New York State Testing Program

Grade 3 Common Core

Mathematics Test

Released Questions

June 2017

New York State administered the Mathematics Common Core

Tests in May 2017 and is now making approximately
75% of the questions from these tests available for
review and use.
 THESTATEEDUCATION DEPARTMENT / THE UNIVERSITY OF THESTATEOF NEW YORK/ ALBANY, NY12234

New York State Testing Program

Grades 3-8 Mathematics
Released Questions from 2017 Exams
Background

In 2013, New York State began administering tests designed to assess student performance in accordance
with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in
Mathematics. To help in this transition to new assessments, the New York State Education Department
(SED) has been releasing an increasing number of test questions from the tests that were administered to
students across the State in the spring. This year, SED is again releasing large portions of the 2017 NYS
Grades 3-8 Common Core English Language Arts and Mathematics test materials for review, discussion,
and use.

For 2017, included in these released materials are at least 75 percent of the test questions that appeared
on the 2017 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the
correct response to each question. These released materials will help students, families, educators, and
the public better understand the tests and the New York State Education Department’s expectations for
students.

Understanding Math Questions

Multiple-Choice Questions

Multiple-choice questions are designed to assess the New York State P-12 Learning Standards for
Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard algorithms
and conceptual standards. Multiple-choice questions incorporate both the grade-level standards and the
“Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked
to more than one standard, drawing on the simultaneous application of multiple skills and concepts.

Short-Response Questions

Short-response questions require students to complete tasks and show their work. Like multiple-choice
questions, short-response questions will often require multiple steps, the application of multiple
mathematics skills, and real-world applications. Many of the short-response questions will cover
conceptual and application of the standards.

Extended-Response Questions

Extended-response questions ask students to show their work in completing two or more tasks or a more
extensive problem. Extended-response questions allow students to show their understanding of
mathematical procedures, conceptual understanding, and application. Extended-response questions may
also assess student reasoning and the ability to critique the arguments of others.
The scoring rubric for short and extended constructed-response questions can be found in the grade-level
Educator Guides at [Link]
mathematics.

New York State P-12 Learning Standards Alignment

The alignment(s) to the New York State P-12 Learning Standards for Mathematics is/are intended to
identify the primary analytic skills necessary to successfully answer each question. However, some
questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-point and three-point constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.

These Released Questions Do Not Comprise a “Mini Test”

To ensure future valid and reliable tests, some content must remain secure for possible use on future
exams. As such, this document is not intended to be representative of the entire test, to show how
operational tests look, or to provide information about how teachers should administer the test; rather,
its purpose is to provide an overview of how the test reflects the demands of the New York State P-12
Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests,
nor do they represent the full spectrum of how the standards should be taught and assessed in the
classroom. It should not be assumed that a particular standard will be measured by an identical question
in future assessments. Specific criteria for writing test questions, as well as additional assessment
information, are available at [Link]
Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 5550 Upper 147th
Street West, Minneapolis, MN 55124. Copyright © 2017 by the New York State Education Department.

Book 1
1 Theo divided a garden equally into 6 parts. He planted seeds in 5 of
the parts. In what fraction of the garden did Theo plant seeds?
A
1
6
B
1
5
C 5
6
D 6
5

2 What number makes the equation below true?

35 ¸ ? = 7

A 5
B 6
C 7
D 8

GO ON
Page Book 1
2
 5 The bar graph shows the numbers and colors of cars in a parking lot.

CARS IN PARKING LOT

12

10

8
Number of

6
Cars

2 ?

0
Red White Silver Blue Black
Color

The total number of silver and black cars equals the total number of red,
white, and blue cars. How many black cars are in the parking lot?

A 9
B 10
C 15
D 30

GO ON
Page Book 1
4
8 Tayshawn sorts 56 marbles into equal groups with no marbles left over.
Which statement could be true of the groups of marbles Tayshawn sorts?

A are 6 group of marbles with 8 marbles in each group.

There s
B are 7 group of marbles with 7 marbles in each group.
There s
C are 8 group of marbles with 7 marbles in each group.
There s
D are 9 group of marbles with 6 marbles in each group.
There s

9 Erin walked 1 mile from her house to the library. Along the way, she
passed several places shown on the number line below.

Erin’s Fire
HouseStation
Scho Marke Librar
Par ol t y
k

0 1

Which place is8 mile from Erin’s

4 house?
Page 6

A the fire
station
B the park
C the school
D the market
GO ON
Book 1
13 The graph below shows the number of shirts of each color in a store.

