Minnesota Comprehensive Assessments - Series III (MCA-III) Mathematics Test Specifications for MCA-III, Grades 3 8 and 11

Minnesota Comprehensive Assessments - Series III (MCA-III) Mathematics Test Specifications for MCA-III, Grades 3 8 and 11 Based on the Minnesota K-12 Academic Standards in Mathematics (2007 version) November 2015

MINNESOTA DEPARTMENT OF EDUCATION Mathematics Test Specifications for MCA-III, Grades 3 8 and 11 For a copy in an alternate format, contact Division of Statewide Testing Minnesota Department of Education 1500 Highway 36 West Roseville, MN 55113-4266 Phone (651) 582.8200 Fax (651) 582.8874 mde.testing@state.mn.us Last Revised November 2015 The department thanks the Test Specifications Committee, as well as all of the panelists and teachers who reviewed this document in draft form, for their hard work and continued involvement.

Table of Contents MCA-III MATHEMATICS TEST SPECIFICATIONS... 5 Introduction... 5 Purpose of the Minnesota Comprehensive Assessments... 5 Purpose and Overview of the Test Specifications... 5... 6 Item Specification Considerations... 6 Cognitive Complexity... 7 Calculator Designation... 8 Test Design by Grade Level... 8 A Guide to Reading the Test Specifications...11 An Explanation of Terms Related to the Grade-Level Tables...12 Mathematics MCA-III Test Specifications Grade-Level Tables...13 Grade 3...13 Grade 4...20 Grade 5...27 Grade 6...34 Grade 7...43 Grade 8...52 Grade 11...61 Appendix A...76 iii

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Introduction MCA-III MATHEMATICS TEST SPECIFICATIONS Mathematics test specifications for grades 3 8 and 11 of the Minnesota Comprehensive Assessments Series III (MCA-III) are presented in this document. The reader is encouraged to read the introductory information carefully because many important concepts are presented, including the purposes of the MCA-III in Mathematics, a description of the cognitive levels and other information about the format of the test specifications. Purpose of the Minnesota Comprehensive Assessments The purpose of Minnesota assessments is to measure Minnesota students achievement with regard to the Minnesota Academic Standards. Assessment results can be used to inform curriculum decisions at the district and school level, inform instruction at the classroom level and demonstrate student academic progress from year to year. The passage of the No Child Left Behind Act (2000) 1 required that students be assessed in grades 3 8 and high school. The Minnesota K 12 Academic Standards in Mathematics were adopted in 2003; the Minnesota Comprehensive Assessments-Series II assessed these standards. The 2006 Minnesota Legislature approved the 2006 Omnibus Education Policy Act (see Minn. Stat. 120B.023, subd. 2b). This legislation required the revision of the state's academic standards in mathematics in the 2006 2007 school year. The legislation also required that beginning in the 2010 2011 school year, state mathematics tests given in grades 3 8 align with the revised 2007 academic standards in mathematics. In addition, the legislation also required that beginning in the 2013 2014 school year, state mathematics tests given in grade 11 align with the revised 2007 academic standards in mathematics. The revision to the standards was significant enough that a new series of the MCA assessments was necessary. Thus, the Mathematics MCA-III are aligned with the 2007 Minnesota K 12 Academic Standards in Mathematics. Purpose and Overview of the Test Specifications The primary purpose of test specifications is to help test developers build a test that is consistent over time. The Mathematics Test Specifications for MCA-III, Grades 3 8 and 11 is also meant to serve as a source of information about the test design for teachers and the general public. Test specifications do not indicate what should be taught; the Minnesota academic standards do. Test specifications do not indicate how students should be taught; the classroom teacher does. Test specifications indicate which strands, standards and benchmarks will be assessed on the test and in what proportions. In addition, test specifications provide the types of items to be included, number of items and distribution of cognitive levels. Test specifications also clarify, define and/or limit how test items will be written. 1 At the time of publication, the federal government was reviewing ESEA for changes and reauthorization. Information in this document is up to date based on time of publication. If changes are made to ESEA that affect this document, then this document will be revised accordingly in a timely manner. 5

