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3rd Grade Mathematics Reviewer


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3rd Grade Mathematics Reviewer

Students can expect to see similar assessment questions when taking the computer-based test for AzMERIT Grade 3 Math.
(Math Exam for State of Arizona)



Sample Q1


Student are expected to learn how to write equation because they are going to use it in computer software for example Microsoft Excel, Python, R, MATLAB, SAS and many more. Students are expected to work more in automation, smart things, Machine Learning, and Artificial Intelligence they need to understand how to write, read, interpret equation so they can manage its design, creation, update, deletion, and modification.

Sample Q2

Student are expected to learn the concept of round off because they are going to use it in many computer software.

Sample Q3

Student are expected to learn how to do subtraction of time because they are going to use it in many computer software.

Sample Q4

Student are expected to learn how to do number sequence pattern discovery because they are going to use it in supervise machine learning algorithm where the expert derive the mathematical equation. The algorithm is called supervise expert system machine learning.

Sample Q5

Student are expected to learn how to write equation because they are going to use it in computer software for example Microsoft Excel, Python, R, MATLAB, SAS and many more. Students are expected to work more in automation, smart things, Machine Learning, and Artificial Intelligence they need to understand how to write, read, interpret equation so they can manage its design, creation, update, deletion, and modification.

Sample Q6

Student are expected to learn how to compare fraction and understand the concept of greater and less than because they are going to use it in many computer software.

Sample Q7

Student are expected to master division in order to solve equation because they are going to use it in many computer software.

Sample Q8

Student are expected to learn the concept of fraction and how to draw it using numberline because they are going to use it in many computer software.

Sample Q9

Student are expected to learn the concept of area and multiplication and how to use square block to visualize it because they are going to use it in many computer software.

Sample Q10

Student are expected to learn the properties of a two dimensional shape and the name use to describe it. For example the name quadrilateral, square, rhombus. Today student can easily get the definition of quadrilateral, square, and rhombus by using keyword search from the internet. But during assessment test students are not allowed to use internet search so student must practice repetition to create brain memory recall wiring connection from their eyes when they see the keyword ( here flash card tool is a good memory recall training ). Another tool is using your voice and ears and rehearsing it over and over until you can recite it automatically. But in real world students who are very good in using internet search can learn faster and do more even if there memory recall skills are not good in assessment test.

Sample Q11

Student are expected to master subtraction in order to solve equation because they are going to use it in many computer software.

Sample Q12

Student are expected to master division in order to solve equation because they are going to use it in many computer software.

Sample Q13

Student are expected to master division or multiplication in order to solve equation because they are going to use it in many computer software.

Sample Q14

Student are expected to learn the concept of area and multiplication and how to use square block to visualize it because they are going to use it in many computer software.

Sample Q15

Student are expected to learn how to compare fraction and understand the concept of greater and less than because they are going to use it in many computer software.

Sample Q16

Student are expected to learn the concept of round off and greater than because they are going to use it in many computer software.

Sample Q17

Student are expected to learn the concept of fraction and how to draw it using numberline because they are going to use it in many computer software.

Sample Q18

Student are expected to learn the concept of area and multiplication and how to use square block to visualize it because they are going to use it in many computer software.

Sample Q19

Student are expected to learn the concept of fraction and how to draw it using numberline because they are going to use it in many computer software. Here measuring cup is good example of numberline marking but presented in vertical position.

Sample Q20

Student are expected to master multiplication in order to solve equation because they are going to use it in many computer software.

Sample Q21

Student are expected to learn the concept of area and multiplication and how to use square block to visualize it because they are going to use it in many computer software.

Sample Q22

Student are expected to learn the concept of fraction and the concept of dividing a whole into equal share because they are going to use it in many computer software. In these case the one whole of parallelogram was divided equally into four parts.

Sample Q23

Student are expected to learn how the data from a table can be used to create a bar graph because they are going to use it in many computer software.

Sample Q24

Student are expected to learn the concept of fraction and how to draw it using numberline because they are going to use it in many computer software.




