| 14 | NC.3.OA.3 | OA (Algebraic) | Use multiplication to solve word problems (arrays and grids). |
| 15 | NC.3.OA.3 | OA (Algebraic) | Use division to solve equal sharing word problems. |
NC EOG TEACHER SUPPORT TOOL PAGE 1 NC DPI MATH MASTER MAP
GRADE 3 MATHEMATICS PRACTICE EOG — ITEM MATRIX
| Item | NCSCOS Standard | Domain | Standard Description Summary |
|---|---|---|---|
| 16 | NC.3.OA.9 | OA (Algebraic) | Identify arithmetic patterns (including odd and even numbers) on a hundreds board. |
| 17 | NC.3.NBT.3 | NBT (Base Ten) | Multiply one-digit whole numbers by multiples of 10 up to 90. |
| 18 | NC.3.OA.4 | OA (Algebraic) | Determine the unknown whole number in a multiplication or division equation. |
| 19 | NC.3.OA.6 | OA (Algebraic) | Understand division as an unknown-factor problem. |
| 20 | NC.3.OA.8 | OA (Algebraic) | Solve two-step word problems using addition and subtraction up to 1,000. |
| 21 | NC.3.NBT.3 | NBT (Base Ten) | Multiply one-digit whole numbers by multiples of 10. |
| 22 | NC.3.OA.3 | OA (Algebraic) | Solve division word problems using basic facts within 100. |
| 23 | NC.3.MD.7 | MD (Measurement) | Relate area to the operations of multiplication and addition. |
| 24 | NC.3.OA.3 | OA (Algebraic) | Solve real-world multiplication problems within 100. |
| 25 | NC.3.OA.8 | OA (Algebraic) | Solve multi-step word problems involving whole numbers. |
| 26 | NC.3.NBT.3 | NBT (Base Ten) | Multiply multiples of 10 by single digit numbers. |
| 27 | NC.3.OA.8 | OA (Algebraic) | Identify and model multi-step problems with operations. |
| 28 | NC.3.OA.4 | OA (Algebraic) | Find the unknown in division equations with basic facts. |
| 29 | NC.3.OA.8 | OA (Algebraic) | Solve multi-step word problems involving money. |
| 30 | NC.3.OA.8 | OA (Algebraic) | Identify equations that model multi-step problems with variables. |
NC EOG TEACHER SUPPORT TOOL PAGE 2 NC DPI MATH MASTER MAP
GRADE 3 MATHEMATICS PRACTICE EOG — ITEM MATRIX
| Item | NCSCOS Standard | Domain | Standard Description Summary |
|---|---|---|---|
| 31 | NC.3.MD.7 | MD (Measurement) | Multiply side lengths of a rectangle to find total area. |
| 32 | NC.3.MD.8 | MD (Measurement) | Solve real-world problems for perimeter, including finding a missing side. |
| 33 | NC.3.OA.3 | OA (Algebraic) | Model division problems with algebraic structures. |
| 34 | NC.3.MD.8 | MD (Measurement) | Calculate perimeter of polygons in real-world contexts. |
| 35 | NC.3.MD.8 | MD (Measurement) | Identify shapes with matching perimeter and area parameters. |
| 36 | NC.3.MD.7 | MD (Measurement) | Use distributive property to compute area of non-overlapping parts. |
| 37 | NC.3.MD.8 | MD (Measurement) | Find a missing side length given the perimeter and other side. |
| 38 | NC.3.MD.7 | MD (Measurement) | Show that the area of a large rectangle can be partitioned. |
| 39 | NC.3.OA.8 | OA (Algebraic) | Solve multi-step problems with missing elements. |
| 40 | NC.3.NF.3 | NF (Fractions) | Compare fractions with the same numerator or same denominator. |
| 41 | NC.3.NF.3 | NF (Fractions) | Express whole numbers as fractions, and recognize fractions that equal one. |
| 42 | NC.3.NF.3 | NF (Fractions) | Recognize and generate simple equivalent fractions. |
| 43 | NC.3.NF.3 | NF (Fractions) | Compare fractions by reasoning about their size on visual models. |
| 44 | NC.3.NF.3 | NF (Fractions) | Identify equivalent fractions using partition models. |
| 45 | NC.3.NBT.2 | NBT (Base Ten) | Solve multi-step subtraction/addition with renaming. |
| 46 | NC.3.NF.2 | NF (Fractions) | Represent fractions on a number line diagram. |
| 47 | NC.3.G.1 | G (Geometry) | Understand that shapes in different categories may share attributes (quadrilaterals). |
| 48 | NC.3.NF.1 | NF (Fractions) | Understand a fraction 1/b as the quantity formed by 1 part of size 1/b. |
NC EOG TEACHER SUPPORT TOOL PAGE 3 NC DPI MATH MASTER MAP
Rationale: Alignment: NC.3.NBT.2. Three-digit subtraction with regrouping across zero values. 802 − 246 = 556 books left.