As with any test, the MCA-III assess a sampling of student knowledge and do not test every standard or benchmark. There are standards and benchmarks that cannot be assessed with a standardized test. That does not mean that these skills should not be taught or assessed. Teachers need to instruct and assess their students on all of the academic standards. Standards and benchmarks that are not assessed on the MCA-III are indicated in this document with the phrase Not assessed on the MCA-III. In addition, not all assessable benchmarks will be included on every assessment and some benchmarks are embedded within the assessment of other benchmarks. Panels consisting of members of the Minnesota Academic Standards Committee and classroom teachers were convened to develop the Mathematics MCA-III Test Specifications. Many of the classroom teachers were recommended to the Minnesota Department of Education (MDE) by various education organizations, school districts and other stakeholder groups. Item specifications are provided for each assessed benchmark. The item specifications provide restrictions of numbers, notation, scales, context and item limitations/requirements. The item specifications also list symbols and vocabulary that may be used in items. This list is cumulative in nature. For example, symbols and vocabulary listed at grade 3 are eligible for use in all of the grades that follow (i.e., grades 4 through 8 and 11). Item Specification Considerations There are broad item-development issues addressed during the development of test items. Each of the following issues is considered for all of the items developed for the Mathematics MCA-III. 1. Each item will be written to measure primarily one benchmark; however, other benchmarks may also be reflected in the item content. 2. Items will be appropriate for students in terms of grade-level difficulty, expected knowledge of grade-level mathematical vocabulary, life experiences and reading level. 3. At a given grade, items will range in difficulty from easy to challenging for the intended population. 4. Items will not disadvantage or disrespect any segment of the population with regard to age, gender, race, ethnicity, language, religion, socioeconomic status, disability or geographic region. 5. Items will be written to meet benchmark calculator requirements as specified in the academic standards and/or test specifications. 6. Each item will be written to clearly and unambiguously elicit the desired response. 7. For the Mathematics MCA-III, a reference sheet of appropriate formulas and conversions is provided to students in grades 5 11 for use during testing. 8. Items will be written according to the MDE Guidelines for Test Construction. 9. Advisory Panels will review items as specified in the MDE Vendor Guide to Advisory Panels. 6

10. Items will be written using principles of Universal Design (see the linguistic modification report from the US Department of Education LEP Partnership 2 ). These principles include the following: a. Use active voice rather than passive voice. b. Avoid negation. c. Avoid proper nouns. d. Avoid using general language terms that have a special meaning in math contexts. e. Reduce written context and be as universal as possible. f. To the extent possible, write sentences that are simple and in standard word order. 11. A read-aloud of items is provided via built-in audio in the online assessment. Cognitive Complexity Cognitive complexity refers to the cognitive demand associated with an item. The level of cognitive demand focuses on the type and level of thinking and reasoning required of the student on a particular item. Levels of cognitive complexity for MCA-III are based on Norman L. Webb s Depth of Knowledge 3 levels. A Level 1 (recall) item requires the recall of information such as a fact, definition, term or simple procedure, as well as performing a simple algorithm or applying a formula. A well-defined and straight algorithmic procedure is considered to be at this level. A Level 1 item specifies the operation or method of solution and the student is required to carry it out. A Level 2 (skill/concept) item calls for the engagement of some mental processing beyond a habitual response, with students required to make some decisions as to how to approach a problem or activity. Interpreting information from a simple graph and requiring reading information from the graph is a Level 2. An item that requires students to choose the operation or method of solution and then solve the problem is a Level 2. Level 2 items are often similar to examples used in textbooks. Level 3 (strategic thinking) items require students to reason, plan or use evidence to solve the problem. In most instances, requiring students to explain their thinking is a Level 3. A Level 3 item may be solved using routine skills but the student is not cued or prompted as to which skills to use. 2 Abedi, J. & Sato, E. (2008). Linguistic modification. Part I: Language factors in the assessment of English language learners: The theory and principles underlying the linguistic modification approach; Part II: A guide to linguistic modification: Increasing English language learner access to academic content. Washington, DC: U.S. Department of Education: LEP Partnership. View report online (http://www.ncela.us/files/rcd/be024210/linguistic_modification.pdf). 3 Webb, N. L. Alignment of science and mathematics standards and assessments in four states (Research Monograph No. 18). Madison: University of Wisconsin Madison, National Institute for Science Education, 1999. 7

Level 4 (extended thinking) items require complex reasoning, planning, developing and thinking, most likely over an extended period of time. Level 4 items are best assessed in the classroom, where the constraints of standardized testing are not a factor. Using these cognitive complexity levels to categorize items ensures that the complexity of the test items matches the complexity of the content domain assessed. Based on the benchmarks included in the Mathematics MCA-III, Table 1 indicates the target proportion of test items at each cognitive level included in each test. Table 1. Cognitive Level Target Minimum Distribution of Items Grades Level 1 Level 2 Level 3 3 8, 11 20% 30% 5% Calculator Designation The Academic Standards committee identified several benchmarks across grades 3 8 that students should master without using a calculator. These benchmarks are identified in this document with the wording using common algorithms. Since the MCA-III are aligned with the Minnesota academic standards, the items assessing benchmarks identified as non-calculator will be assessed within a non-calculator segment. For Grade 11, there are no non-calculator benchmarks. A calculator will be available for student use on all items of the Grade 11 MCA-III. Test Design by Grade Level A variety of item types will be used on the Mathematics MCA-III, including multiple-choice (MC) items and technology-enhanced (TE) items. Technology-enhanced items may consist of the following types of responses: type-in (student will type numerical answers in a box), graphing (student will plot data to complete various mathematical displays), drag-and-drop (students will formulate, rather than select, a response using drag-and-drop response options) and hot-spot (students will select multiple correct responses or will mark locations on mathematical graphics and displays). 8

