4 4 Math Standards and Benchmarks

MCA-III MATH 3rd Grade TEST SPECIFICATIONS
STANDARD
BENCHMARK
STRAND
MCA:
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. Item Specifications Vocabulary
allowed in items: digits, value, plot, locate, point
Standard 3.1.1:
Compare and
represent whole
numbers up to
100,000 with an
emphasis on place
value and equality.
(MCA, 57 items)
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.
Item Specifications 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 four- or five-digit number.
Item Specifications 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. Item Specifications
Vocabulary allowed in items: estimate, round,
nearest, closest
3.1.1.5 Compare and order whole numbers up to
100,000. Item Specifications
< and > symbols are not allowed
Vocabulary allowed in items: least, greatest,
compare, order, value
3.1.2.1 Add and subtract multi-digit numbers using
efficient and generalizable procedures based on
knowledge of place value, including standard
algorithms. Item Specifications 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
efficient and generalizable procedures based on

knowledge of place value, including standard
algorithms. Item Specifications 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.
Item Specifications 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
Standard 3.1.2:
Add and subtract
multi-digit whole
numbers;
represent
multiplication and
division in various
ways; solve realworld and
mathematical
problems using
arithmetic.
(MCA, 810 items)
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.
Item Specifications Factors are limited to 112
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. Item Specifications Factors are
limited to 120; 1 factor must have only 1 digit
Dividend is no greater than 100 Vocabulary allowed
in items: multiply, divide, product
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 threedigit number by a one-digit number. Strategies may
include mental strategies, partial products, the
standard algorithm and the commutative, associative
and distributive properties. Item Specifications Items
must not have context The one-digit factor must be
26
Vocabulary allowed in items: multiply, product
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.
Item Specifications 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
Standard 3.1.3:
3.1.3.2 Understand that the size of a fractional part is
Understand meanings
relative to the size of the whole.
and uses of fractions Item Specifications Denominators are limited to 2, 3,
in real-world and
4, 6 and 8 Sets may contain no more than 12 objects
mathematical
Vocabulary allowed in items: fraction
situations.
(MCA, 57 items)
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. Item Specifications
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
M
Standard 3.2.1: Use 3.2.1.1 Create, describe and apply single-operation
single-operation
input-output rules involving addition, subtraction and
input-output rules to multiplication to solve problems in various contexts.
represent patterns Item Specifications At least 3 iterations of the pattern
and relationships and must be given Items may require identification of 3 or
to solve real-world fewer terms beyond what is given Vocabulary allowed
and mathematical
in items: rule, input, output, value
problems.
(MCA, 34 items)
3.2.2.1 Understand how to interpret number sentences

involving multiplication and division basic facts and
Standard 3.2.2:
unknowns. Create real-world situations to represent
Use number
number sentences.
sentences
Item Specifications Variables, boxes or blanks may be
involving
used to represent unknown numbers
multiplication and
Vocabulary allowed in items: number sentence,
division basic facts
equation, value, represent
and unknowns to
represent and
3.2.2.2 Use multiplication and division basic facts to
solve real-world
represent a given problem situation using a number
and mathematical
sentence. Use number sense and multiplication and
problems; create
division basic facts to find values for the unknowns that
real-world
make the number sentences true. Item Specifications
situations
Variables, boxes or blanks may be used to represent
corresponding to
unknown numbers Vocabulary allowed in items:
number sentences.
number sentence, equation, value, represent
(MCA, 56 items)
and unknowns to
represent and
3.2.2.2 Use multiplication and division basic facts to
solve real-world
and mathematical
sentence. Use number sense and multiplication and
problems; create
division basic facts to find values for the unknowns that
real-world
make the number sentences true. Item Specifications
situations
corresponding to
unknown numbers Vocabulary allowed in items:
number sentences.
number sentence, equation, value, represent
(MCA, 56 items)
STRAND 3
MCA:
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.
Item Specifications 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
Standard 3.3.1: Use
corner) Items will not require students to identify
geometric attributes
right triangles by name Vocabulary allowed in items:
to describe and
parallel, perpendicular, right, figure
create shapes in
various contexts.
(MCA, 34 items)
3.3.1.2 Sketch polygons with a given number of sides
or vertices (corners), such as pentagons, hexagons and
octagons. Item Specifications
Allowable shapes: triangle, parallelogram, rectangle,
rhombus, square, trapezoid, pentagon, hexagon,
octagon Vocabulary allowed in items: sides, angles,
vertices, figure
3.3.2.1 Use half units when measuring distances.
Item Specifications
Not assessed on the MCA-III
3.3.2.2 Find the perimeter of a polygon by adding the
lengths of the sides. Item Specifications
Standard 3.3.2:
Polygons may have 6 sides, at most
Understand
Items may require finding the length of an unknown
perimeter as a
side given the lengths of the other sides and the
measurable attribute
perimeter Units are limited to inches, feet, yards,
of real-world and
centimeters and meters
mathematical
Vocabulary allowed in items: perimeter, length,
objects. Use various
width, side, figure
tools to measure
distances.
3.3.2.3 Measure distances around objects.
(MCA, 34 items)
Item Specifications Items may require identification
of appropriate tools or procedures for measuring
distance Vocabulary allowed in items: tool, ruler,
yardstick, meter stick, tape measure
Item Specifications Items may require identification

of appropriate tools or procedures for measuring
distance Vocabulary allowed in items: tool, ruler,
yardstick, meter stick, tape measure
3.3.3.1 Tell time to the minute using digital and analog
clocks. Determine elapsed time to the minute. Item
Specifications
Elapsed time must be within a two-hour span
3.3.3.2 Know relationships among units of time.

Item Specifications 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
Standard 3.3.3:
Use time, money
and temperature
to solve real-world 3.3.3.3 Make change up to 1 dollar in several different
ways, including with as few coins as possible. Item
and mathematical
Specifications Allowable coins: penny, nickel, dime,
problems.
quarter Allowable notation: $5, $0.75, 75 When
(MCA, 45 items)
calculating change, the amount tendered is $10, at
most Vocabulary allowed in items: greatest, least,
fewest, most, value
3.3.3.4 Use an analog thermometer to determine

temperature to the nearest degree in Fahrenheit and
Celsius. Item Specifications
Allowable notation: 15F, 37C
Temperatures must be given in whole numbers
Vocabulary allowed in items: thermometer,
temperature, degrees, increase, decrease
ST
M
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
Standard 3.4.1:
appropriate titles, labels and units.
Collect, organize,
Item
Specifications
Scale increments will not exceed
display, and interpret
5 Pictograph keys will not exceed 5
data. Use labels and
Total
number
on graph or chart will not exceed 500
a variety of scales
Vocabulary
allowed
in items: pictograph, tally chart,
and units in displays.
bar
graph,
line
plot,
table, data, title, label, key,
(MCA, 68 items)
represent, scale
Alignment to Math
Expressions
BENCHMARK ASSESSMENT Problems

taken from Practice C
Assessment Options on CI
STRAND 1: NUMBER AND OPERATIONS
MCA: 20-24 ITEMS TESTED

