The present study aims to assess the mathematic textbook content for third level of secondary regarding TIMSS Test criteria. The available documents in scientific framework of TIMSS are recruited as research tools, besides recruiting of mathematic textbook for third level of secondary as another tool for this research to compare the extent of book coordination with content and cognitive aspect of TIMSS Test. The research method is descriptive while this is a qualitative research, target population is textbook for third level of secondary, sample size includes all content of textbook, in other word, the population equals to sample. The mathematic textbook content is assessed and compared regarding TIMSS study framework 2011. The results are recorded in tables qualitatively and descriptively. The collected data are analyzed by recruiting of Pearson correlation coefficient. 1-The comparison between mathematic textbook content and TIMSS Framework showed the section of numbers (31/67 percent) and algebra section (32/63 percent) relatively coordinate, but geometry section (33/53 percent) almost coordinates while data and probabilities (2/18 percent) weakly coordinate. 2-The comparison between cognitive level of TIMSS Framework and mathematic textbook content indicates knowledge section (59 percent) completely coordinates but application section (33 percent) almost coordinates and reasoning section (8 percent) lowly coordinates. Key Words: Buying Behavior, Animated Characters, Advertising, Colors.