Table 2A indicates the number of operational items appearing on an online adaptive form of the Mathematics MCA-III for each grade level, as well as the range of items within a test form aligned to each strand for grades 3 8. Table 2B gives the same information for the paper accommodated Mathematics MCA-IIIs. Table 2A. Grade Range of Items per Strand for Online Adaptive Mathematics MCA-III Grades 3 8 and 11 Number of Operational Items Number & Operation Algebra Geometry & Measurement Data Analysis & Probability 3 42 18 20 6 8 10 13 6 7 4 42 16 20 7 8 10 14 6 7 5 42 15 21 9 13 8 10 6 7 6 42 11 19 10 13 8 11 6 8 7 42 12 16 13 18 7 9 7 9 8 42 6 8 18 29 6 8 6 7 11 47 NA 21 24 13 15 8 13 Table 2B. Grade Range of Items per Strand for Paper Accommodated Mathematics MCA-III Grades 3 8 and 11 Number of Operational Items Number & Operation Algebra Geometry & Measurement Data Analysis & Probability 3 50 20 24 8 10 10 13 6 8 4 50 18 22 8 10 12 15 6 8 5 50 18 22 10 14 8 10 6 8 6 50 14 19 12 16 10 12 6 8 7 50 12 16 16 20 8 10 8 10 8 50 6 8 24 30 8 10 6 8 11 56 NA 25 29 16 18 10 15 9

Table 3 indicates the type and number of items for the online adaptive Mathematics MCA. Table 4 indicates the type and number of items for the paper accommodated Mathematics MCA. Table 3. Grade Type and Number of Items for Online Adaptive Mathematics MCA-III Grades 3 8 and 11 MC Items (1 point) Technology- Enhanced Items (1 point) Total Items/Points 3 32 40 2 10 42 4 32 40 2 10 42 5 32 40 2 10 42 6 32 40 2 10 42 7 32 40 2 10 42 8 32 40 2 10 42 11 40 45 2 7 47 Table 4. Type and Number of Items for Paper Accommodated Mathematics MCA-III Grades 3 8 and 11 Grade MC Items Fill-In Items (1 point) (1 point) Total Items/Points 3 50 NA 50 4 50 NA 50 5 46 48 2 4 50 6 46 48 2 4 50 7 46 48 2 4 50 8 46 48 2 4 50 11 50 54 2 6 56 The minimum and maximum numbers of operational items by standard for the online adaptive and paper accommodated Mathematics MCA-III grades 3 8 and 11 are shown in Tables 5 11, located in Appendix A of this document. 10

A Guide to Reading the Test Specifications 11

An Explanation of Terms Related to the Grade-Level Tables Strand: This is the most general categorization of content in the Minnesota Academic Standards. Standard: Standards describe the expectations in mathematics that all students must satisfy to meet state requirements for credit. Benchmark: The purpose of benchmarks is to provide details about "the academic knowledge and skills that schools must offer and students must achieve to satisfactorily complete" the standards (Minn. Stat. 120B.023 (2006). are intended to "inform and guide parents, teachers, school districts and other interested persons and for use in developing tests consistent with the benchmarks" (Minn. Stat. 120B.023 (2006)). Each standard is divided into several benchmarks. Item Code: Test developers use this code to identify the strand, standard and benchmark to which a test item is aligned. : These statements provide more specific clarifications, definitions or restrictions for the benchmark as it is assessed on the MCA. Item Range by Strand: This range is the possible number of items that will be on the operational form from a specific strand. Item Range by Standard: This range is the total number of items measuring the standard that could be on the test for the indicated strand. For example, for the paper Grade 3 Mathematics, 20 24 items are from Strand 1. Of those 20 24 Strand 1 items, 5 7 items are from Standard 1 (3.1.1). 12

Mathematics MCA-III Test Specifications Grade-Level Tables Grade 3 Strand 1 Number & Operation < and > symbols are not allowed Vocabulary allowed in items: least, greatest, compare, order, value 13 (Online MCA, 18-20 items) (Paper MCA, 20-24 items) Standard 3.1.1: Compare and represent whole numbers up to 100,000 with an emphasis on place value and equality. (Online MCA, 4 6 items) (Paper MCA, 5 7 items) 3.1.1.1 Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. Vocabulary allowed in items: digits, value, plot, locate, point 3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. Allowable expanded forms: 300+60+5, 3 hundreds+6 tens+5 ones Items may ask to identify a place a digit is in or the value of the digit in a place Vocabulary allowed in items: digits, value, equal 3.1.1.3 Find 10,000 more or 10,000 less than a given five-digit number. Find 1000 more or 1000 less than a given four- or five-digit number. Find 100 more or 100 less than a given fouror five-digit number. Vocabulary allowed in items: fewer, more, less, greater 3.1.1.4 Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. Vocabulary allowed in items: estimate, round, nearest, closest 3.1.1.5 Compare and order whole numbers up to 100,000.