Unit 1
Unit 5
What is sixty-three thousand, five hundred

tweleve written in standard form?
A. 63,502
B. 63,512
C. 63,521
D. 63,612
Unit 1: Lessons 1-4, including Going Furthe

Lesson 1
District created Math Test: Unit 1 Assessme
test)
Unit 1: Quick quiz 1
Unit 1 Student Book pages 43-44. Problems
Unit 1 Math Expressions Test (Form A & B) P
Intervention / Skill worksheets 70-79
Enrichment worksheets: EW 1-6, 9-10
Gr. 3 Practice A, B, C, PSOL, Skills Pract
Unit 1
Which shows another way to write the number

51,583?
Unit 1: Lessons 1-4, including Going Furthe

Lesson 1
test)
Intervention / Skill worksheets 70-79
Enrichment worksheets: EW 1-6, 9-10
Unit 1
Mrs. Bernard has $4,367 in her bank account.

Then she adds $1,000 more. How much money
does is in her bank account now?
A. $4,467
B. $5,367
Unit 1: Lessons 5-15

test)
Unit 1: Quick quiz 2 and 3
Intervention / Skill worksheets: 91-92,94-98
Enrichment worksheets: EW13,15,17-19,22
Enrichment project: EP 3 and 4
Unit 5
What is 6,478 rounded to the nearest

thousand?
A. 6,000
B. 6,500
C. 7,000
Unit 5: Lessons 1-3,

Unit 5: Student Book pages 177-180. Proble
Intervention / Skill worksheets:8082,88,90,93,99,103,110,234,242
Enrichment Worksheets:EW 7,8,11
Enrichment Project:EP2
Unit 1
Unit 5
The table shows how many people were at a

stadium for three different events. Write the events
in order from LEAST number of people to the
GREATEST number of people. Show your work.
Unit 5: Lessons 1-3,

Intervention / Skill worksheets:8082,88,90,93,99,103,110,234,242
Enrichment Worksheets:EW 7,8,11
Unit 1
Unit 3
What is the difference?
Unit 3, Lessons 1-9

District created Math Test: Unit
Quick Quiz 1, 2
Unit 3 Student Book pages 95 ,
10
Intervention / Skill worksheets 1
Gr. 3 Practice A, B, C, PSOL, Sk

Quick Quiz 1, 2
10
Unit 3
Unit 3
Berry has 459 pennies. His sister Tracey has

548 pennies. How many pennies do they have
altogether?
A. 907
B. 1,007
C. 1,097
D. 1,197
Unit 3, Lessons 1-9

Quick Quiz 1, 2
10
Unit 7 (0-5, 9, 10)

Unit 9 (6, 7, 8)
What multiplication fact does the number line

show?
Unit 7, All lessons

2
Quick Quiz 1, 2, 3
Unit 7 Student Book pages 283
1-12, 16 - 18
Unit 7 Math Expressions Test (Fo
Problems 1-2, 16-18
Intervention / Skill worksheets:
9,131,133-134,143-144,146-15
Enrichment Worksheets : EW54
Enrichment Project: EP 13
Unit 7 (0-5, 9, 10)

Unit 9 (6, 7, 8)
Rico has 24 books to put on shelves. He wants

to put 8 books on each shelf. How many
shelves does he need?
A. 3
B. 4
C. 5
D. 6
Unit 7, All lessons

Quick Quiz 1, 2, 3
Unit 7 Student Book pages 283-283 , proble
Intervention / Skill worksheets: 128-9,131,1
144,146-152,155-159
Enrichment Worksheets : EW54,58,60,155
Enrichment Project: EP 13
What is the product?
Unit 11
Unit 11 Assessment 1
Unit 11 Quick Quiz 1
Unit 11 Math Expressio
Gr. 3 Practice A, B
Skills Practice
Unit 11
In which figure is 1/4 the smallest?
Unit 11
Nora writes these fractions for a recipe.
Unit 7
Gr. 3 Practice A, B
Skills Practice
Which shows the order fo
the fractions from least to greatest?
Gr. 3 Practice A, B
Skills Practice
STRAND 2: ALGEBRA
The art store is selling paintbrushes in boxes of Unit 7 Input/Output Assessmen
eight. How many paintbrushes are in 4 boxes? Gr. 3 Practice A, B, C, PSOL, Sk
A. 28
B. 32
C. 36
Unit 9
Dimitri has 48 baseball cards. He puts 8 cards Unit 9 Assessment 1

on each page of an album. How many pages
Unit 9 Quick Quiz
does he need for all of the baseball cards?
A. 4
Gr. 3 Practice A, B
B. 5
Skills Practice
C. 6
D. 8
Unit 7
Luis does sit-ups to warm up for gym class, He

does three groups of 12 sit-ups each. Which
number sentence can be used to find how
many sit-ups he does altogether?
Unit 7: All Lessons

1
Unit 7: Quick quiz 1, 2, 3
Unit 7: Student Book pages 283
Problems 13-15, 19-20
Problems 13-15, 19-20
Unit 7
Luis does sit-ups to warm up for gym class, He

does three groups of 12 sit-ups each. Which
number sentence can be used to find how
many sit-ups he does altogether?
STRAND 3: GEOMETRY AND MEASUREMENT
Unit 7: All Lessons

1
Unit 7: Quick quiz 1, 2, 3
Unit 7: Student Book pages 283
Problems 13-15, 19-20
Problems 13-15, 19-20
Intervention / Skill worksheets:
109,127,140,145
Enrichment Worksheets: EW59,
MCA: 10 - 13 ITEMS TESTED

Unit 2
Unit 4
Which shows two parallel lines?
Unit 2
Quick Quiz, problems 3 - 5
Unit 2 Student Book pages 65-6
- 10
Intervention / Skill worksheet 19
Enrichment worksheets: EW 91
Gr. 3 Practice A, B, C, PSOL, Ski
Unit 4
Will drawa a palne figure with four sides and

four vertices. Which names will's figure?
A. hexagon
B. pentagon
C. rectangle
D. triangle
Unit 4, All lessons

Supplemental Materials provided in binder
Quick Quiz
Unit 4 Student Book pages 119-120,
Intervention / Skill worksheets: 187,189-19
Enrichment worksheets: EW92-93,97-101,1
Enrichment project: EP15-16
Gr. 3 Practice A, B, C, PSOL, Skills Prac
Unit 8
What is the perimeter of the figure?
Unit 8 Assessment
Unit 8 Quick Quiz 1
Unit 8 Math Expressions T
Gr. 3 Practice A, B,
Practice
Unit 8
Use a centimeter ruler. What is the perimeter

of the figure?
A. 12 centimeters
B. 16 centimeters
C. 20 centimeters
D. 24 centimeters
Unit 8 Assessment
Unit 8 Quick Quiz 1
Practice
stances.
of the figure?
B. 16 centimeters
C. 20 centimeters
D. 24 centimeters
A. 12 centimeters
Unit 8 Quick Quiz 1

Practice
Unit 10
Lucas and his friends arrive at the zoo at the

Unit 10 Quick Quiz problems 1time shown on the clock. They stay for 2 hours
Unit 10 Math Exp
and 45 minutes. What time is it when they
problems 1-5
leave?
A, B, C, PSOL, Skills Practice
Unit 10
Harry's family vacation starts on August 6.

