New York State Testing Program
Grade 3
Mathematics Test
Released Questions
2024
New York State administered the Mathematics Tests in May 2024
and is making approximately 75% of the questions
from these tests available for review and use.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 Mathematics
Released Questions from 2024 Exams
Background
As in past years, SED is releasing large portions of the 2024 NYS Grades 3–8 English Language Arts and
Mathematics test materials for review, discussion, and use.
For 2024, included in these released materials are at least 75 percent of the test questions that appeared on
the 2024 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the correct
response to each question. These released materials will help students, families, educators, and the public
better understand the tests and the New York State Education Department’s expectations for students.
Understanding Math Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning
Standards for Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard
algorithms and conceptual standards. Multiple-choice questions incorporate both the grade-level standards
and the “Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked to
more than one standard, drawing on the simultaneous application of multiple skills and concepts.
One-Credit Constructed-Response Questions
One-credit constructed-response questions require students to complete a task and provide only their final
answer. These one-credit questions will often require multiple steps, assessing procedural skills, as well as
conceptual understanding and application. While students may show how they arrived at their final answer,
only the final answer will be scored.
Two-Credit Constructed-Response Questions
Two-credit constructed-response questions require students to complete tasks and show their work. These
two-credit response questions will often require multiple steps, the application of multiple mathematics
skills, and real-world applications. Many of the short-response questions will cover conceptual and
application standards.
Three-Credit Constructed-Response Questions
Three-credit constructed-response questions ask students to show their work in completing two or more
tasks or a more extensive problem. These three-credit response questions allow students to show their
understanding of mathematical procedures, conceptual understanding, and application. Three-credit
response questions may also assess student reasoning and the ability to critique the arguments of others. The
scoring rubric for all constructed-response questions can be found in the grade-level Educator Guides at
https://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-manuals.
New York State P–12 Next Generation Learning Standards Alignment
The alignment(s) to the New York State P–12 Next Generation Learning Standards for Mathematics is/are
intended to identify the primary analytic skills necessary to successfully answer each question. However,
some questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-credit and three-credit constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.
These Released Questions Do Not Comprise a “Mini Test”
To ensure it is possible to develop future tests, some content must remain secure. This document is not
intended to be representative of the entire test, to show how operational tests look, or to provide
information about how teachers should administer the test; rather, its purpose is to provide an overview of
how the test reflects the demands of the New York State P–12 Next Generation Learning Standards.
The released questions do not represent the full spectrum of the standards assessed on the State tests, nor
do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured by an identical question in future
assessments.
GRADE 3 MATH SESSION 1
Name:___________________________________________________
New York State
Testing Program
Mathematics Test
Session 1
Grade
3
Spring 2024
RELEASED QUESTIONS
SESSION 1 MATH GRADE 3
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.
Session 1
Session 1
TIPS FOR TAKING THE TEST
Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
• You have a ruler that you can use on the test if it helps you answer the question.
Session 1 Page 1
1 There are stickers on a sheet of paper. The stickers are in rows with stickers in
each row. Which expression represents how to nd the number of rows of stickers
on the sheet of paper?
A number is rounded to the nearest ten. The result is 300. Which number could be
2
the number before it was rounded?
A 289
B 296
C 308
D 315
GO ON
Page 2 Session 1
Which fraction is represented by point P on the number line below?
4
GO ON
Session 1 Page 3
8 A librarian has boxes of books. Each box has books. Which expression
represents how to nd the total number of books the librarian has?
GO ON
Session 1 Page 5
A diagram of a ower garden is shown below.
9
What is the total area, in square feet, of the ower garden?
A 22
B 27
C 51
D 54
GO ON
Page 6 Session 1
12 Which fraction is equivalent to ?
A teacher covers a wall with 100 square pictures made by students. The pictures are
13
the same size, and the wall is covered completely without any gaps or overlaps.
Each picture has side lengths of 1 foot. What is the total area of the wall?