Standard 3.1.2: Add and subtract multi-digit whole numbers; represent multiplication and division in various ways; solve real-world and mathematical problems using arithmetic. (Online MCA, 8 10 items) (Paper MCA, 8 10 items) 3.1.2.1 Add and subtract multi-digit numbers using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Addition items may contain 3 whole number addends, at most Numbers used may contain 4 digits each, at most Items must not have context Vocabulary allowed in items: add, subtract, sum, difference, result 3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology and the context of the problem, to assess the reasonableness of results. Addition items may contain 3 whole number addends, at most Numbers used may contain 4 digits each, at most Addition and subtraction can be used in the same item Vocabulary allowed in items: add, subtract, sum, difference, result 3.1.2.3 Represent multiplication facts using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Factors are limited to 1 12 Variables are not used Vocabulary allowed in items: multiply, divide 3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. Factors are limited to 1 20; 1 factor must have only 1 digit Dividend is no greater than 100 Vocabulary allowed in items: multiply, divide, product 14

3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a onedigit number. Strategies may include mental strategies, partial products, the standard algorithm and the commutative, associative and distributive properties. Items must not have context The one-digit factor must be 2 6 Vocabulary allowed in items: multiply, product Standard 3.1.3: Understand meanings and uses of fractions in real-world and mathematical situations. (Online MCA, 5 7 items) (Paper MCA, 5 7 items) 3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line or distances on a number line. Denominators are limited to 2, 3, 4, 6 and 8 Sets may contain no more than 12 objects Vocabulary allowed in items: fraction, plot, locate, point 3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole. Denominators are limited to 2, 3, 4, 6 and 8 Sets may contain no more than 12 objects Vocabulary allowed in items: fraction 3.1.3.3 Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Denominators are limited to 2, 3, 4, 6 and 8 Sets may contain no more than 12 objects Vocabulary allowed in items: fraction, equal, least, greatest 15

Strand 2 Algebra (Online MCA, 6 8 items) (Paper MCA, 8-10 items) Standard 3.2.1: Use single-operation input-output rules to represent patterns and relationships and to solve real-world and mathematical problems. (Online MCA, 2 3 items) (Paper MCA, 3 4 items) 3.2.1.1 Create, describe and apply single-operation input-output rules involving addition, subtraction and multiplication to solve problems in various contexts. At least 3 iterations of the pattern must be given Items may require identification of 3 or fewer terms beyond what is given Vocabulary allowed in items: rule, input, output, value Standard 3.2.2: Use number sentences involving multiplication and division basic facts and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. (Online MCA, 4 5 items) (Paper MCA, 5 6 items) 3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Variables, boxes or blanks may be used to represent unknown numbers Vocabulary allowed in items: number sentence, equation, value, represent 3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Variables, boxes or blanks may be used to represent unknown numbers Vocabulary allowed in items: number sentence, equation, value, represent 16

Strand 3 Geometry & Measurement (Online MCA, 10 13 items) (Paper MCA, 10-13 items) Standard 3.3.1: Use geometric attributes to describe and create shapes in various contexts. (Online MCA, 3 4 items) (Paper MCA, 3 4 items) 3.3.1.1 Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. When identifying shapes by the attribute of parallel or perpendicular lines, shapes are limited to triangle, parallelogram, rectangle, rhombus, square and trapezoid Allowable notation: right angle symbol (square in corner) Items will not require students to identify right triangles by name Vocabulary allowed in items: parallel, perpendicular, right, figure 3.3.1.2 Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. Allowable shapes: triangle, parallelogram, rectangle, rhombus, square, trapezoid, pentagon, hexagon, octagon Vocabulary allowed in items: sides, angles, vertices, figure Standard 3.3.2: Understand perimeter as a measurable attribute of real-world and mathematical objects. Use various tools to measure distances. (Online MCA, 3 4 items) (Paper MCA, 3 4 items) 3.3.2.1 Use half units when measuring distances. Not assessed on the MCA-III 3.3.2.2 Find the perimeter of a polygon by adding the lengths of the sides. Polygons may have 6 sides, at most Items may require finding the length of an unknown side given the lengths of the other sides and the perimeter Units are limited to inches, feet, yards, centimeters and meters Vocabulary allowed in items: perimeter, length, width, side, figure 17

3.3.2.3 Measure distances around objects. Items may require identification of appropriate tools or procedures for measuring distance Vocabulary allowed in items: tool, ruler, yardstick, meter stick, tape measure Standard 3.3.3: Use time, money and temperature to solve real-world and mathematical problems. (Online MCA, 4 6 items) (Paper MCA, 4 5 items 3.3.3.1 Tell time to the minute using digital and analog clocks. Determine elapsed time to the minute. Elapsed time must be within a two-hour span Vocabulary allowed in items: a.m., p.m. 3.3.3.2 Know relationships among units of time. Allowable conversions: minutes to hours, hours to minutes, hours to days, days to hours, days to weeks, weeks to days, months to years, years to months Items may require finding a conversion with mixed units in the answer (e.g., 12 days=1 week and 5 days) Vocabulary allowed in items: unit 3.3.3.3 Make change up to 1 dollar in several different ways, including with as few coins as possible. Allowable coins: penny, nickel, dime, quarter Allowable notation: $5, $0.75, 75 When calculating change, the amount tendered is $10, at most Vocabulary allowed in items: greatest, least, fewest, most, value 18