Unit 10 Quick Quiz problems 3Their vacation ends on August 26. How many
Unit 10 Math Expressions Tes
weeks long is their vacation, including the first 10
Gr. 3 Practice A, B, C
and last days?
Practice
Unit 5
Rob buys a marker for 35. He pays with a $1

bill. Which shows how much change Rob gets,
using the fewest number of coins possible?
Unit 13
What temperture does the thermometer show? Unit 13 Math Expressions Test P
Gr. 3 Practice A, B, C, PSOL, Ski
Unit 5
Unit 5: Lessons 4-7

Unit 5 Math Expressions Test on the U drive
Problems 6-7 and 17-20
Intervention / Skill worksheets:84-87,89,22
Enrichment Worksheets:EW29-33
Gr. 3 Practice A, B, C, PSOL, Skills Prac
STRAND 4: DATA ANALYSIS

MCA: 6 - 8 ITEMS TESTED
Use the frequency table. Which zoo animal did Unit 5: Lessons 8-10, 15 - 17, extensio
District created Math Test: Unit 5 Asse
the most people choose?
after 5.17)
A. lion
Unit 5: Quick quiz 3 and 5
B. elephant
Unit 5: Student Book pages 177-180. P
Unit 5 Math Expressions Test (Form A &
C. monkey
Intervention / Skill worksheets:83,111D. seal
116,118,120
Enrichment Worksheets: EW39,41-44,4
Gr. 3 Practice A, B, C, PSOL, Skills P
ent Options on CIES Web Site PRETESTED TAUGHT ASSESSED
1-4, including Going Further 1.2 and Extension
Math Test: Unit 1 Assessment 1 (10 items on
z1
ook pages 43-44. Problems 1-9 and 20
essions Test (Form A & B) Problems 1-9 and 20
ill worksheets 70-79
ksheets: EW 1-6, 9-10
e A, B, C, PSOL, Skills Practice
1-4, including Going Further 1.2 and Extension
z1
ook pages 43-44. Problems 1-9 and 20
essions Test (Form A & B) Problems 1-9 and 20
ill worksheets 70-79
ksheets: EW 1-6, 9-10
5-15
z 2 and 3
ook pages 43-44. Problems 10 - 18
ill worksheets: 91-92,94-98,100-102,104-108
ksheets: EW13,15,17-19,22-24,26-28,40
ect: EP 3 and 4
1-3,
Math Test: Unit 5 Assessment 1 (Use after 5.3)
z1
Book pages 177-180. Problems 1-5, 15
ill worksheets:80103,110,234,242
ksheets:EW 7,8,11
ect:EP2
1-3,
z1
Book pages 177-180. Problems 1-5, 15
ill worksheets:80103,110,234,242
ksheets:EW 7,8,11
ect:EP2
ons 1-9
ted Math Test: Unit 3
1, 2
ent Book pages 95 , problems 1-6,
/ Skill worksheets 178,186

ce A, B, C, PSOL, Skills Practice

1, 2

ons 1-9
1, 2

ssons
ted Math Test: Unit 7 Assessment
1, 2, 3
ent Book pages 283-283 , problems
8
Expressions Test (Form A & B)
2, 16-18
/ Skill worksheets: 12834,143-144,146-152,155-159
Worksheets : EW54,58,60,155
Project: EP 13
s
Math Test: Unit 7 Assessment 2
3
ook pages 283-283 , problems 1-12, 16 - 18
essions Test (Form A & B) Problems 1-2, 16-18
ill worksheets: 128-9,131,133-134,1435-159
ksheets : EW54,58,60,155
ect: EP 13
essment 1
Quick Quiz 1
t 11 Math Expressions Test
Gr. 3 Practice A, B, C, PSOL,
ce
essment 1
Quick Quiz 1
ce
essment 1
Quick Quiz 1
ce
/Output Assessment
ssment 1
uick Quiz
nit 9 Math Expressions Test
ce
essons
ted Math Test: Unit 7: Assessment
k quiz 1, 2, 3
ent Book pages 283-284 .
3-15, 19-20
3-15, 19-20
essons
ted Math Test: Unit 7: Assessment
k quiz 1, 2, 3
ent Book pages 283-284 .
3-15, 19-20
3-15, 19-20
/ Skill worksheets:
0,145
Worksheets: EW59,61,64,79-81,87
ted Math Test: Unit 2 (8 questions)

problems 3 - 5
ent Book pages 65-66, problems 3
/ Skill worksheet 191

worksheets: EW 91,94,96
s
Math Test: Unit 4 Assessment 1
aterials provided in binder
ook pages 119-120,

ill worksheets: 187,189-190,196-198
ksheets: EW92-93,97-101,108
ect: EP15-16
ssment
ck Quiz 1
8 Math Expressions Test
Gr. 3 Practice A, B, C, PSOL, Skills
ssment
ck Quiz 1
ck Quiz 1
ck Quiz problems 1-2

Unit 10 Math Expressions Test
5
Gr. 3 Practice
L, Skills Practice
ck Quiz problems 3-5

ath Expressions Test problems 6Gr. 3 Practice A, B, C, PSOL, Skills
4-7
z2
Book pages 177-180. Problems 6-7, 17-20
essions Test on the U drive (Form A & B)
d 17-20
ill worksheets:84-87,89,225
ksheets:EW29-33
ect:EP19
h Expressions Test Problem 16

s 8-10, 15 - 17, extension lesson 5.8,

d Math Test: Unit 5 Assessment 3 (Use
uiz 3 and 5
t Book pages 177-180. Problems 8-12
pressions Test (Form A & B) Problems 8-12
Skill worksheets:83,111-112,114-
orksheets: EW39,41-44,46,48
oject:EP6
MCA-III MATH TEST SPECIFICATIONS ACROSS GRADES
STANDARD
BENCHMARK
4.1.1.1 Demonstrate fluency with multiplication and

division facts.
Item Specifications:
Factors are limited to 19
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
Vocabulary allowed in items: vocabulary given at
previous grades
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
Standard 4.1.1:
Demonstrate mastery
of multiplication and
division basic facts; 4.1.1.4 Estimate products and quotients of multi-digit
multiply multi-digit
whole numbers by using rounding, benchmarks and
numbers; solve realplace value to assess the reasonableness of results.
world and
mathematical
Assessed within 4.1.1.5
problems using
arithmetic.
(MCA, 810 items) 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

