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Writer's pictureAaron Daffern

Lessons learned from the 2024 3rd Grade Math STAAR

Updated: Nov 20

The 2024 3rd Grade Math STAAR continued 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 60% 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 2025 STAAR test.



 

Standard

# of items

% mastery

3.6C

1

31

3.4A

2

45

3.5B

2

45.5

3.4K

1

46

3.5E

1

48

3.7B

2

49

3.3H

1

57

3.3F

1

58

3.2D

1

59

 
 

Access the slide deck here.


3.6C - 31% overall mastery

determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row


#21 - 31% correct

Analysis
  • Students had to apply knowledge from a problem stem without the use of a visual, correctly interpreting area to mean multiplication

  • Lack of multiple choice increased rigor

Instructional Implications
  • Show students how to draw a representation to visualize the problem

  • Have students use graphing feature of Cambium to create a grid with 32 rows

 

3.4A - 45% 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;


#1 - 69% correct


#22 - 21% correct

Analysis
  • Students easily answered the one-step problem

  • For two-step problem (#22), 57% of students chose answer to first step (B)

Instructional Implications
  • Have students draw strip diagram with labels to keep track of the units

  • Write a statement with the solution ( __ cookies were sold on Saturday and Sunday) to ensure students are answering the correct question

 

Watch the full walkthrough of all 30 items on the 2024 3rd Grade STAAR below.

 

3.5B - 45.5% overall mastery

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


#15 - 54% correct


#26 - 37% correct

Analysis
  • Both problems involved using equations to represent two-step problems

  • Students had an easier time when both steps involved one operation (#15)

Instructional Implications
  • Have students practice drawing strip diagrams or pictures to represent the problem situations

  • Practice two-step problems that involve two different operations

 

3.4K - 44.5% 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


#20 - 46% correct

Analysis
  • One-step problem beyond basic facts

  • 27% of student chose the answer found by adding (A)

Instructional Implications
  • Have students create their own representation visualize the problem and identify the needed operation

  • Provide strategies for students to use to find quotients beyond basic facts

 

3.5E - 48% overall mastery

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


#13 - 48% correct

Analysis
  • Students had to interpret rate is atypical order (independent variable, pounds of meat, is listed second)

  • 24% of students chose D, +6 vertically in both columns

Instructional Implications
  • Have students use words to describe the multiplicative relationship

  • Have students solve for the answer and substitute into the representations

  • Give students opportunities to create input-output tables out of order to show that the relationship is shown between columns, not within columns

 

3.7B - 49% overall mastery

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


#6 - 71% correct

#18 - 27% correct

Analysis
  • #18 is a familiar setup - rectangle with one side given and no visual

  • More students chose D (37%), which subtracts the two values, than the correct answer

Instructional Implications
  • Students should always draw a picture and label it when answering this type of question

  • Give students plenty of opportunities to use various methods to find missing values, including P = 2L + 2W

 

3.3H - 57% overall mastery

compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models


#25 - 46% full credit; 21% partial credit; 32% no credit

Analysis
  • Students had to compare fractions with unlike denominators and like numerators with no visual

  • The comparison needed to be made with words and a rationale rather than with symbols

Instructional Implications
  • Students should have opportunities to explain how the number of pieces affects the size of each piece

  • Use these problems as writing practice for students

 

3.3F - 58% overall mastery

represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines


#23 - 33% full credit; 50% partial credit; 17% no credit

Analysis
  • Students had to find an equivalent fraction to â…“ (2/6) without visual support

Instructional Implications
  • This takes practice, practice, practice!

  • Students need many opportunities with number lines and fraction models to internalize the concept of equivalent fractions

 

3.2D - 59% overall mastery

compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =


#2 - 59% correct

Analysis
  • Students had to apply three clues to identify one correct answer

  • Clues included comparing numbers and the value of a digit

Instructional Implications
  • Students should draw a number line to place the numbers in relation to each other

  • Students need practice solving mystery number problems, not just comparing and ordering numbers from a table

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