3.3.3.4 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. Allowable notation: 15ºF, 37ºC Temperatures must be given in whole numbers Vocabulary allowed in items: thermometer, temperature, degrees, increase, decrease Strand 4 Data Analysis (Online MCA, 6 7 items) (Paper MCA, 6-8 items) Standard 3.4.1: Collect, organize, display, and interpret data. Use labels and a variety of scales and units in displays. (Online MCA, 6 7 items) (Paper MCA, 6 8 items) 3.4.1.1 Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Scale increments will not exceed 5 Pictograph keys will not exceed 5 Total number on graph or chart will not exceed 500 Vocabulary allowed in items: pictograph, tally chart, bar graph, line plot, table, data, title, label, key, represent, scale 19

Grade 4 Strand 1 Number & Operation (Online MCA, 16 20 items) (Paper MCA, 18-22 items) Standard 4.1.1: Demonstrate mastery of multiplication and division basic facts; multiply multi-digit numbers; solve real-world and mathematical problems using arithmetic. (Online MCA, 6 8 items) (Paper MCA, 8 10 items) 4.1.1.1 Demonstrate fluency with multiplication and division facts. Factors are limited to 1 9 Vocabulary allowed in items: quotient and vocabulary given at previous grades 4.1.1.2 Use an understanding of place value to multiply a number by 10, 100 and 1000. Numbers multiplied by 10, 100 and 1000 may contain at most, 2 digits Numbers must be whole numbers 4.1.1.3 Multiply multi-digit numbers using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Items will contain multiplication of a one- or two-digit number by a two- or three-digit number Numbers must be whole numbers Items must not have context Vocabulary allowed in items: factor and vocabulary given at previous grades 4.1.1.4 Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Assessed within 4.1.1.5 20

4.1.1.5 Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology and the context of the problem to assess the reasonableness of results. Solutions must be less than 100,000 Vocabulary allowed in items: operation, strategy, solve and vocabulary given at previous grades 4.1.1.6 Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative and distributive properties and repeated subtraction. Dividend may contain at most, 3 digits Vocabulary allowed in items: quotient, divisor, dividend and vocabulary given at previous grades Standard 4.1.2: Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand how decimals represent quantities. (Online MCA, 10 12 items) (Paper MCA, 10 12 items) 4.1.2.1 Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Vocabulary allowed in items: equivalent, represent, numerator, denominator and vocabulary given at previous grades 4.1.2.2 Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Vocabulary allowed in items: equivalent, numerator, denominator, improper fraction, mixed numbers, compare and vocabulary given at previous grades 21

4.1.2.3 Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Vocabulary allowed in items: numerator, denominator and vocabulary given at previous grades 4.1.2.4 Read and write decimals with words and symbols; use place value to describe decimals in terms of thousands, hundreds, tens, ones, tenths, hundredths and thousandths. Vocabulary allowed in items: decimal and vocabulary given at previous grades 4.1.2.5 Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Numbers used are from thousands to thousandths Allowable symbols: < and > Vocabulary allowed in items: decimal and vocabulary given at previous grades 4.1.2.6 Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. Vocabulary allowed in items: decimal, equivalent and vocabulary given at previous grades 4.1.2.7 Round decimals to the nearest tenth. Numbers must be less than 500 Decimals may be given up to thousandths Vocabulary allowed in items: decimal and vocabulary given at previous grades 22

Strand 2 Algebra 23 (Online MCA, 7 8 items) (Paper MCA, 8-10 items) Standard 4.2.1: Use input-output rules, tables and charts to represent patterns and relationships and to solve real-world and mathematical problems. (Online MCA, 3 4 items) (Paper MCA, 4 5 items) 4.2.1.1 Create and use input-output rules involving addition, subtraction, multiplication and division to solve problems in various contexts. Record the inputs and outputs in a chart or table. When creating a rule from pairs, 3 input-output pairs must be given; pairs are not required to be consecutive Output should not exceed 100 Standard 4.2.2: Use number sentences involving multiplication, division and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. (Online MCA, 3 4 items) (Paper MCA, 4 5 items) 4.2.2.1 Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Numbers must be less than 100 Variables, boxes or blanks may be used to represent unknown numbers Vocabulary allowed in items: variable and vocabulary given at previous grades 4.2.2.2 Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Numbers must be less than 100 Variables, boxes or blanks may be used to represent unknown numbers Vocabulary allowed in items: variable and vocabulary given at previous grades