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 oneor 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
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.
12
Vocabulary allowed in items: equivalent, numerator,
denominator, improper fraction, mixed numbers,
compare and vocabulary given at previous grades
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.
Standard 4.1.2:
Represent and
12
compare fractions
Vocabulary
allowed
in
items:
numerator, denominator
and decimals in
and
vocabulary
given
at
previous grades
real-world and
mathematical
situations; use
place value to
understand how
Standard 4.1.2:
Represent and
12
compare fractions
Vocabulary
allowed
in
items:
numerator, denominator
and decimals in
and vocabulary given at previous grades
real-world and
mathematical
situations; use
place value to
understand how
4.1.2.4: Read and write decimals with words and
decimals represent symbols; use place value to describe decimals in terms
quantities.
of thousands, hundreds, tens, ones, tenths, hundredths
(MCA, 1012 items)
and thousandths.
Vocabulary allowed in items: decimal and vocabulary
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 >
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
4.2.1.1: Create and use input-output rules involving

addition, subtraction, multiplication and division to
Standard 4.2.1: Use solve problems in various contexts. Record the inputs
input-output rules,
and outputs in a chart or table.
tables and charts to
represent patterns When creating a rule from pairs, 3 input-output pairs
and relationships and must be given; pairs are not required to be consecutive
to solve real-world
Output should not exceed 100
and mathematical
problems.
previous grades
(MCA, 45 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.
Standard 4.2.2: Use
Variables,
boxes or blanks may be used to represent
number sentences
unknown numbers
involving
Vocabulary
allowed
in items: variable and vocabulary
multiplication,
given
at
previous grades
division and
unknowns to
represent and solve
4.2.2.2: Use multiplication, division and unknowns to
real-world and
mathematical
sentence. Use number sense, properties of
problems; create realmultiplication and the relationship between
world situations
multiplication and division to find values for the
corresponding to
unknowns that make the number sentences true.
number sentences.
(MCA, 45 items)
unknown numbers
Vocabulary allowed in items: variable and vocabulary
S
4.3.1.1: 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: 90
Vocabulary allowed in items: vertex and vocabulary
Standard 4.3.1:
Name, describe,
classify and sketch
polygons.
(MCA, 45 items)
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
Vocabulary allowed in items: vertex, congruent, and
4.3.2.1: Measure angles in geometric
Standard 4.3.2:
Understand angle
and area as
measurable
attributes of realworld and
mathematical
objects. Use
various tools to
measure angles
and areas.
(MCA, 57 items)
4.3.2.2: Compare angles according to size. Classify

angles as acute, right and obtuse.
Allowable notation: 90, angle arc
previous grades
4.3.2.3: Understand that the area of a twodimensional 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 11 unit squares and
viewing these as grouped into rows and columns.
Vocabulary allowed in items: area, and vocabulary
4.3.2.4: Find the areas of geometric figures and realworld objects that can be divided into rectangular
shapes. Use square units to label area measurements.
Vocabulary allowed in items: area, and vocabulary
4.3.3.1: Apply translations (slides) to figures.

Vocabulary allowed in items: translation, reflection,
rotation, symmetry, congruent, transformation, image,
4.3.3.2: Apply reflections (flips) to figures by reflecting
over vertical or horizontal lines and relate reflections to
lines of symmetry.
rotation, symmetry, congruent, vertical, horizontal,
Standard 4.3.3: Use
transformation, image, and vocabulary given at
translations,
previous grades
reflections and
rotations to establish
4.3.3.3: Apply rotations (turns) of 90 clockwise or
congruency and
counterclockwise.
understand
symmetries.
(MCA, 34 items)
rotation, symmetry, congruent, clockwise,
counterclockwise, transformation, image, and
reflections and
rotations to establish
congruency and
understand
symmetries.
(MCA, 34 items)
4.3.3.3: Apply rotations (turns) of 90 clockwise or

counterclockwise.
rotation, symmetry, congruent, clockwise,
counterclockwise, transformation, image, and
4.3.3.4: Recognize that translations, reflections and

rotations preserve congruency and use them to show
that 2 figures are congruent.
rotation, symmetry, congruent, transformation, image,
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.
Standard 4.4.1:
Collect, organize,
Denominators
are limited to 2, 3, 4, 5, 6, 8, 10 and
display and interpret
12
data, including data
Decimals are limited to hundredths
collected over a
period of time and When interpreting data, displays may include tables,
bar graphs, timelines, Venn diagrams, line plots and
data represented by
pictographs
fractions and
Vocabulary allowed in items: timeline, Venn diagram,
decimals.
survey, and vocabulary given at previous grades
(MCA, 68 items)
Alignment to Math
BENCHMARK ASSSESSMENT Problems taken from

Practice C

Fact Fluency
Unit
Unit 1
Emma is putting photographs in 7 booklets. She puts 8

photographs in each booklet. What is the total number of
photographs that Emma puts into booklets?
A. 15
B. 54
C. 56
D. 72
Unit 5

A. 90
B. 900
C. 9,000
D. 90,000
100 x 90
Unit 5

28 x 59
A. 590
B. 1,482
C. 1,552
D. 1,652
Unit 5
Unit 7
Which shows the best estimate of the quotient? 2,510 51

A. about 5
B. about 50
C. about 500
D. about 5,000
Unit 5
Jesse's coahc buys 15 soccer jerseys for $15 each. She

also buys 15 pairs of soccer shorts. Each pair of shorts
costs $12. How much more does Jesse's coach spend on
jerseys than on shorts?
A. $45
B. $180
C. $225
D. $405
jerseys than on shorts?

A. $45
B. $180
C. $225
D. $405
Unit 7
Trisha wants to read a book that is 264 pages long. She

decides to read an equal number of pages every day for
24 days. How many pages should Trisha read every day?
A. 11
B. 12
C. 14
D. 18
Unit 9
Use the number lines. Which shows an equivalent

fraction for 6/10 ?
A. 1/5
B. 2/5
C. 3/5
D. 4/5
Unit 9
Use the number lines. Which number sentence is true?
Unit 9
Ruby has 5/6 pound of oats. She uses 2/6 pound for
breakfast. What amount of oats does Ruby have left?
Unit 11
Which shows the sum written as a decimal?

