Select Program Area --Select Program Area-- ESE HOME Accountability, Partnership, & Assistance Adult & Community Learning Amazing Educators BOE Advisory Councils Board of Elementary & Secondary Education Career/Vocational Technical Education Charter Schools College and Career Readiness Compliance/Monitoring (PQA) Conferences, Workshops and Trainings Curriculum & Instruction Digital Learning District & School Assistance Centers (DSACs) District & School Turnaround District Review, Analysis, & Assistance Tools Educator Evaluation Educator Licensure Tests (MTEL) Educator Licensure Educational Proficiency Plan (EPP) Edwin ELAR Log In Employment Opportunities: ESE English Language Learners Every Student Succeeds Act (ESSA) Family Literacy High School Equivalency (HSE) Testing Program Grants/Funding Opportunities Information Services Laws & Regulations Student and Family Support (SFS) Literacy LEAP Project Massachusetts Tiered System of Support (MTSS) MCAS MCAS Appeals METCO Office for Food and Nutrition Programs Performance Assessment for Leaders (PAL) Planning and Research Professional Development RETELL Safe and Supportive Schools School and District Profiles/Directory School Finance School Redesign Science, Technology Engineering, and Mathematics (STEM) Security Portal | MassEdu Gateway Special Education Special Education Appeals Special Education in Institutional Settings Statewide System of Support Student Support Title I/Federal Support Programs
 News School/District Profiles School/District Administration Educator Services Assessment/Accountability Family & Community

# Massachusetts Comprehensive Assessment System

## 2013, Grade 3 Mathematics

 Question 18: Open-Response Reporting Category: Operations and Algebraic ThinkingStandard: 3.P.1 - Create, describe, extend, and explain symbolic (geometric) patterns and addition and subtraction patterns. Standard: Mathematics.3.OA.4.09 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Tony made a number pattern, as shown below. 65,   60,   55,   50, . . .What could be the rule for Tony’s pattern?Use the rule for Tony’s pattern to complete a new number pattern below. ___,   101,   96,   ___

### Scoring Guide and Sample Student WorkSelect a score point in the table below to view the sample student response.

ScoreDescription
2 The student response demonstrates an exemplary understanding of the Operations and Algebraic Thinking concepts involved in identifying arithmetic patterns and explaining them using properties of operations. The student describes the rule for a given pattern and uses the rule to extend a new pattern.
2
1
The student response demonstrates a fair understanding of the Operations and Algebraic Thinking concepts involved in identifying arithmetic patterns and explaining them using properties of operations. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 1 point.
0
The student response contains insufficient evidence of an understanding of the Operations and Algebraic Thinking concepts involved in identifying arithmetic patterns and explaining them using properties of operations to merit any points.

Note: There are 2 sample student responses for Score Point 2.

### Grade 3 Mathematics

Question 8:
Question 18:

Return to the MCAS 2013 Student Work Directory

 E-mail this page| Print View| Print Pdf