Strand 3 Geometry & Measurement Standard 4.3.1: Name, describe, classify and sketch polygons. (Online MCA, 3 4 items) (Paper MCA, 4 5 items) 4.3.1.1 24 (Online MCA, 10 14 items) (Paper MCA, 12-15 items) Describe, classify and sketch triangles, including equilateral, right, obtuse and acute triangles. Recognize triangles in various contexts. Naming of triangles is limited to equilateral, right, obtuse and acute Allowable notation: 90º Vocabulary allowed in items: vertex and vocabulary given at previous grades 4.3.1.2 Describe, classify and draw quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Recognize quadrilaterals in various contexts. Naming of quadrilaterals is limited to quadrilateral, square, rectangle, trapezoid, rhombus, parallelogram and kite Allowable notation: 90º Vocabulary allowed in items: vertex, congruent, and vocabulary given at previous grades Standard 4.3.2: Understand angle and area as measurable attributes of real-world and mathematical objects. Use various tools to measure angles and areas. (Online MCA, 4 6 items) (Paper MCA, 5 7 items) 4.3.2.1 Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Not assessed on the MCA-III 4.3.2.2 Compare angles according to size. Classify angles as acute, right and obtuse. Allowable notation: 90º, angle arc

4.3.2.3 Understand that the area of a two-dimensional figure can be found by counting the total number of same-size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into 1 1 unit squares and viewing these as grouped into rows and columns. Vocabulary allowed in items: area, and vocabulary given at previous grades 4.3.2.4 Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. Vocabulary allowed in items: area, and vocabulary given at previous grades Standard 4.3.3: Use translations, reflections and rotations to establish congruency and understand symmetries. (Online MCA, 3 4 items) (Paper MCA, 3 4 items) 4.3.3.1 Apply translations (slides) to figures. Vocabulary allowed in items: translation, reflection, rotation, symmetry, congruent, transformation, image, and vocabulary given at previous grades 4.3.3.2 Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. Vocabulary allowed in items: translation, reflection, rotation, symmetry, congruent, vertical, horizontal, transformation, image, and vocabulary given at previous grades 4.3.3.3 Apply rotations (turns) of 90º clockwise or counterclockwise. Vocabulary allowed in items: translation, reflection, rotation, symmetry, congruent, clockwise, counterclockwise, transformation, image, and vocabulary given at previous grades 25

4.3.3.4 Recognize that translations, reflections and rotations preserve congruency and use them to show that 2 figures are congruent. Vocabulary allowed in items: translation, reflection, rotation, symmetry, congruent, transformation, image, and vocabulary given at previous grades Strand 4 Data Analysis (Online MCA, 6 7 items) (Paper MCA, 6-8 items) Standard 4.4.1: Collect, organize, display and interpret data, including data collected over a period of time and data represented by fractions and decimals. (Online MCA, 6 7 items) (Paper MCA, 6 8 items) 4.4.1.1 Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Decimals are limited to hundredths When interpreting data, displays may include tables, bar graphs, timelines, Venn diagrams, line plots and pictographs Vocabulary allowed in items: timeline, Venn diagram, survey, and vocabulary given at previous grades 26

Grade 5 Strand 1 Number & Operation (Online MCA, 15 21 items) (Paper MCA, 18-22 items) Standard 5.1.1: Divide multi-digit numbers; solve real-world and mathematical problems using arithmetic. (Online MCA, 5 7 items) (Paper MCA, 6 8 items) 5.1.1.1 Divide multi-digit numbers using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number or a decimal. Dividends may not be more than 4 digits Divisors may not be more than 2 digits Fractional remainders are not required to be given in lowest terms Allowable division notation:, fraction bar Vocabulary allowed in items: remainder, and vocabulary given at previous grades 5.1.1.2 Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Dividends may not be more than 4 digits Divisors may not be more than 2 digits Fractional remainders are not required to be given in lowest terms Items may require interpretation of when decimals should be rounded (e.g., with money) Vocabulary allowed in items: remainder, and vocabulary given at previous grades 5.1.1.3 Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Assessed within 5.1.1.4 27

5.1.1.4 Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology and the context of the problem to assess the reasonableness of results. Solutions are less than 1,000,000 Multiplication is limited to no more than three-digit numbers by no more than threedigit numbers Division is limited to no more than four-digit numbers by no more than two-digit numbers Fractional remainders are not required to be given in lowest terms Standard 5.1.2: Read, write, represent and compare fractions and decimals; recognize and write equivalent fractions; convert between fractions and decimals; use fractions and decimals in real-world and mathematical situations. (Online MCA, 5 7 items) (Paper MCA, 6 8 items) 5.1.2.1 Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. Vocabulary allowed in items: place value, and vocabulary given at previous grades 5.1.2.2 Find 0.1 more than a number and 0.1 less than a number. Find 0.01 more than a number and 0.01 less than a number. Find 0.001 more than a number and 0.001 less than a number. Vocabulary allowed in items: place value, and vocabulary given at previous grades 5.1.2.3 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, 15, 16 and 20 Mixed numbers are less than 10 Vocabulary allowed in items: place value, and vocabulary given at previous grades 28