A. 0.219
B. 2.019
C. 2.19
D. 2.219
Unit 11
Compare. Which symbol makes the statement true?
Unit 11
What is 0.75 writtten as a fraction?
Unit 11
What is 2.26 rounded to the nearest tenth?
STRAND 2: ALGEBRA
(MCA, 810 items)
Unit 8
Which rule can you use to extend the pattern?
Unit 7
Neal divides 15 pounds of gravel equally among the

aquariums in the science center. Which equation shows how
many pounds of gravel, g, will be put in each of the
aquariums, a?
Unit 7
What is the value of a?
(MCA, 1215 items)

Unit 2
Alexis draws a triangle with 3 acute angles. What term

best describes the triangle Alexis draws?
A. acute
B. equilateral
C. obtuse
D. right
Unit 2
John draws a quadrilateral with 2 pairs of parallel sides

and no right angles. What is the name of the
quadrilateral?
A. rectangle
B. parallelogram
C. square
D. trapezoid
Measure angles in geometric figures and real-world objects with a protractor or angle ruler.
Unit 4
Helene draws an angle. What kind of angle does Helene

draw?
A. acute
B. obtuse
C. right
D. straight
Unit 2
What is the area of the figure?

A. 11 square units
B. 24 square units
C. 28 square units
D. 32 square units
Unit 2
David draws a sketch of the new deck he will build on the back
of his house. Find the area of the deck in square feet. Show
your work.
Unit 4
Which set of figures shows a translation?
Unit 4
Marks cuts a pair of figures out of construction paper. Then he

uses them to model some transformations. Which of these
transformations shows a reflection?
Unit 4
Kayla cuts a figure out of a sheet of paper. How should Kayla

move the figure to make a rotation?
Unit 4
Kayla cuts a figure out of a sheet of paper. How should Kayla

move the figure to make a rotation?
Unit 4
Tyler makes a translation by sliding a figure in a straight line.

Which statement is true?

(MCA, 68 items)
Unit 9
Rebecca makes a double bar graph to record the number

of hats and scarves she sold in the first two days of the
fair. How many hats and scarves did Rebecca sell both
days?
A. 7
B. 8
C. 9
D. 15
Assessment Options on the CIES Web Site

(does not include Math Expression
PRETESTED
Quizzes and Test or MCA Practice Tests)
Multiplication Facts 0, 1, 2, 5, 9 Test A, B, C;

Multiplication Facts 3, 4, 6, 7, 8 Test A, B, C;
Division Facts 0, 1, 2, 5, 9 Test A, B, C; Division
Facts 3, 4, 6, 7, 8 Test A, B, C
Numbers and Operations: Multiplication-Place

Value
Numbers and Operations: MultiplicationMultiplication
Numbers and Operations: Division and

Estimation-Estimation/Rounding
Numbers and Operation: Word ProblemsWord Problems
TAUGHT
ASSESSED
Numbers and Operations:Division and

Estimation-Division
Number and Operations: Fractions-Equilivant

Fractions
Number and Operations: Fractions-Locate,

Order and Compare Fractions
Number and Operations: Fractions-Add and

Subtract Fractions
Number and Operations: Decimals-Read/Write

Decimals
Number and Operations: Decimals-Compare/

Order Fractions
Number and Operations: Decimals-Decimal

Equilivants; Number and Operations: FractionsEquilivant Fractions; Number and Operations:
Fractions-Read/Write Fractions
Number and Operations: Decimals-Round

Decimals
Input Output Assessment
Number Sentence Assessment
Number Sentence Assessment
Polygons and Angles:Triangles Assessment
Polygons and Angles:Quadrilaterals Assessment
tor or angle ruler.
Classify Angles Assessment
Area of Rectangles and Squares Assessment
Complex Figures Assessment
Translations, Reflections, Rotations Assessment
Transformations and Congruency Assessment
Data Assessment
STANDARD
BENCHMARK
5th GRADE
STRAND 1: NUMBER AND
(MCA, 1822 items) (MCA-Mo

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
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
Standard 5.1.1:
Divide multi-digit
lowest terms
numbers; solve real Items may require interpretation of when decimals
world and
should be rounded (e.g., with money)
mathematical
Vocabulary allowed in items: remainder, and
problems using
arithmetic.
(MCA, 68 items)
(MCA-Modified, 46
5.1.1.3: Estimate solutions to arithmetic prob
items)
Item S
Assess
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
Solutions are less than 1,000,000
Multiplication is limited to no more than three-digit

requiring addition, subtraction, multiplication and
division of multi-digit whole numbers. Use various
strategies, including the inverse relationships between
Solutions are less than 1,000,000
Multiplication is limited to no more than three-digit
numbers by no more than three-digit numbers
Division is limited to no more than four-digit numbers
by no more than two-digit numbers
lowest terms
previous grades
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
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.
Standard 5.1.2:
Read, write,
represent and
5.1.2.3: Order fractions and decimals, including mixed
compare fractions
numbers and improper fractions, and locate on a
and decimals;
number line.
recognize and write
equivalent fractions; Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12,
convert between
15, 16 and 20
fractions and
Mixed numbers are less than 10
decimals; use
fractions and
decimals in real-world
and mathematical
5.1.2.4: Recognize and generate equivalent decimals,
situations.
fractions, mixed numbers and improper fractions in
(MCA, 68 items)
various contexts.
(MCA-Modified, 34
Item
Specifications:
items)
Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12,
15, 16, 20, 25, 50 and 100
5.1.2.5: Round numbers to the nearest 0.1, 0.01 and

0.001.
Numbers can be given up to millionths
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
Items do not require conversion between fractions
and decimals
previous grades
5.1.3.2: Model addition and subtraction of fractions

and decimals using a variety of representations.
Standard 5.1.3: Add
limited to 2, 3, 4, 5, 6, 8, 10 and 12
and subtract
fractions, mixed
Items do not require conversion between fractions
numbers and
and decimals
decimals to solve
real-world and
previous grades
mathematical
problems.
(MCA, 68 items)
(MCA-Modified, 46
5.1.3.3: Estimate sums and differences of
items)
decimals and fractions to assess the
reasonableness of results.
requiring addition and subtraction of decimals,
fractions and mixed numbers, including those involving
measurement, geometry and data.
limited to 2, 3, 4, 5, 6, 8, 10 and 12
Fractions and decimals may be used within the same
item
previous grades

