The 2024 3rd Grade Math STAAR introduced statewide online testing and several new item types. Using a modified version of the statewide item analysis report, I examined the readiness standards that had less than 60% mastery. Each standard has both an analysis of the items themselves to infer what made them so difficult and instructional implications for educators to ensure a more successful 2024 STAAR test.
Standard | # of items | % mastery |
3.6C | 1 | 31 |
3.4A | 2 | 45 |
3.5B | 2 | 45.5 |
3.4K | 1 | 46 |
3.5E | 1 | 48 |
3.7B | 2 | 49 |
3.3H | 1 | 57 |
3.3F | 1 | 58 |
3.2D | 1 | 59 |
Access the slide deck here.
3.6C - 31% overall mastery
determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
#21 - 31% correct
Analysis
Students had to apply knowledge from a problem stem without the use of a visual, correctly interpreting area to mean multiplication
Lack of multiple choice increased rigor
Instructional Implications
Show students how to draw a representation to visualize the problem
Have students use graphing feature of Cambium to create a grid with 32 rows
3.4A - 45% overall mastery
solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
#1 - 69% correct
#22 - 21% correct
Analysis
Students easily answered the one-step problem
For two-step problem (#22), 57% of students chose answer to first step (B)
Instructional Implications
Have students draw strip diagram with labels to keep track of the units
Write a statement with the solution ( __ cookies were sold on Saturday and Sunday) to ensure students are answering the correct question
Watch the full walkthrough of all 30 items on the 2024 3rd Grade STAAR below.
3.5B - 45.5% overall mastery
represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
#15 - 54% correct
#26 - 37% correct
Analysis
Both problems involved using equations to represent two-step problems
Students had an easier time when both steps involved one operation (#15)
Instructional Implications
Have students practice drawing strip diagrams or pictures to represent the problem situations
Practice two-step problems that involve two different operations
3.4K - 44.5% overall mastery
solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
#20 - 46% correct
Analysis
One-step problem beyond basic facts
27% of student chose the answer found by adding (A)
Instructional Implications
Have students create their own representation visualize the problem and identify the needed operation
Provide strategies for students to use to find quotients beyond basic facts
3.5E - 48% overall mastery
represent real-world relationships using number pairs in a table and verbal descriptions
#13 - 48% correct
Analysis
Students had to interpret rate is atypical order (independent variable, pounds of meat, is listed second)
24% of students chose D, +6 vertically in both columns
Instructional Implications
Have students use words to describe the multiplicative relationship
Have students solve for the answer and substitute into the representations
Give students opportunities to create input-output tables out of order to show that the relationship is shown between columns, not within columns
3.7B - 49% overall mastery
determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
#6 - 71% correct
#18 - 27% correct
Analysis
#18 is a familiar setup - rectangle with one side given and no visual
More students chose D (37%), which subtracts the two values, than the correct answer
Instructional Implications
Students should always draw a picture and label it when answering this type of question
Give students plenty of opportunities to use various methods to find missing values, including P = 2L + 2W
3.3H - 57% overall mastery
compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models
#25 - 46% full credit; 21% partial credit; 32% no credit
Analysis
Students had to compare fractions with unlike denominators and like numerators with no visual
The comparison needed to be made with words and a rationale rather than with symbols
Instructional Implications
Students should have opportunities to explain how the number of pieces affects the size of each piece
Use these problems as writing practice for students
3.3F - 58% overall mastery
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
#23 - 33% full credit; 50% partial credit; 17% no credit
Analysis
Students had to find an equivalent fraction to ⅓ (2/6) without visual support
Instructional Implications
This takes practice, practice, practice!
Students need many opportunities with number lines and fraction models to internalize the concept of equivalent fractions
3.2D - 59% overall mastery
compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =
#2 - 59% correct
Analysis
Students had to apply three clues to identify one correct answer
Clues included comparing numbers and the value of a digit
Instructional Implications
Students should draw a number line to place the numbers in relation to each other
Students need practice solving mystery number problems, not just comparing and ordering numbers from a table
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