5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, 15, 16, 20, 25, 50 and 100 Mixed numbers are less than 10 Vocabulary allowed in items: place value, and vocabulary given at previous grades 5.1.2.5 Round numbers to the nearest 0.1, 0.01 and 0.001. Numbers can be given up to millionths Vocabulary allowed in items: place value, and vocabulary given at previous grades Standard 5.1.3: Add and subtract fractions, mixed numbers and decimals to solve realworld and mathematical problems. (Online MCA, 5 7 items) (Paper MCA, 6 8 items) 5.1.3.1 Add and subtract decimals and fractions using efficient and generalizable procedures, including standard algorithms. Addends, minuend and subtrahend denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Mixed numbers are less than 10 Items do not require conversion between fractions and decimals Items must not have context 5.1.3.2 Model addition and subtraction of fractions and decimals using a variety of representations. Addends, minuend and subtrahend denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Mixed numbers are less than 10 Items do not require conversion between fractions and decimals 29

5.1.3.3 Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Assessed within 5.1.3.4 5.1.3.4 Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Addends, minuend and subtrahend denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12 Mixed numbers are less than 10 Fractions and decimals may be used within the same item Strand 2 Algebra 30 (Online MCA, 9 13 items) (Paper MCA, 10-14 items) Standard 5.2.1: Recognize and represent patterns of change; use patterns, tables, graphs and rules to solve real-world and mathematical problems. (Online MCA, 3 4 items) (Paper MCA, 4 6 items) 5.2.1.1 Create and use rules, tables, spreadsheets and graphs to describe patterns of change and solve problems. In a growing pattern, 3 applications of the rule must be shown, though not necessarily consecutively In a table or graph, 3 input-output pairs must be given; pairs are not required to be consecutive 5.2.1.2 Use a rule or table to represent ordered pairs of positive integers and graph these ordered pairs on a coordinate system. Scale increments on grids are limited to 1, 2 and 5 Rules may be expressed using variables Vocabulary allowed in items: ordered pair, graph, and vocabulary given at previous grades

Standard 5.2.2: Use properties of arithmetic to generate equivalent numerical expressions and evaluate expressions involving whole numbers. (Online MCA, 2 3 items) (Paper MCA, 2 3 items) 5.2.2.1 Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. Expressions may not contain nested parentheses Items must not have context Vocabulary allowed in items: expression, and vocabulary given at previous grades Standard 5.2.3: Understand and interpret equations and inequalities involving variables and whole numbers, and use them to represent and solve real-world and mathematical problems. (Online MCA, 4 6 items) (Paper MCA, 4 6 items) 5.2.3.1 Determine whether an equation or inequality involving a variable is true or false for a given value of the variable. Allowable symbols: < and > Items must not have context Vocabulary allowed in items: inequality, and vocabulary given at previous grades 5.2.3.2 Represent real-world situations using equations and inequalities involving variables. Create real-world situations corresponding to equations and inequalities. < and > symbols are allowed Vocabulary allowed in items: inequality, and vocabulary given at previous grades 5.2.3.3 Evaluate expressions and solve equations involving variables when values for the variables are given. Items must not have context Vocabulary allowed in items: expression, and vocabulary given at previous grades 31

Strand 3 Geometry & Measurement 32 (Online MCA, 8 10 items) (Paper MCA, 8-10 items) Standard 5.3.1: Describe, classify, and draw representations of three-dimensional figures. (Online MCA, 3 4 items) (Paper MCA, 3 4 items) 5.3.1.1 Describe and classify three-dimensional figures including cubes, prisms and pyramids by the number of edges, faces or vertices as well as the types of faces. Prisms and pyramids are limited to triangular, rectangular, pentagonal, hexagonal and octagonal Vocabulary allowed in items: cube, prism, pyramid, cone, cylinder, edge, face, base, three-dimensional, triangular, rectangular, and vocabulary given at previous grades 5.3.1.2 Recognize and draw a net for a three-dimensional figure. Vocabulary allowed in items: net, cylinder, cube, prism, pyramid, edge, face, base, three-dimensional, triangular, rectangular, and vocabulary given at previous grades Standard 5.3.2: Determine the area of triangles and quadrilaterals; determine the surface area and volume of rectangular prisms in various contexts. (Online MCA, 5 6 items) (Paper MCA, 5 6 items) 5.3.2.1 Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Vocabulary allowed in items: formula, and vocabulary given at previous grades 5.3.2.2 Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. When finding surface area, a graphic of the prism or net must be given When finding surface area, dimensions of figures are whole numbers Surface areas and volumes are no more than 360 Vocabulary allowed in items: surface area, volume, net, and vocabulary given at previous grades