Fractions and decimals may be used within the same
item
previous grades
STRAND 2: ALGE
(MCA, 1014 items) (MCA-Mo
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
Standard 5.2.1:
be shown, though not necessarily consecutively
Recognize and
In a table or graph, 3 input-output pairs must be
represent patterns of
given; pairs are not required to be consecutive
change; use patterns,
tables, graphs and
previous grades
rules to solve realworld and
mathematical
problems.
(MCA, 46 items) 5.2.1.2: Use a rule or table to represent ordered pairs
(MCA-Modified, 34 of positive integers and graph these ordered pairs on a
coordinate system.
items)
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
5.2.2.1: Apply the commutative, associative and
distributive properties and order of operations to
generate equivalent numerical expressions and to
Standard 5.2.2: Use
solve problems involving whole numbers.
properties of
arithmetic to
Expressions may not contain nested parentheses
generate equivalent
numerical
Vocabulary
allowed in items: expression, and
expressions and
evaluate expressions
involving whole
numbers.
(MCA, 23 items)
(MCA-Modified, 12
items)
Standard 5.2.3:
Understand and
interpret equations
and inequalities
involving variables
and whole numbers,
5.2.3.1: Determine whether an equation or inequality

involving a variable is true or false for a given value of
the variable.
Vocabulary allowed in items: inequality, and

Standard 5.2.3:
Understand and
interpret equations
and inequalities
involving variables
5.2.3.2: Represent real-world situations using
and whole numbers, equations and inequalities involving variables. Create
and use them to
real-world situations corresponding to equations and
represent and solve
inequalities.
real-world and
mathematical
< and > symbols are allowed
problems.
(MCA, 46 items)
(MCA-Modified, 34 5.2.3.3: Evaluate expressions and solve equations
items)
involving variables when values for the variables are
given.
Vocabulary allowed in items: expression, and
Standard 5.3.1:
Describe, classify,
and draw
representations of
three-dimensional
figures.
(MCA, 34 items)
(MCA-Modified, 23
items)
STRAND 3: GEOMETRY AND

(MCA, 810 items) (MCA-Mod
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 threedimensional figure.
Vocabulary allowed in items: net, cylinder, cube,
prism, pyramid, edge, face, base, three-dimensional,
triangular, rectangular, and vocabulary given at
previous grades
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
Standard 5.3.2:
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
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
Standard 5.3.2:
Surface
areas
and
volumes are no more than 360
Determine the area
Vocabulary allowed in items: surface area, volume,
of triangles and
net, and vocabulary given at previous grades
quadrilaterals;
determine the
surface area and
volume of
5.3.2.3: Understand that the volume of a threerectangular prisms
dimensional
figure can be found by counting the total
in various
number
of
same-sized cubic units that fill a shape
contexts.
without
gaps
or overlaps. Use cubic units to label
(MCA, 56 items)
volume
measurements.
(MCA-Modified, 45
items)
5.3.2.4: Develop and use the formulas V = wh 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,
STRAND 4: DATA AN
(MCA, 68 items) (MCA-Mod
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,
Standard 5.4.1: minimum, maximum, and vocabulary given at previous
grades
Display and interpret
data; determine
mean, median and
range.
5.4.1.2: Create and analyze double-bar graphs and
(MCA, 68 items)
line graphs by applying understanding of whole
(MCA-Modified, 68 numbers, fractions and decimals. Know how to create
items)
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
data; determine
mean, median and
range.
5.4.1.2: Create and analyze double-bar graphs and
(MCA, 68 items)
line graphs by applying understanding of whole
(MCA-Modified, 68 numbers, fractions and decimals. Know how to create
items)
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 , 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
Alignment to
Math
BENCHMARK ASSSESSMENT Problems taken

from Practice C
PRETESTED
822 items) (MCA-Modified, 1114 items)

What is the quotient?
Unit 2
Unit 3
Unit
Unit
Unit
Unit
Unit
3
5
7
9
11
Peyton buys a 25-pack of canned cat food. She uses

3 cans each day to feed her cats. How many full days
will she be able to feed her cats with the pack, and
how many cans will she have left on the last day?
e solutions to arithmetic problems in order to assess the reasonableness of results.

Unit 1
Unit 2
Unit 7
A hot dog company makes 3,920 hot dogs in a week.

The company packs the hot dogs into packages with
16 hot dogs each. How many packages of hot dogs
can the company make in one week?
Unit 1
Unit 2
Unit 7
A hot dog company makes 3,920 hot dogs in a week.

The company packs the hot dogs into packages with
16 hot dogs each. How many packages of hot dogs
can the company make in one week?
Unit 3
Unit 5
Unit 7
Lindsay weighs her pet dog on a scale for animals.

Her dog weighs 33.801 pounds. What is 333.801
written in word form?
Unit 3
Unit 5
Unit 7
What is 0.01 more than 13.222?
Unit
Unit
Unit
Unit
3
5
7
9
Which correctly compares7/8 and 0.8?
Unit
Unit
Unit
Unit
3
5
7
9
Which decimal is equilavent to 5/8 ?
Penny divides 1 by 8 and finds that the quotient is

0.125. What is the quotient rounded to the nearest
hundredth?
Lesley buys a gallon of whole milk for $4.14 and a

quart of skim milk for $1.55. Which shows how much
she pays for the whole milk and the skim milk
together?
Sadie has $0.98. She spends 40.45 cents on a

banana. Shade the model to show $0.98 - $0.45. How
much money does Sadie have left?
Lizzy makes $12.14 selling lemonade on a street

corner. She spends $4.22 on the supplies for the
lemonade, including cups and straws. About how
much money does Lizzy make after she subtracts the
amount she spends on supplies?
A jeweler uses 15 1/4 grams of silver for the chain of
a necklace. She then attaches a pendant to the chain
that has a mass of 6 5/8 grams. What is the toatl
mass of the necklace with the chain and the
pendant?
STRAND 2: ALGEBRA
(MCA, 1014 items) (MCA-Modified, 79 items)
claire and her friends are selling ice cream bars at a
Unit 1
school fair to raise money for school supplies. The
Unit 8
table shows how much money they will make selling
ice cream bars. Write the rule for the table and find
Unit 10
out how much money they will make if they sell 200
Unit 11
ice cream bars.
Unit
Unit
Unit
Unit
1
8
10
11
Which table shows the ordered pairs for the equation

y = x - 6?
Unit 1
Unit 8
Which expression uses the Distributive Property to

simply the following expression?
2 x 89
Unit 1
Unit 2
Unit 5
Unit
8
Unit 10
Unit 11
Which inequality is true if the value of y is 5?
Unit
8
Unit 10
Unit 11
Unit 1
Unit 2
Unit 5
Unit
8
Unit 10
Unit 11
Mrs. Kim is buying three ties for her sons for a family
weding. She has $40 to spend on the ties. If the ties
are the same price, which inequality can she use to
determine how much she can spend on each tie?
Unit 1
Unit 2
Unit 5
Unit 8
Unit 10
Unit
11
What is the value of the expression if g = 15?

