Spring 2014 Student Performance Analysis

Grade 3 MathematicsStandards of LearningPresentation may be paused and resumed using the arrow keys or the mouse.Statewide results for the spring 2014 mathematics SOL tests have been analyzed to determine specific content that may have challenged students. In order to support preparation of students for the Grade 3 Mathematics test, this PowerPoint presentation has been developed to provide examples of SOL content identified by this analysis. It should be noted that these items are not SOL test questions and are not meant to mimic SOL test questions. Instead, they are intended to provide mathematics educators with further insight into the concepts that challenged students statewide.

It is important to keep the content of this statewide analysis in perspective. The information provided here should be used as supplemental information. Instructional focus should remain on the standards as a whole, with school or division level data being used as the focal guiding resource to help improve instruction.

1SOL 3.2The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.

Inverse Relationships

2

The first Standard of Learning being highlighted is SOL 3.2, which states: The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. 2Students need additional practice identifying all the number sentences that can be completed by using a given basic fact.

Circle each number sentence that can be completed by using the basic fact sentence

Write four different number sentences that are related to the basic fact sentence Suggested Practice for SOL 3.2

Possible student responses include:9 + 3 = 12; 12 = 9 + 3; 12 = 3 + 9; 12 9 = 3; 12 3 = 9; 3 = 12 9; 9 = 12 3 3

Student performance was significantly stronger on questions that required students to identify one related fact sentence when compared to questions that required students to identify all of the related fact sentences in a set. In the first example provided, students must consider several different number sentences and determine which can be completed by using the basic fact 2x8=16.

Teachers are encouraged to make connections, when possible, between related number sentences and students investigation of the commutative properties of addition and multiplication in SOL 3.20. The correct answers to these examples are shown on the screen. 3SOL 3.3The student willname and write fractions (including mixed numbers) represented by a model; model fractions (including mixed numbers) and write the fractions names; andcompare fractions having like and unlike denominators, using words and symbols (>, ,