A 1 foot
B 100 feet
C 1 square foot
D 100 square feet
GO ON
Session 1 Page 7
18 Which expression is equivalent to ?
GO ON
Session 1 Page 9
21 In which model is the fraction of the whole shaded to represent the fraction ?
A C
B D
GO ON
Session 1 Page 11
A rectangle is shown below.
23
Which expression cannot be used to nd the area, in square centimeters,
of the rectangle?
GO ON
Page 12 Session 1
What number multiplied by 8 equals 48 ?
25
A 4
B 6
C 7
D 8
STOP
Session 1 Page 13
Grade 3
Mathematics Test
Session 1
Spring 2024
GRADE 3 MATH SESSION 2
Name:___________________________________________________
New York State
Testing Program
Mathematics Test
Session 2
Grade
3
Spring 2024
RELEASED QUESTIONS
SESSION 2 MATH GRADE 3
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.
Session 2
Session 2
TIPS FOR TAKING THE TEST
Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
• You have a ruler that you can use on the test if it helps you answer the question.
• Be sure to show your work when asked.
• Be sure to explain your answer when asked.
Session 2 Page 1
26 Which square appears to be divided into parts that each have an area
of of the whole?
A C
B D
A number pattern is shown below.
27
1, 5, 9, 13, . . .
What are the next three numbers in the pattern?
A 16, 19, 22
B 16, 20, 24
C 17, 20, 23
D 17, 21, 25
GO ON
Page 2 Session 2
A bathroom �oor has an area of 36 square feet. Which �gure could represent the
28
area of the bathroom �oor?
A C
B D
Cecilia is creating holes to plant seeds in her garden. She has corn seeds and
29
bean seeds and will plant all of the seeds. Which set of equations can be used to
nd the total number of holes, , Cecilia will create if she puts exactly seeds of
the same type in each hole?
A C
B D
GO ON
Session 2 Page 3
Which two fractions are equivalent?
30
A and
B and
C and
D and
GO ON
Page 4 Session 2
This question is worth 1 credit.
31
It takes Heidi 15 minutes to walk from her home to school. If she leaves her home
at 8:35 a.m., what time will Heidi get to school?
Answer a.m.
GO ON
Session 2 Page 5
This question is worth 1 credit.
32
Write the number 3,194 in expanded form.
Answer
GO ON
Page 6 Session 2
This question is worth 1 credit.
33
Gayle earns 32 tickets at an event. She uses all of her tickets to buy 4 prizes and
uses the same number of tickets to buy each prize. How many tickets does Gayle
use to buy each prize?
Answer tickets
GO ON
Session 2 Page 7
This question is worth 2 credits.
34
Ms. Linsey and Mr. Abbott are comparing the sizes of their bulletin boards.
Ms. Linsey’s bulletin board is 6 feet long and 5 feet wide. Mr. Abbott’s bulletin
board is 7 feet long and 4 feet wide. Which bulletin board has the greater area?
Be sure to include the area, in square feet, of each bulletin board in your answer.
Explain how you found your answer.
GO ON
Page 8 Session 2
This question is worth 2 credits.
35
A list of fractions is shown below.
Which two fractions from the list are equivalent? Be sure to include what you
know about fractions in your answer.
Explain how you know your answer is correct.
GO ON
Session 2 Page 9
This question is worth 2 credits.
36
A librarian is ordering new books. The cost of one book of each type is
shown below.
The librarian orders 20 picture books, 30 chapter books, and 10 reference books.
What is the total cost of all the books the librarian orders?
Show your work.
Answer $
GO ON
Page 10 Session 2
This question is worth 2 credits.
37
Ms. Thompson buys 3 packages of clay for a project. Each package weighs
25 pounds. An equal amount of all the clay is given to each of 5 groups of students.
How many pounds of clay does each group get?
Show your work.
Answer pounds of clay
GO ON
Session 2 Page 11
This question is worth 3 credits.
38
The list below describes the distances between Manny’s home, his school, and
a park.
The distance between his home and his school is mile.