A. 5
B. 6
C. 8
D. 15

Which solid figure has 6 edges?
Unit 12
Unit 12
What sokid figure can you create using this net?
Unit 2
Unit 6
Unit 12
What is the area of the triangle?
Unit 2
Unit 6
Unit 12
Hailey draws the net for a solid figure on a gird. Each

square on the gride is one square centimeter. What is
the surface area of Hailey's solid figure?
Unit 2
Unit 6
Unit 12
Hailey draws the net for a solid figure on a gird. Each

square on the gride is one square centimeter. What is
the surface area of Hailey's solid figure?
Unit 6
Unit 12
What is the volume of the solid figure?
Unit 6
Unit 12
What is the voume of this rectangular prism?

Enrique has four textbooks in his backpack. He writes
Unit 3
the number of pages in ech book in a table. What is
Unit 4
the range of the number of pages In his textbooks?
Unit 7
Unit 3
Unit 4
Unit 7
Evan asks all of the boys and girls in his class to ame
their favorite type of music. He used the data to
make a double bar graph. How many more boys
prefer rock to jazz?
Unit 3
Unit 4
Unit 7
Evan asks all of the boys and girls in his class to ame
their favorite type of music. He used the data to
make a double bar graph. How many more boys
prefer rock to jazz?
f results.
TAUGHT
ASSESSED
STANDARD
BENCHMARK
Alignment to Course 2
BENCHMARK ASSESSMENT from Sa

CIES site
6th GRADE

6.1.1.1: Locate positive rational numbers on a number Chapter
line and plot pairs of positive rational numbers on a
Chapter
coordinate grid.
Chapter
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
2
4
6
6.1.1.2: Compare positive rational numbers

Chapter 2
represented in various forms. Use the symbols <, = Chapter 4
and >.
Chapter 6
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%, , 1:4
Percents must be between 1 and 100, inclusive
Vocabulary allowed in items: percent, ratio, and
Standard 6.1.1:
Read, write,
represent and
compare positive
rational numbers
6.1.1.4: Determine equivalences among fractions,
expressed as
decimals and percents; select among these
fractions, decimals,
representations to solve problems.
percents and ratios;
write positive
Allowable notation: 50%, , 0.95, 0.25
integers as products
Percents must be between 1 and 100, inclusive
of factors; use these
representations in
previous grades
real-world and
6.1.1.5: Factor whole numbers; express a whole
mathematical
number
as a product of prime factors with exponents.
situations.
(MCA, 57 items)
Prime factors are not greater than 13
(MCA-Modified, 47
Numbers
being factored are less than 1,000
items)
Vocabulary allowed in items: prime factor, prime
factorization, exponent, power, base, and vocabulary
Which of the following shows the decima

from greatest to least?
Chapter 8
Chapter 9
Which fraction is equivalent to 15%?
Chapter 2
Chapter 4
Chapter
8
Chapter
9
At video Mania, 35% of all the rental mov

comedies. What is this percentage as a fr
simplest form?
Chapter 1
Chapter 4
What is the correct prime factorization of
6.1.1.6: Determine greatest common factors and least Chapter

common multiples. Use common factors and common
Chapter
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
Standard 6.1.2:
Understand the
Which of the folowing on the number line

0.01?
4
5
What is the greatest common factor of 50
1
4
5
8
13
What missing number make the fractions

equivalent?
6.1.1.7: Convert between equivalent representations

of positive rational numbers.
Conversions are limited to within a representation
(e.g., 7/4=1 and 32 =33, not 0.5=1/2)
Vocabulary allowed in items: exponent, integer, and
Chapter
Chapter
Chapter
Chapter
Chapter
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: , 1 to 4, 1:4, 1 out of 4
Vocabulary allowed in items: ratio, and vocabulary
Chapter 4
Chapter 8
Mr. David's class has 12 boys and 15 girls

the ratio of boys to girls?
Vocabulary allowed in items: ratio, and vocabulary
6.1.2.2: Apply the relationship between ratios,

Standard 6.1.2:
equivalent fractions and percents to solve problems in
Understand the
various contexts, including those involving mixtures
concept of ratio and
and concentrations.
its relationship to
fractions and to the
Allowable ratio notation: , 1 to 4, 1:4, 1 out of 4,
multiplication and
25%
division of whole
Rates may be expressed using the word per
numbers. Use ratios
Vocabulary allowed in items: ratio, percent, and
to solve real-world
and mathematical
6.1.2.3: Determine the rate for ratios of quantities
problems.
with different units.
(MCA, 26 items)
(MCA-Modified, 13 Allowable ratio notation: , 1 to 4, 1:4, 1 out of 4
items)
Vocabulary allowed in items: rate, ratio, unit rate,
6.1.2.4: Use reasoning about multiplication and
division to solve ratio and rate problems.
Vocabulary allowed in items: rate, ratio, and
Chapter 4
Chapter 8
Chapter 9
Chapter 8
Chapter 8
A kennel is boarding 12 dogs and 15 cats

equation can be used to find the percent
at the kennel that are cats?
If Denise makes $48 for 6 hours of babys

is her hourly rate?
The rate on a cell phone is $0.22 per min

Parvone uses her phone for 2 hours, how
she pay?
6.1.3.1: Multiply and divide decimals and fractions Chapter 2

using efficient and generalizable procedures, including
Chapter 4
standard algorithms.
Chapter 5
Vocabulary allowed in items: reciprocal, and
What is the value of the expression below
6.1.3.2: Use the meanings of fractions,

Chapter 2
multiplication, division and the inverse
Chapter 4
relationship between multiplication and division
Chapter 5
to make sense of procedures for multiplying and
dividing fractions.
Which decimal multiplication problem is r

by the model below?
Standard 6.1.3:
Multiply and divide
decimals, fractions
6.1.3.3: Calculate the percent of a number and
Chapter 9
and mixed numbers;
determine what percent one number is of another
Chapter
solve real-world and
number to solve problems in various contexts.
mathematical
13
problems using
Percents are not less than 1
arithmetic with
Percents over 100 are 110, 125, 150 and 200
positive rational
Vocabulary allowed in items: percent, and vocabulary
numbers.
(MCA, 57 items)
(MCA-Modified, 35
6.1.3.4: Solve real-world and mathematical problems Chapter 1
items)
requiring arithmetic with decimals, fractions and mixed
Chapter 3
numbers.
Chapter 4
Chapter 6
Items are limited to no more than two operations
Chapter 7
Vocabulary allowed in items: reciprocal, and
Chapter 8
6.1.3.5: Estimate solutions to problems with
Chapter 2
whole numbers, fractions and decimals and use
Chapter 4
the estimates to assess the reasonableness of
Chapter 5
results in the context of the problem.
Assessed within 6.1.3.
Tarik left a 22% tip for the waitress who s

family. The meal cost $82.50. How much
leave?
Sidney spnt $13.12 on bottled water. If b

cost $0.82 per gallon, how many gallons
did Sidney buy?
Frank is training for a triathlon. He swims

week. Each day he swims about 3.8 kilom
About how far does Frank swim in a week
STRAND 2: ALGEBRA