COLOR OF SHIRTS

45
40
35
30
Number of

25
Shirts

20
15
10
5
0
Blue Red Purple Green Yellow
Color

How many more red shirts than the total number of blue shirts and yellow
shirts are in the store?

A 15
B 30
C 40
D 45

GO ON
Page Book 1
8
20 Which fraction does point P represent on the number line below?
P

0 1

A
1
6
B
2
6
C
1
4
D
2
4

21 Anya placed 16 cups in rows on a table. There are 8 cups in each row.
Which equation could be used to represent this situation?

A 16 ´ 8 =

B 8 + 16 =

C ¸ 8 = 16

D ´ 8 = 16
 GO ON
Page Book 1
12
 2
22 Which fraction is equal to ?
8
A 8
2
B
1
2
C
2
4
D
1
4

STOP
Book 1 Page 13
Grade 3
2017 Common
Core Mathematics
Test Book 1
May 2 – 4, 2017
29 Which expression is equivalent to 5 ´ 9 ?

A (5 ´ 4 ) ´ (5 ´ 5 )
B (5 ´ 5 ) + (5 ´ 4 )
C (5 ´ 5 ) + (5 ´ 9 )
D (5 ´ 9 ) ´ (5 ´ 9 )

30 A coach rounded the number of runners at a track meet to the nearest

10. The rounded number of runners is 400. Which number could be the
actual number of runners at the track meet?

A 382
B 397
C 406
D 447

GO ON
Book 2 Page 5
31 Last weekend Sanjay watched 3 television shows that were each 30
minutes long. He also watched 1 movie on television that was 90
minutes long. What is the total number of minutes Sanjay watched
television last weekend?

A 100
B 120
C 150
D 180

32 A total of 30 players will play basketball at a park. There will be

exactly 5 players on each team. Which statement correctly
explains how to find the number of teams needed?

A Add 5 to 30 to find 35 teams.

B Divide 30 by 5 to find 6 teams.
C Multiply 30 and 5 to find 150 teams.
D Subtract 5 from 30 to find 25 teams.

GO ON
Page Book 2
6
41 Four different recipes were used by students to bake cookies for a bake
sale. The number line below shows the fraction of a cup of milk
needed in each recipe.

Recipe Recipe Recipe

Recipe A B C

D
0 1

Which recipe needs

3 cup of milk?
8

A Recipe A
B Recipe B
C Recipe C
D Recipe D

GO ON
Book 2 Page 11
Grade 3
2017 Common
Core Mathematics
Test Book 2
May 2 – 4, 2017
 Book 3

TIPS FOR TAKING THE TEST

Here are some suggestions to help you do your best:
• Read each question carefully and think about the answer before writing your
response.
• You have been provided with a ruler to use during the test. Use the ruler
whenever you think it will help you to answer the question.
• Be sure to show your work when asked.

Book 3 Page 1
46 Patti puts 40 marbles in a bag. Each marble has a mass of 3 grams. What
is the total mass of the bag of marbles?

Show your work.

Answer grams

GO ON
Book 3 Page 3
48 Leslie says that 5 multiplied by an even number always results in
an even product. Is Leslie’s statement correct?

Explain your answer.

GO ON
Book 3 Page 5
49 Mrs. Ruiz bought 5 bags of balloons for a party. Each bag
contained 70 balloons. Andy said Mrs. Ruiz bought a total of 75
balloons. Andy is incorrect.

What error did Andy make when calculating the total number of balloons?

What is the total number of balloons Mrs. Ruiz bought?

Show your work.

Answer balloons

GO ON
Page Book 3
6
50 A band has 36 members. They are arranged into 6 equal rows. How
many band members are in each row?

Show your work.

Can the same 36 band members be placed into exactly 7 equal rows?
Why or why not?

Explain your answer.

GO ON
Book 3 Page 7
51 A gardener is drawing plans for a new yard. She creates the picture below
to represent the size and shape of a new lawn.

8 ft

5 ft

6 ft

3
ft

4 ft

How can the gardener find the total area of the new lawn? Describe
the process she can use.

What is the total area of the new lawn?

