Grade 3 NY State Math Test Guide

Grade 3 calculator and tools

• Calculators are prohibited in Grades 3-5 and Grade 6 Session 1.
• Ruler in both sessions
• Equivalent CBT ruler tool

Grade 3 test forms and windows

Grade 3 New York Math Test

Annual spring assessment administered in two sessions on two consecutive locally selected school days. 2027-04-05 through 2027-05-14. Schools select two consecutive days; the whole grade tests on the same selected two days.

• Session 1: 25 visible questions
• Session 2: 13 visible questions

Grade 3 reporting categories

Geometry

2–8% of the published blueprint. Eligible codes: NY-3.G.2.

Measurement and Data

21–32% of the published blueprint. Eligible codes: NY-3.MD.1, NY-3.MD.2a, NY-3.MD.2b, NY-3.MD.5a, NY-3.MD.5b, NY-3.MD.6, NY-3.MD.7a, NY-3.MD.7b, NY-3.MD.7c, NY-3.MD.7d.

Number and Operations in Base Ten

7–14% of the published blueprint. Eligible codes: NY-3.NBT.1, NY-3.NBT.2, NY-3.NBT.3, NY-3.NBT.4a, NY-3.NBT.4b.

Number and Operations—Fractions

18–29% of the published blueprint. Eligible codes: NY-3.NF.1, NY-3.NF.2a, NY-3.NF.2b, NY-3.NF.3a, NY-3.NF.3b, NY-3.NF.3c, NY-3.NF.3d.

Operations and Algebraic Thinking

31–43% of the published blueprint. Eligible codes: NY-3.OA.1, NY-3.OA.2, NY-3.OA.3, NY-3.OA.4, NY-3.OA.5, NY-3.OA.6, NY-3.OA.7a, NY-3.OA.7b, NY-3.OA.8a, NY-3.OA.8b, NY-3.OA.9.

Official response formats

single choice, numeric or short entry, constructed response.

Standards eligible for current Grade 3 forms

• NY-3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
• NY-3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve one -step word problems involving addition and subtraction of time intervals in minutes .
• NY-3.MD.2a: Measure and estimate liquid volumes and masses of objects using grams (g), k ilograms (kg), and liters (l).
• NY-3.MD.2b: Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units.
• NY-3.MD.5a: Recognize a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
• NY-3.MD.5b: Recognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
• NY-3.MD.6: Measure areas by counting unit squares.
• NY-3.MD.7a: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
• NY-3.MD.7b: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
• NY-3.MD.7c: Use tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
• NY-3.MD.7d: Recognize area as additive. Find areas of figures composed of non -overlapping rectangles, and apply this technique to solve real world problems.
• NY-3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
• NY-3.NBT.2: Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• NY-3.NBT.3: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations.
• NY-3.NBT.4a: Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.
• NY-3.NBT.4b: Read and write four-digit numbers using base-ten numerals, number names, and expanded form.
• NY-3.NF.1: Understand a unit fraction, 1 𝑏𝑏, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction 𝑎𝑎 𝑏𝑏 as the quantity formed by a parts of size 1 𝑏𝑏.
• NY-3.NF.2a: Represent a fraction 1 𝑏𝑏 on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1 𝑏𝑏 and that the endpoint of the part starting at 0 locates the number 1 𝑏𝑏 on the number line.
• NY-3.NF.2b: Represent a fraction 𝑎𝑎 𝑏𝑏 on a number line by marking off a lengths 1 𝑏𝑏 from 0. Recognize that the resulting interval has size 𝑎𝑎 𝑏𝑏 and that its endpoint locates the number 𝑎𝑎 𝑏𝑏 on the number line.
• NY-3.NF.3a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
• NY-3.NF.3b: Recognize and generate equivalent fractions. e.g., 1 2 = 2 4; 4 6 = 2 3 Explain why the fractions are equivalent. e.g., using a visual fraction model
• NY-3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
• NY-3.NF.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.
• NY-3.OA.1: Interpret products of whole numbers.
• NY-3.OA.2: Interpret whole-number quotients of whole numbers. e.g., Interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
• NY-3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
• NY-3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
• NY-3.OA.5: Apply properties of operations as strategies to multiply and divide.
• NY-3.OA.6: Understand division as an unknown-factor problem.
• NY-3.OA.7a: Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations.
• NY-3.OA.7b: Know from memory all products of two one-digit numbers.
• NY-3.OA.8a: Represent these problems using equations or expressions with a letter standing for the unknown quantity.
• NY-3.OA.8b: Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
• NY-3.OA.9: Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).