Item 12. Correct Answer: B (6 + 6 + 6 + 6 + 6)
Rationale: Alignment: NC.3.OA.1. Understanding multiplication as equal groups. 5 × 6 represents 5 groups of 6, which is written as the repeated addition of 6 five times.
Item 13. Correct Answer: B (800 + 7)
Rationale: Alignment: NC.3.NBT.2. Computation: 503 + 304 = 807. The expanded standard form of 807 is 800 + 7, since there are zero tens.
Item 14. Correct Answer: C (40)
Rationale: Alignment: NC.3.OA.3. Array context. 5 rows × 8 muffins per row represents 5 × 8 = 40 total muffins on the tray.
Item 15. Correct Answer: A (9)
Rationale: Alignment: NC.3.OA.3. Equal sharing division. 36 pencils divided equally into 4 bins is 36 ÷ 4 = 9 pencils per bin.
Item 16. Correct Answer: A (odd, odd, odd)
Rationale: Alignment: NC.3.OA.9. Hundreds board patterns. The missing numbers in the 4th column are 17, 27, and 37, all of which are odd.
Item 17. Correct Answer: A (320)
Rationale: Alignment: NC.3.NBT.3. Multiples of 10. Computation: 8 × 40. Computed as 8 groups of 4 tens = 32 tens = 320 chairs.
NC EOG TEACHER SUPPORT TOOL PAGE 2 NC DPI EXPLANATORY KEYS
GRADE 3 MATHEMATICS PRACTICE EOG — CALCULATOR ACTIVE SECTION
Item 18. Correct Answer: A (24 ÷ ★ = 4)
Rationale: Alignment: NC.3.OA.4. Substituting 6 for the star, 24 ÷ 6 = 4 is a true statement.
Item 19. Correct Answer: B (▢ × 9 = 72)
Rationale: Alignment: NC.3.OA.6. The number of boxes (▢) times 9 apples in each box must equal the total of 72 apples.
Item 20. Correct Answer: A (293)
Rationale: Alignment: NC.3.OA.8. First find total smoothies sold Monday and Tuesday: 312 + 245 = 557. Subtract from grand total: 850 − 557 = 293 smoothies.
Item 21. Correct Answer: A (240)
Rationale: Alignment: NC.3.NBT.3. Multiply 8 rows by 30 spaces per row: 8 × 30 = 240 parking spaces total.
Item 22. Correct Answer: B ($6)
Rationale: Alignment: NC.3.OA.3. Divide total spent by the number of succulent plants: $42 ÷ 7 = $6 per succulent.
Item 23. Correct Answer: B (8 × 4)
Rationale: Alignment: NC.3.MD.7. The area of a rectangle with length 8 and width 4 is computed by multiplying side lengths: 8 × 4.
Item 24. Correct Answer: C (50)
Rationale: Alignment: NC.3.OA.3. 5 tubes × 10 tennis balls per tube = 50 total tennis balls.
Item 25. Correct Answer: A (239)
Rationale: Alignment: NC.3.OA.8. Total canned goods collected so far: 276 + 385 = 661. Subtract from target: 900 − 661 = 239 cans needed.
NC EOG TEACHER SUPPORT TOOL PAGE 3 NC DPI EXPLANATORY KEYS
GRADE 3 MATHEMATICS PRACTICE EOG — CALCULATOR ACTIVE SECTION
Item 26. Correct Answer: C (240)
Rationale: Alignment: NC.3.NBT.3. Multiply 30 round tables by 8 chairs per table: 30 × 8 = 240 total chairs.
Item 27. Correct Answer: C (125)
Rationale: Alignment: NC.3.OA.8. Fuel used: 10 gallons/hour × 6 hours = 60 gallons. Fuel left: 185 − 60 = 125 gallons.
Item 28. Correct Answer: C (48)
Rationale: Alignment: NC.3.OA.4. Since 6 = 48 ÷ 8 is a true division statement, the unknown value is 48.
Item 29. Correct Answer: B ($11)
Rationale: Alignment: NC.3.OA.8. Cost of markers: 3 × $8 = $24. Sketchbook cost: $35 − $24 = $11.
Item 30. Correct Answer: D (c = 6 × 8 − 12)
Rationale: Alignment: NC.3.OA.8. Total crayons initially: 6 × 8. Since she gave 12 away, subtract 12.