Answer square feet

GO ON
Page Book 3
8
Grade 3
2017 Common
Core Mathematics
Test Book 3
May 2 – 4, 2017
 THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2017 Mathematics Tests Map to the Standards
Released Questions on EngageNY
Multiple Choice Questions: Constructed Response Questions:
G rade 3 Percentage of Students Average P-Value
Secondary Who Answered Correctly Points (Average Points Earned
Question Type Key Points Standard Cluster Standard(s) (P-Value) Earned ÷ Total Possible Points)
Book 1
Number and Operations—
1 Multiple Choice C 1 [Link].A.1 0.76
Fractions
Operations and Algebraic
2 Multiple Choice A 1 [Link].A.4 0.90
Thinking

5 Multiple Choice A 1 [Link].B.3 Measurement and Data 0.51

Operations and Algebraic

6 Multiple Choice C 1 [Link].D.8 0.56
Thinking
Number and Operations in
7 Multiple Choice B 1 [Link].A.1 0.62
Base Ten
Operations and Algebraic
8 Multiple Choice C 1 [Link].A.2 0.67
Thinking
Number and Operations—
9 Multiple Choice C 1 [Link].A.2b 0.74
Fractions

13 Multiple Choice A 1 [Link].B.3 Measurement and Data 0.66

Number and Operations—

16 Multiple Choice D 1 [Link].A.1 0.88
Fractions
Operations and Algebraic
17 Multiple Choice B 1 [Link].D.8 0.44
Thinking
Number and Operations—
20 Multiple Choice C 1 [Link].A.2a 0.38
Fractions
Operations and Algebraic
21 Multiple Choice D 1 [Link].B.6 0.44
Thinking
Number and Operations—
22 Multiple Choice D 1 [Link].A.3a 0.51
Fractions
Book 2

23 Multiple Choice D 1 [Link].C.5b Measurement and Data 0.94

Operations and Algebraic

24 Multiple Choice A 1 [Link].A.4 0.73
Thinking
Number and Operations—
25 Multiple Choice C 1 [Link].A.1 0.85
Fractions
 Released Questions on EngageNY
Multiple Choice Questions: Constructed Response Questions:
G rade 3
Percentage of Students Average P-Value
Who Answered Correctly Points (Average Points Earned
Question Type Key Points Standard Cluster Secondary (P-Value) Earned ÷ Total Possible Points)
Operations and Algebraic
26 Multiple Choice D 1 [Link].A.2 0.63
Thinking

27 Multiple Choice A 1 [Link].C.7a Measurement and Data 0.91

Operations and Algebraic

29 Multiple Choice B 1 [Link].B.5 0.59
Thinking
Number and Operations in
30 Multiple Choice B 1 [Link].A.1 0.60
Base Ten
Operations and Algebraic
31 Multiple Choice D 1 [Link].D.8 0.59
Thinking
Operations and Algebraic
32 Multiple Choice B 1 [Link].A.3 0.76
Thinking

35 Multiple Choice C 1 [Link].A.1 Measurement and Data 0.67

Operations and Algebraic

36 Multiple Choice D 1 [Link].B.6 0.78
Thinking
Number and Operations—
37 Multiple Choice D 1 [Link].A.3b 0.60
Fractions
Number and Operations—
38 Multiple Choice B 1 [Link].A.3d 0.60
Fractions

39 Multiple Choice B 1 [Link].C.7b Measurement and Data 0.64

Operations and Algebraic

40 Multiple Choice C 1 [Link].A.3 0.74
Thinking
Number and Operations—
41 Multiple Choice B 1 [Link].A.2b 0.76
Fractions

43 Multiple Choice D 1 [Link].C.6 Measurement and Data 0.88

Operations and Algebraic

44 Multiple Choice D 1 [Link].D.8 0.53
Thinking
Book 3
Constructed Number and Operations—
45 2 [Link].A.3d 0.98 0.49
Response Fractions
Constructed
46 2 [Link].A.2 Measurement and Data 1.29 0.65
Response
 Released Questions on EngageNY
Multiple Choice Questions: Constructed Response Questions:
G rade 3
Percentage of Students Average P-Value
Who Answered Correctly Points (Average Points Earned
Question Type Key Points Standard Cluster Secondary (P-Value) Earned ÷ Total Possible Points)
Constructed
47 2 [Link].3.G.A.2 Geometry 1.15 0.58
Response
Constructed Operations and Algebraic
48 2 [Link].D.9 0.97 0.49
Response Thinking
Constructed Number and Operations in
49 2 [Link].A.3 1.20 0.60
Response Base Ten
Constructed Operations and Algebraic
50 3 [Link].A.3 1.80 0.60
Response Thinking
Constructed
51 3 [Link].C.7d Measurement and Data 0.90 0.30
Response
Constructed Operations and Algebraic
52 3 [Link].D.8 1.44 0.48
Response Thinking

*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including
a balanced combination of procedural and conceptual understanding.