The distance between his home and the park is mile.
Does Manny live closer to the school or closer to the park? Be sure to include what
you know about fractions in your answer.
Explain your answer.
The distance between Pilar’s home and the same park is mile. Who lives closer to
the park, Manny or Pilar? Be sure to include what you know about fractions in
your answer.
Explain your answer.
STOP
Page 12 Session 2
Grade 3
Mathematics Test
Session 2
Spring 2024
THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2024 Mathematics Tests Map to the Standards
Grade 3
Multiple Choice
Constructed Response Questions
Questions
Question Type Key Points Standard Domain Secondary Standard(s) Percentage of Students P-Value
Average
Who Answered Correctly (Average Points Earned ÷
Points Earned
(P-Value) Total Possible Points)
Session 1
1 Multiple Choice A 1 NGLS.Math.Content.NY-3.OA.2 Operations and Algebraic Thinking 0.73
2 Multiple Choice B 1 NGLS.Math.Content.NY-3.NBT.1 Number and Operations - Base Ten 0.70
4 Multiple Choice B 1 NGLS.Math.Content.NY-3.NF.2b Number and Operations - Fractions 0.80
8 Multiple Choice D 1 NGLS.Math.Content.NY-3.OA.1 Operations and Algebraic Thinking 0.82
9 Multiple Choice C 1 NGLS.Math.Content.NY-3.MD.7d Measurement and Data 0.57
12 Multiple Choice B 1 NGLS.Math.Content.NY-3.NF.3c Number and Operations - Fractions 0.34
13 Multiple Choice D 1 NGLS.Math.Content.NY-3.MD.5b Measurement and Data 0.62
18 Multiple Choice B 1 NGLS.Math.Content.NY-3.OA.5 Operations and Algebraic Thinking 0.70
21 Multiple Choice D 1 NGLS.Math.Content.NY-3.NF.1 Number and Operations - Fractions 0.85
23 Multiple Choice C 1 NGLS.Math.Content.NY-3.MD.7a Measurement and Data 0.59
25 Multiple Choice B 1 NGLS.Math.Content.NY-3.OA.6 Operations and Algebraic Thinking 0.75
Session 2
26 Multiple Choice B 1 NGLS.Math.Content.NY-3.G.2 Geometry 0.86
27 Multiple Choice D 1 NGLS.Math.Content.NY-3.OA.9 Operations and Algebraic Thinking 0.72
28 Multiple Choice C 1 NGLS.Math.Content.NY-3.MD.6 Measurement and Data 0.79
29 Multiple Choice A 1 NGLS.Math.Content.NY-3.OA.8a Operations and Algebraic Thinking 0.41
30 Multiple Choice C 1 NGLS.Math.Content.NY-3.NF.3b Number and Operations - Fractions 0.52
31 Constructed Response n/a 1 NGLS.Math.Content.NY-3.MD.1 Measurement and Data 0.73 0.73
32 Constructed Response n/a 1 NGLS.Math.Content.NY-3.NBT.4b Number and Operations - Base Ten 0.43 0.43
33 Constructed Response n/a 1 NGLS.Math.Content.NY-3.OA.3 Operations and Algebraic Thinking 0.66 0.66
34 Constructed Response n/a 2 NGLS.Math.Content.NY-3.MD.7b Measurement and Data 1.03 0.52
35 Constructed Response n/a 2 NGLS.Math.Content.NY-3.NF.3b Number and Operations - Fractions 0.78 0.39
36 Constructed Response n/a 2 NGLS.Math.Content.NY-3.NBT.3 Number and Operations - Base Ten NGLS.Math.Content.NY-3.OA.8a 0.94 0.47
37 Constructed Response n/a 2 NGLS.Math.Content.NY-3.OA.3 Operations and Algebraic Thinking 0.84 0.42
38 Constructed Response n/a 3 NGLS.Math.Content.NY-3.NF.3d Number and Operations - Fractions 0.72 0.24
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including a balanced combination of procedural and
conceptual understanding.