Item 31. Correct Answer: C (54 square meters)
Rationale: Alignment: NC.3.MD.7. Area = length × width. 9 meters × 6 meters = 54 square meters.
Item 32. Correct Answer: A (7 feet)
Rationale: Alignment: NC.3.MD.8. Perimeter = 2(length) + 2(width). 26 = 2(6) + 2(length) -> 26 = 12 + 2(length). 2(length) = 14, so length L is 7 feet.
NC EOG TEACHER SUPPORT TOOL PAGE 4 NC DPI EXPLANATORY KEYS
GRADE 3 MATHEMATICS PRACTICE EOG — CALCULATOR ACTIVE SECTION
Item 33. Correct Answer: A (3 × ▢ = 18)
Rationale: Alignment: NC.3.OA.3. Rate multiplication. 3 tennis balls per box times the number of boxes (▢) equals the total of 18 tennis balls.
Item 34. Correct Answer: B (36 yd)
Rationale: Alignment: NC.3.MD.8. Perimeter = sum of all side lengths: 10 + 10 + 8 + 8 = 36 yards.
Item 35. Correct Answer: C (Length: 6; Width: 4)
Rationale: Alignment: NC.3.MD.8. Area: 6 × 4 = 24 square units. Perimeter: 2(6) + 2(4) = 20 units. This set matches both constraints.
Item 36. Correct Answer: C ((8 × 3) + (8 × 2))
Rationale: Alignment: NC.3.MD.7. Distributive area model. Area of shaded is 8 × 3. Area of unshaded is 8 × 2. Combine by adding: (8 × 3) + (8 × 2).
Item 37. Correct Answer: A (8 feet)
Rationale: Alignment: NC.3.MD.8. Perimeter = 28. 28 = 2(6) + 2(p) -> 28 = 12 + 2(p). 2(p) = 16, so side length p is 8.
Item 38. Correct Answer: C (one is 6 ft by 4 ft and one is 6 ft by 2 ft)
Rationale: Alignment: NC.3.MD.7. Total area of 6 × 6 is 36. An area of 6 × 4 (24) plus 6 × 2 (12) equals 36.
Item 39. Correct Answer: A (332)
Rationale: Alignment: NC.3.OA.8. First add known laptops sold: 215 + 348 = 563. Subtract from total sold: 895 − 563 = 332 laptops sold in November.
NC EOG TEACHER SUPPORT TOOL PAGE 5 NC DPI EXPLANATORY KEYS
GRADE 3 MATHEMATICS PRACTICE EOG — CALCULATOR ACTIVE SECTION
Item 40. Correct Answer: C (The fractions shaded in Circle X and Circle Y are equal.)
Rationale: Alignment: NC.3.NF.3. Circle X is 2/4. Circle Y is 4/8. Since both fractions are equivalent to 1/2, they represent the same amount shaded of identical wholes.
Item 41. Correct Answer: C (5/5)
Rationale: Alignment: NC.3.NF.3. Any fraction where non-zero numerator and denominator are identical equals exactly 1.
Item 42. Correct Answer: C (Ethan and Daniel)
Rationale: Alignment: NC.3.NF.3. Ethan read 1/2 of his book. Daniel read 2/4. Since 1/2 is equivalent to 2/4, they have read equal amounts.
Item 43. Correct Answer: A (Morgan, Jordan, Taylor)
Rationale: Alignment: NC.3.NF.3. Ordering fractions. Comparing 1/8 (Morgan), 1/4 (Jordan), and 1/2 (Taylor). When comparing unit fractions, larger denominators are smaller: 1/8 < 1/4 < 1/2.
Item 44. Correct Answer: A (The pair shown in A)
Rationale: Alignment: NC.3.NF.3. Model A represents 1/3 and 2/6. These are equivalent fractions. Model B shows 3/4 and 2/3, which are not equivalent.
Item 45. Correct Answer: B (167)
Rationale: Alignment: NC.3.NBT.2. Total packages sent: 368 + 415 = 783. Packages remaining: 950 − 783 = 167 packages left.
Item 46. Correct Answer: B (Number Line B)
Rationale: Alignment: NC.3.NF.2. The intervals represent fourths. The third tick represents 3/4, which is correctly identified by Point M on Number Line B.
Item 47. Correct Answer: B (Pentagon)
Rationale: Alignment: NC.3.G.1. A pentagon has 5 sides and is therefore not a quadrilateral (which must have exactly 4 straight sides).
Item 48. Correct Answer: A (1/6)
Rationale: Alignment: NC.3.NF.1. A circle is divided into 6 equal sections. 1 shaded out of 6 represents the fraction 1/6.
NC EOG TEACHER SUPPORT TOOL PAGE 6 NC DPI EXPLANATORY KEYS
