The 2023 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 50% 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 |

3.5A | 2 | 19.5 |

3.7B | 1 | 27 |

3.4K | 1 | 28 |

3.6A | 2 | 38.5 |

3.4A | 2 | 44.5 |

3.5B | 2 | 47 |

3.5E | 2 | 62 |

Access the slide deck here.

### 3.5A - 19.5% overall mastery

represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations

#7 - 31% correct

#23 - 8% correct

###### Analysis

Students had to interpret a problem situation and apply it to three possible representations - equations, number lines, and strip diagrams

For #24, most chosen answer was step 1 of the 2-step solution

###### Instructional Implications

Have students, when answering word problems for addition and subtraction, represent their answers three ways - equations, number lines, and strip diagrams

Students should draw their own pictures and solve the problem before trying to find the correct strip diagram representation

### 3.7B - 27% overall mastery

determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems

#21 - 27% correct

###### Analysis

Students had no visual to support their understanding

Answer selections suggest guessing

###### Instructional Implications

Have students draw a rectangle and label it with length and (missing) width

Introduce students to the formula for perimeter than they will start to use in 4th grade, P = 2L + 2W

Watch the full walkthrough of all 30 items on the 2023 3rd Grade STAAR below.

### 3.4K - 28% 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

#15 - 28% correct

###### Analysis

Students had to recognize that only two numbers were multiplied together (11 and 7) while the third number was subtracted

Distribution of answer choices suggests guessing

###### Instructional Implications

Have students practice drawing pictures to help solve problems like this, visualizing the 11 cages of 7 birds each

Give students the opportunity to check for reasonableness by substituting their answer into the question (e.g., 56 is the greatest number of birds Martin can add to his cages)

### 3.4A - 44.5% 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

#9Â - 29% correct

#17Â - 60% correct

###### Analysis

###### Instructional Implications

Have students create their own representation to see if it matches the one provided on the test

Students should create their own representation if one is not provided

### 3.5B - 47% overall mastery

represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

#4Â - 40% correct

#29Â - 54% correct

###### Analysis

###### Instructional Implications

Explain to students meaning of frequently used terms (e.g., total, equal number)

Have students solve for the answer and substitute into the representations

Have students draw a picture or strip diagram before finding the equation

### 3.5E - 62% overall mastery

represent real-world relationships using number pairs in a table and verbal

#12Â - 51% full credit, 25% partial credit, 24% no credit

#19Â - 49% full credit, 21% partial credit, 30% no credit

###### Analysis

Answer for #12 was given in text (i.e., sends a free gift with each order)

Students had to interpret tables that were oriented horizontally and vertically

Both questions had students describe the relationship in words rather than with a number sentence or rule (e.g., +1)

###### Instructional Implications

Students should answer practice problems of this type both orally with a partner and in writing

In students answers, be sure to include the specifics of the problem (e.g., number of items ordered, number of fish)