5.3.2.3 Understand that the volume of a three-dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Assessed within 5.3.2.2 5.3.2.4 Develop and use the formulas V = lwh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a rectangular prism by breaking the prism into layers of unit cubes. The definition of B as the area of the base must be given Vocabulary allowed in items: volume, base, height, and vocabulary given at previous grades Strand 4 Data Analysis 33 (Online MCA, 6 7 items) (Paper MCA, 6-8 items) Standard 5.4.1: Display and interpret data; determine mean, median and range. (Online MCA, 6 7 items) (Paper MCA, 6 8 items) 5.4.1.1 Know and use the definitions of the mean, median and range of a set of data. Know how to use a spreadsheet to find the mean, median and range of a data set. Understand that the mean is a "leveling out" of data. When finding mean, data sets contain, at most 10 numbers When finding median, data sets contain, at most 15 numbers Numbers are less than 300 Vocabulary allowed in items: mean, median, range, minimum, maximum, and vocabulary given at previous grades 5.4.1.2 Create and analyze double-bar graphs and line graphs by applying understanding of whole numbers, fractions and decimals. Know how to create spreadsheet tables and graphs to display data. Double-bar graphs have no more than 9 categories Line graphs have no more than 10 data points Scales are in increments of ½, 1, 2, 4, 5, 10, tenths if in decimal form or must be consistent with real world applications Vocabulary allowed in items: double-bar graph, line graph, and vocabulary given at previous grades

Grade 6 Strand 1 Number & Operation 34 (Online MCA, 11 19 items) (Paper MCA, 14-19 items) Standard 6.1.1: Read, write, represent and compare positive rational numbers expressed as fractions, decimals, percents and ratios; write positive integers as products of factors; use these representations in real-world and mathematical situations. (Online MCA, 5 7 items) (Paper MCA, 5 7 items) 6.1.1.1 Locate positive rational numbers on a number line and plot pairs of positive rational numbers on a coordinate grid. Both axes must have the same scale Items may require locating points on either axis Vocabulary allowed in items: integer, x-axis, y-axis, horizontal axis, vertical axis, rational number, coordinate grid, and vocabulary given at previous grades 6.1.1.2 Compare positive rational numbers represented in various forms. Use the symbols <, = and >. Vocabulary allowed in items: is greater than, is less than, and vocabulary given at previous grades 6.1.1.3 Understand that percent represents parts out of 100 and ratios to 100. Allowable notation: 25%, ¼, 1:4 Percents must be between 1 and 100, inclusive Vocabulary allowed in items: percent, ratio, and vocabulary given at previous grades 6.1.1.4 Determine equivalences among fractions, decimals and percents; select among these representations to solve problems. Allowable notation: 50%, ¼, 0.95, Percents must be between 1 and 100, inclusive

6.1.1.5 Factor whole numbers; express a whole number as a product of prime factors with exponents. Prime factors are not greater than 13 Numbers being factored are less than 1,000 Vocabulary allowed in items: prime factor, prime factorization, exponent, power, base, and vocabulary given at previous grades 6.1.1.6 Determine greatest common factors and least common multiples. Use common factors and common multiples to calculate with fractions and find equivalent fractions. Vocabulary allowed in items: greatest common factor, least common multiple, and vocabulary given at previous grades 6.1.1.7 Convert between equivalent representations of positive rational numbers. Conversions are limited to within a representation (e.g., 7/4=1¾ and 3 2 =3 3, not 0.5=1/2) Vocabulary allowed in items: exponent, integer, and vocabulary given at previous grades Standard 6.1.2: Understand the concept of ratio and its relationship to fractions and to the multiplication and division of whole numbers. Use ratios to solve real-world and mathematical problems. (Online MCA, 2 6 items) (Paper MCA, 2 6 items) 6.1.2.1 Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction. Allowable ratio notation: ¼, 1 to 4, 1:4, 1 out of 4 Vocabulary allowed in items: ratio, and vocabulary given at previous grades 35

6.1.2.2 Apply the relationship between ratios, equivalent fractions and percents to solve problems in various contexts, including those involving mixtures and concentrations. Allowable ratio notation: ¼, 1 to 4, 1:4, 1 out of 4, 25% Rates may be expressed using the word per Vocabulary allowed in items: ratio, percent, and vocabulary given at previous grades 6.1.2.3 Determine the rate for ratios of quantities with different units. Allowable ratio notation: ¼, 1 to 4, 1:4, 1 out of 4 Rates may be expressed using the word per Vocabulary allowed in items: rate, ratio, unit rate, and vocabulary given at previous grades 6.1.2.4 Use reasoning about multiplication and division to solve ratio and rate problems. Allowable ratio notation: ¼, 1 to 4, 1:4, 1 out of 4 Rates may be expressed using the word per Vocabulary allowed in items: rate, ratio, and vocabulary given at previous grades Standard 6.1.3: Multiply and divide decimals, fractions and mixed numbers; solve real-world and mathematical problems using arithmetic with positive rational numbers. (Online MCA, 4 6 items) (Paper MCA, 5 7 items) 6.1.3.1 Multiply and divide decimals and fractions using efficient and generalizable procedures, including standard algorithms. Items must not have context Vocabulary allowed in items: reciprocal, and vocabulary given at previous grades 6.1.3.2 Use the meanings of fractions, multiplication, division and the inverse relationship between multiplication and division to make sense of procedures for multiplying and dividing fractions. Assessed within 6.1.3.1 36