Grade 3 Mathematics Assessment Scale for 1999–2000

Strands

• Number Sense and Numeration

• Geometr y and Spatial Sense
• Data Management and Probability
• Patterning and Algebra
• Measurement

LEVEL 1 Demonstrates and communicates very limited knowledge and understanding.

Uses a few required concepts and procedures by choosing and applying a
few simple operations, procedures and problem-solving strategies that rarely
lead to accurate solutions. Provides unclear and/or imprecise explanations
and justifications.

LEVEL 2 Demonstrates and communicates limited knowledge and understanding.

Uses some required concepts and procedures by choosing, applying,
explaining and justifying some appropriate operations, procedures and
problem-solving strategies to complete some tasks with some accuracy,
clarity and precision.

LEVEL 3 Demonstrates and communicates general knowledge and understanding.

Uses most required concepts and procedures by consistently choosing,
applying, explaining and justifying appropriate operations, procedures
and problem-solving strategies to complete tasks with overall accuracy,
clarity and precision.

LEVEL 4 Demonstrates and communicates an in-depth knowledge and understanding.

Uses all required concepts and procedures by consistently choosing,
modifying, creating, applying, explaining and justifying appropriate
operations, procedures and problem-solving strategies in a variety of
contexts to complete tasks with a high degree of accuracy, clarity and
precision.
 Mathematics Strands

4 Level 4

Grade 3 Assessment of Reading, Writing and Mathematics: 1999–2000

 Grade 3 Math Strands 1999-2000

Strands – Level 4
DESCRIPTION OF LEVEL

Demonstrates and communicates an in-depth knowledge and understanding. Uses all required concepts and
procedures by consistently choosing, modifying, creating, applying, explaining and justifying appropriate operations,
procedures and problem-solving strategies in a variety of contexts to complete tasks with a high degree of accuracy,
clarity and precision.

STRANDS COMMENTS

NUMBER SENSE • Adds and multiplies with a high degree of accuracy, clarity and precision to double the
AND
recipe and consistently uses the appropriate operations: “24 mL + 24mL = 48 mL, 24 x 2 =
NUMERATION
48” (Questions 1 and 2).

• Orders numbers with accuracy and precisely positions them on the number line (Question
5).

• Uses various estimation strategies to explain the reasonableness of their answer: “I made
my estimate by rounding each number to the nearest 10 to show that the total would be
more than 1000 seeds” and justifies answer with addition (Question 6).

• Explains problem-solving strategies showing in-depth knowledge, understanding and

application by using words, detailed pictures and numbers (Questions 3, 4 and 6).
GEOMETRY AND
• Identifies many similarities and differences between shapes “Shape H is different…3
SPATIAL SENSE
parallel lines” (Question 1).

• Demonstrates a general knowledge by comparing and sorting 2-D shapes according to two
or more attributes: “B F I pentagons and have five corners” (Question 2).

• Determines and explores symmetrical letters within the alphabet and accurately
communicates the rationale for the symmetry (Questions 3 and 4).

• Draws the 2-D faces from 3-D solids showing a high degree of accuracy and precision
(Question 5).

• Describes how to move on a grid with accuracy: “Start at D2…The route is 8 blocks”
(Question 6).
MEASUREMENT
• Uses two mathematical operations (addition and multiplication) accurately and records
money amounts correctly (Question 1).

• Shows a high degree of accuracy in communication and computation (Question 1).

• Communicates in-depth understanding of perimeter using pictures, numbers and words

(Question 2).

• Shows consistent understanding of area and labels their work (Questions 3 and 4).

• Gives reasonable estimate of time for activities and provides explanation showing
 Grade 3 Math Strands 1999-2000
understanding of comparing units of time.
PATTERNING AND
• Shows in-depth understanding of recognizing and extending a growing pattern with a high
ALGEBRA
degree of clarity in communication (Questions 1 and 2).

• Recognizes and describes attributes and transformations within a pattern (Question 3).

• Extends and creates patterns in which 2 attributes change and describes the rules clearly
(Questions 4, 5 and 6).

DATA
• Demonstrates an understanding of pictographs with accurate concept of scale and in-depth
MANAGEMENT
AND recording (Question 1).
PROBABLILTY
• Shows in-depth understanding of displays of data and makes a reasonable prediction of
how many people would go hiking on a rainy day (21) supported with more than one
precise explanation (Question 2).

• Uses data from the chart to make an accurate comparison with a high degree of clarity: “26
fewer people went canoeing on a Tuesday than a Sunday” (Question 3).

• Uses a Venn diagram to accurately record data and demonstrates an in-depth understanding
of intersecting sets through labelling and clear and concise communication (Question 4).

• Demonstrates an in-depth understanding of graphing by accurately transferring data from a

tally and providing a variety of justifications: “I chose “no” because in the key it says that
one block equals 5 and for playground it has 2 blocks so it means that there are 10, but on
the tally it says playgrounds has 9 so the tally and the graph do not show the same data”
(Question 6).