Student are expected to learn how to compare two fractions. In doing comparison students are expected to understand the meaning of greater than symbol > , less than symbol < and equal symbol =

Student must remember the rule in comparing two fraction with common denominators for example 1/5 and 3/5. The whole have been divided into equal parts. So the fraction with the larger number numerator has the larger number of equal parts. Therefore between 1/5 and 3/5 the bigger fraction is 3/5.

To compare two fractions that have the same numerator but different denominators, student must remember the rule. The fraction with bigger number of denominator means it has smaller pieces of equal parts. For example compare 2/5 and 2/3 . Which fraction is smaller? Using the generalized rule therefore the smaller fraction is 2/5

To compare two fractions with no common numerator and denominator , the rule is to cross multiply the numerator and denominator on both fractions, 1/2 and 2/3 . Next apply the rule of common denominator 3 ⁄ 6 and 4 ⁄ 6

In computer based State examination, student will use the fraction format and insert the correct fraction or select the correct letter


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Students are expected to learn the operation of division. Division is use to classify how many groups of same object. Division is also use to describe equal sharing or fraction. To develop this understanding , students interpret a problem requiring division using picture, objects, words, numbers, and equations. Student should remember the meaning of terminology like quotient, dividend, divisor, and factor.

In computer based State examination, student will select the correct number or correct letter.


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Measurement and Data (MD) Geometric measurement: Student are expected to learn the concept of area and relate area to multiplication and to addition. Measure areas by counting unit squares ( square cm, square m, square in, square ft, and improvised units).

In computer based State examination, student will select the correct number or correct letter.

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Students are expected to learn that fractional parts must be equal-sized. For example when a whole pizza is cut into equal parts.

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Students are given advance concept of vertex-graph for measurement and estimation. Like estimating the shortest distance or shortest travel time while practicing their addition skill.

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Students are expected to learn that fractional parts must be equal-sized. Students are expected to learn the concept of number line or benchmarking in order to compare two fractions and be able to determine which is greater meaning closer to 1. A fraction closer to 0 means lesser value.

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Students are expected to learn to explain their thinking to others and critique the reasoning of others. They are encourage to ask "how did you get that?" or Why is that true? or Does this make sense?


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Student are expected to do addition and subtracton using the place value in base ten.


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Student are expected to learn the important concept of estimating for measurement of interval of time, liquid volumes or counts of objects.

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Student are expected to learn the important concept that arithmetic operation like multiplication can be model by grouping of shapes or pictures or objects.

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Student are expected to learn the important concept that arithmetic operation like subtraction can be model by a blank box. The blank box is use to represent the number that will make the number on both sides of the equal sign the same. The students are slowly learning the concept of equation or equality which is actually doing simple algebraic calculation.

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Student are expected to learn the important concept comparing fraction , the concept of in between two fractions (also called the range). The students are slowly learning the concept of evaluation, estimation and learning the usefulness of the number line to explain their reasoning to other.

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12a) additional question: without drawing a benchmark fraction, which is greater between the two fraction 3/6 and 5/6. How about 2/6 and 3/6 ?


12b) additional question: without drawing a benchmark fraction, which is greater between the two fraction 3/10 and 3/8. How about 3/8 and 3/4 ?


Student are expected to learn the important concept of estimating for measurement of interval of time, liquid volumes or counts of objects.

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Student are expected to identify common geometric shapes and be able to explain to others the definition or attributes of each shapes. This is slowly preparing them to the concept of measurement of area , perimeter, and circumference. Geometric shapes discussion is a good training for students to practice their reasoning and communication skill explaining why the answer make sense.

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Student are expected to learn to discover pattern from series of numbers. Discovering pattern is a good training for students to practice their reasoning and communication skill explaining why the answer make sense. Discovering pattern not only involve numbers it could be hand-writing recognition, voice recognition and facial recognition. Pattern recognition is used in artificial intelligence.

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21a The relationship can be given by a table, model, or input/output (function) machine.


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