ValueAssessedSample of Indiana Students9Number Sense:
20-27%
7-8 items
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3.NS.2Model unit fractions as the quantity formed by 1 part when a whole is partitioned into equal parts; model non-unit fractions as the quantity formed by iterations of unit fractions. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] (E)EssentialUnderstanding FractionsAssessedAll Indiana Students8
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3.NS.3Model a non-unit fraction on a number line by marking equal lengths from 0, identifying each part as a unit fraction and locating the non-unit fraction as the endpoint on the number line. (E)EssentialUnderstanding FractionsAssessedAll Indiana Students
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3.NS.4Use fraction models to represent two simple equivalent fractions with attention to how the number and size of the parts differ even though the quantities are the same. Use this principle to generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3).StandardUnderstanding FractionsAssessedSample of Indiana Students
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3.NS.5Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions (e.g., by using a visual fraction model). (E)EssentialUnderstanding FractionsAssessedAll Indiana Students
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3.NS.6Use place value understanding to round two- and three-digit whole numbers to the nearest 10 or 100.StandardPlace ValueAssessedSample of Indiana Students
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3.CA.1Fluently add and subtract multi-digit whole numbers using strategies and algorithms based on place value, properties of operations, and relationships between addition and subtraction.StandardAddition, Subtraction, & MoneyAssessedSample of Indiana StudentsComputation and Algebraic Thinking:
29-37%
10-11 items
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3.CA.2Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). (E)EssentialAddition, Subtraction, & MoneyAssessedAll Indiana Students
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3.CA.3Model the concept of multiplication of whole numbers using equal-sized groups, arrays, area models, and equal intervals on a number line. Model the properties of 0 and 1 in multiplication using objects or drawings. (E)EssentialMultiplication and DivisionAssessedAll Indiana Students
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3.CA.4Model the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Model the properties of 0 and 1 in division using objects or drawings. (E)EssentialMultiplication and DivisionAssessedAll Indiana Students
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3.CA.5Multiply 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 ÷ 5 = 8) or properties of operations. (E)EssentialMultiplication and DivisionAssessedAll Indiana Students
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3.CA.6Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.StandardMultiplication and DivisionSample of Indiana Students
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3.CA.7Solve real-world problems involving whole number multiplication and division within 100 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). (E)EssentialMultiplication and DivisionAssessedAll Indiana Students
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3.CA.8Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table).StandardMultiplication and DivisionAssessedSample of Indiana Students
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3.G.1Define, identify, and classify four-sided shapes such as rhombuses, rectangles, and squares as quadrilaterals. Identify and draw examples and non-examples of quadrilaterals.StandardN/ASample of Indiana StudentsGeometry, Measurement, and Data Analysis:
31-40%
11-12 items
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3.G.2Identify, describe, and draw points, lines, and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes.StandardN/ASample of Indiana Students
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3.G.3Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (i.e., 1/2, 1/3, 1/4, 1/6, 1/8).StandardUnderstanding FractionsSample of Indiana Students
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3.M.1Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step, real-world problems involving masses or volumes that are given in the same units or obtained through investigation. (E)EssentialMeasurement and DataAll Indiana Students
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3.M.2Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.StandardMeasurement and DataSample of Indiana Students
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3.M.3Tell 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). (E)EssentialUnderstanding FractionsAssessedAll Indiana Students
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3.M.4Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. (E)EssentialAddition, Subtraction, & MoneyAssessedAll Indiana Students
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3.M.5Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. (E)EssentialMeasurement and DataAssessedAll Indiana Students
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3.M.6Find perimeters of polygons given the side lengths or given an unknown side length.StandardMeasurement and DataAssessedSample of Indiana Students
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3.DA.1Collect, organize, and graph data from observations, surveys, and experiments using scaled bar graphs and pictographs. Solve real-world problems by analyzing and interpreting the data using grade-level computation and comparison strategies. (E)EssentialMeasurement and DataAssessedAll Indiana Students
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PS.1PS.1: Make sense of problems and persevere in solving them.StandardSolving ProblemsSample of Indiana StudentsMathematical Processes:
(Scale Score Only)
11-20%
4-6 items
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PS.2PS.2: Reason abstractly and quantitatively.StandardSolving ProblemsSample of Indiana Students
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PS.3PS.3: Construct viable arguments and critique the reasoning of others.StandardSolving ProblemsSample of Indiana Students
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PS.4PS.4: Model with mathematics.StandardSolving ProblemsSample of Indiana Students
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PS.5PS.5: Use appropriate tools strategically.StandardSolving ProblemsSample of Indiana Students
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PS.6PS.6: Attend to precisionStandardSolving ProblemsSample of Indiana Students
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PS.7PS.7: Look for and make use of structure.StandardSolving ProblemsSample of Indiana Students
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PS.8PS.8: Look for and express regularity in repeated reasoning.StandardSolving ProblemsSample of Indiana Students
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1Indicator: The code used to refer to a specific Indiana Academic Standard.
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2Indiana Academic Standard: The knowledge and skills students are expected to achieve for a given content area/grade level. Additional information is available on the Indiana Academic Standards webpage.
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3Level of Priority: Academic standards are designated as either standard or essential. The ILEARN assessment fully aligns to the designations that are reflected in the academic standards. Essential academic standards are prioritized above other content.
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4Reporting Category: Subdomain: A small group of similar academic standards that contribute to specific skills scores on the Checkpoint assessments. Subdomain performance is reported on Checkpoints based on student performance on the items on that specific Checkpoint. Subdomain performance is reported on the Summative assessment as a compilation of student performance over the course of the year.
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5Approximate Time Frame of Assessment: The Checkpoint and Summative assessments may be administered with flexible timing within a specific window. The window will occur at the same general time over the course of each school year. The specific dates that each window will open and close are established prior to the beginning of each school year by the State Board of Education.
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6Total Number of Items: The total number of items administered to students in a given assessment. This is reported as a range to support the computer adaptive algorithm. ILEARN Mathematics measures student abilities using a variety of authentic item types based on the task students must complete. Item types include (but are not limited to) multiple choice, multiple select, fraction modeling, graphing, constructed response, and evidence-based selected response. Experience ILEARN item types in the Released Items Repository.
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7Reporting Category: Summative Overall: A broad domain or group of interrelated performance expectations. Proficiency data is available at the student level on the summative assessment for each reporting category.
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8Assessed: All Indiana Students: All Indiana students will receive at least one item that measures this academic standard on the summative assessment. All Essential academic standards appear on the summative assessment for all students.
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9Assessed: Sample of Indiana Students: Only a sample, or subset, of Indiana students will receive items that measure this academic standard on the summative assessment. The sampling is required for federal accountability testing. The priority and weight of these standards as they contribute to the summative scale score is much lower than those of the Essential standards. All students will receive a small number of these non-essential standards as a random sample. No students will be assessed on all of these non-essential standards.
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10Reporting Category: Subdomain does Not Apply: Some academic standards are measured only on the summative assessment (not on Checkpoint assessments) and will not be measured with enough items to contribute to a valid, reliable subdomain. Student performance for these academic standards is aggregated into the summative scale score only.
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Math Process Tasks: There is no separate Performance Task for ILEARN Mathematics assessments. The summative computer-adaptive test (CAT) includes open-ended items that measure students' ability to solve problems and apply mathematical processes. These items include stand-alone items as well as Math Process Tasks. This link provides examples of Math Process Tasks for each grade level.
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Item Specifications: Item specifications are documents that describe exactly how each academic standard will be measured on the ILEARN assessment. Select each linked standard indicator to view its item specification.