Lessons learned from the 2025 3rd Grade Math STAAR

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 2026 STAAR test.

Standard	# of items	% mastery
3.4K	2	28
3.5A	1	38
3.5B	1	38
3.4A	2	45.5
3.7B	1	47
3.3F	1	50
3.6C	1	50
3.5E	2	57.5

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Access the slide deck here.

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

#10 - 21% correct

#21 - 35% correct

Analysis

• #10 was a 2-step problem but the answer to the first step wasn’t available

• 55% of students chose A on #10 (60 / 4)

• To solve #10, students had to divide twice

• #21 could be solved with long division, an area model, or repeated subtraction

Instructional Implications

• Draw a strip diagram to represent the situation before calculating

• Instead of long division, show students how to use an area model to solve larger division problems

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3.5A - 38% 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

#14 - 38% correct

Analysis

• Borrowed and returned had to be interpreted as subtraction and addition

• 250 and 150 are the lengths of the bars, not the starting/stopping locations

• The correct order depended on finding the ray with the starting point at 530

• 30% of students chose A (inverted borrowed and returned)

Instructional Implications

• Spend time with students simply looking at problem situations and interpreting the implied operations

• Practice modeling with number lines, as it may be unfamiliar to students

• Instead of calculating, ask students to describe the actions to better mirror the answer selections

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Watch the full walkthrough of all 30 items on the 2025 3rd Grade STAAR below.

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3.5B - 38% overall mastery

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

#8 - 38% correct

Analysis

• “Half” means to divide by 2 (or multiply by ½)

• On its own, “equal number” could mean multiply or divide

• Once again, students had to divide twice and represent with equations

Instructional Implications

• Draw a strip diagram to represent the scenario

• Two answer choices could be eliminated by finding the ? and asking if that answered the question of how many students played the guitar

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3.4A - 45.5% 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

#6 - 52% correct

#16 - 39% correct

Analysis

• Both problems involve two steps (add → subtract)

• For #6, 30% of students chose A (summer and winter combined - step 1)

• #16 had no choice options for students to select from (more rigorous)

Instructional Implications

• Draw strip diagrams to represent the relationships between quantities

• Students can write each equation separately to keep the two steps distinct

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3.7B - 47% overall mastery

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

#11 - 47% correct

Analysis

• Basic perimeter problem (no formula provided on reference chart)

• 24% chose A (9 + 6) and 24% chose D (9 x 6)

• The struggle might have been with vocabulary (perimeter is new to 3rd grade)

Instructional Implications

• Draw a picture to represent the rectangle

• Review the term perimeter and what it measures

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3.3F - 50% 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

#18 - 50% correct

Analysis

• 24% chose B (correct denominator)

• In 3rd grade, equivalent fractions are always found with representations

Instructional Implications

• Show students how to generate equivalent fractions by cutting in half

• Show students how to generate equivalent fractions by grouping in pairs

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3.6C - 50% 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

#20 - 50% correct

Analysis

• 21% chose D (unshaded) and 18% chose A (# of grid lines)

• Using hidden grid, students needed to ascertain # of columns and rows

Instructional Implications

• Students can draw grid lines to generate columns and rows

• Emphasize emerging area formula (A = L x W)

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3.5E - 57.5% overall mastery

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

#4 - 51% full credit; 26% partial credit; 23% no credit

#17 - 51% correct

Analysis

• For #4, 51% of students received full credit

• For #17, 31% of students chose A (division or multiply in wrong direction)

Instructional Implications

• Practice describing relationship in words (#4) and applying description of relationship to a table (#17)

• Focus on the directionality of the relationship (left → right or up → down)