




Massachusetts Comprehensive Assessment System
2013, Grade 3 Mathematics
Question 18: OpenResponse 

Reporting Category: Operations and Algebraic Thinking Standard: 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 Work Select a score point in the table below to view the sample student response.
Score  Description 
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: Geometry
 Question 18: Operations and Algebraic Thinking
Return to the MCAS 2013 Student Work Directory
Last Updated: September 16, 2015