6.2.1.1: Understand that a variable can be used to
represent a quantity that can change, often in relation
to another changing quantity. Use variables in various
contexts.
Standard 6.2.1:
Allowable multiplication notation: 3x, xy, 34, 3(4)
Recognize and
Equations will not contain exponents
represent
Vocabulary allowed in items: evaluate, and
relationships between
varying quantities;
translate from one
representation to
another; use
patterns, tables,
graphs and rules to
Chapter 7
Which of the following describes the expr

5x + 8?
represent
varying quantities;
translate from one
representation to
another; use
patterns, tables,
graphs and rules to
mathematical
problems.
(MCA, 45 items)
(MCA-Modified, 23
items)

Vocabulary allowed in items: evaluate, and
6.2.1.2: Represent the relationship between two

varying quantities with function rules, graphs and
tables; translate between any two of these
representations.
Vocabulary allowed in items: translate, function,
coordinate grid, and vocabulary given at previous
grades
Standard 6.2.2: Use

6.2.2.1: Apply the associative, commutative and
properties of
distributive properties and order of operations to
arithmetic to
generate equivalent expressions and to solve problems
generate equivalent
involving positive rational numbers.
numerical
expressions and
evaluate expressions
involving positive
Vocabulary allowed in items: order of operations,
rational numbers.
simplify, and vocabulary given at previous grades
(MCA, 23 items)
(MCA-Modified, 12
items)
Chapter 7
Chapter 8
Look at the input-output table. What is th

this table?
Chapter 6
Chapter 7
Which expression below is equal to this e
6.2.3.1: Represent real-world or mathematical

Chapter
situations using equations and inequalities involving
Standard 6.2.3:
variables and positive rational numbers.
Understand and
interpret equations Allowable multiplication notation: 3x, xy, 34, 3(4), x2
and inequalities
<, > and = symbols are allowed
involving variables
and positive
previous grades
rational numbers.
Use equations and
inequalities to
6.2.3.2: Solve equations involving positive rational Chapter
represent realnumbers
using number sense, properties of arithmetic
world and
and
the
idea
of maintaining equality on both sides of
mathematical
problems; use the the equation. Interpret a solution in the original context
and assess the reasonableness of results.
idea of maintaining
equality to solve
Allowable
multiplication
notation: 3x, xy, 34, 3(4), x2
equations.
Vocabulary allowed in items: reasonable, and
Interpret solutions
in the original
context.
(MCA, 68 items)
(MCA-Modified, 57
items)
The home football team was losing 35 to

time. Which inequality could be used to s
many points the home team needs to sco
the game? Let p represent the number of
needed.
Which is the first step in solving the equa

x - 9 = 12?

6.3.1.1: Calculate the surface area and volume of
What is the surface area of the prism?
Chapter 12
prisms and use appropriate units, such as cm2 and
cm3. Justify the formulas used. Justification may
involve decomposition, nets or other models.
Allowable notation: 3 square centimeters, 3 cm sq, 3
cm2
previous grades
6.3.1.2: Calculate the area of quadrilaterals.
Standard 6.3.1:
Quadrilaterals
include squares, rectangles, rhombuses,
Calculate perimeter,
parallelograms,
trapezoids and kites. When formulas
area, surface area
are used, be able to explain why they are valid.
and volume of twoItem Specifications:
and three
Congruent
side
marks (hash marks) may be used
dimensional figures
Allowable
notation:
3 square centimeters, 3 cm sq, 3
to solve real-world
cm2
and mathematical
Vocabulary
allowed
in
items: vocabulary given at
problems.
previous
grades
(MCA, 35 items)
(MCA-Modified, 34
items)
6.3.1.3: Estimate the perimeter and area of irregular
figures on a grid when they cannot be decomposed
into common figures and use correct units, such as cm
and cm2.
Chapter 10
Chapter 11
What is the area of a parallelogram that h

length of 6 cenimenters, a base length of
centimeters, and a height of 4 centimete
Chapter 11 may
need to
supplement
What is the perimeter of the shaded area
(MCA-Modified, 34
items)
6.3.1.3: Estimate the perimeter and area of irregular
figures on a grid when they cannot be decomposed
into common figures and use correct units, such as cm
and cm2.
cm2
previous grades
6.3.2.1: Solve problems using the relationships
between the angles formed by intersecting lines.
Allowable notation: A, mA , ABC
Vocabulary allowed in items: intersecting, vertical,
adjacent, complementary, supplementary, straight,
hypotenuse, leg, and vocabulary given at previous
grades
6.3.2.2: Determine missing angle measures in a
triangle
using the fact that the sum of the interior
Standard 6.3.2:
Understand and use angles of a triangle is 180. Use models of triangles to
illustrate this fact.
angles in geometric
figures.
Vocabulary allowed in items: adjacent,

(MCA, 35 items)
complementary, supplementary, interior, exterior,
(MCA-Modified, 34
hypotenuse, leg, and vocabulary given at previous
items)
grades
6.3.2.3: Develop and use formulas for the sums of the
interior angles of polygons by decomposing them into
triangles.
Vocabulary allowed in items: interior, diagonal, and
Chapter 11 may
need to
supplement
What is the perimeter of the shaded area
Chapter 10
What is the measure of angle x?
Chapter 10
What is the value of x in the triangle?
Chapter 10 may
need to
supplement
What is the sum of the interior angle mea

the shape?
6.3.3.1: Solve problems in various contexts involving Chapter

conversion of weights, capacities, geometric
Standard 6.3.3:
measurements and times within measurement systems
Choose appropriate
using appropriate units.
units of measurement
and use ratios to
Vocabulary allowed in items: customary, metric,
convert within
capacity, and vocabulary given at previous grades
measurement
systems to solve real6.3.3.2: Estimate weights, capacities and geometric Chapter
world and
measurements using benchmarks in measurement
mathematical
systems with appropriate units.
problems.
(MCA, 23 items)
Vocabulary
allowed
in items: customary, metric,
(MCA-Modified, 12
capacity,
and
vocabulary
items)
How many paper cups can Gloria fill com

this container of juice?
Pamela found the length of her bedroom

centimeters, meters, inches, and feet. Th
of units found are: 10, 350, 120, and 3. H
inches long is Pamela's bedroom?

6.4.1.1: Determine the sample space (set of possible Chapter 2
What is a possible sample space for tossi
outcomes) for a given experiment and determine which
coins?
Chapter 13
members of the sample space are related to certain
events. Sample space may be determined by the use
of tree diagrams, tables or pictorial representations.
Size of the sample space will not exceed 36
Vocabulary allowed in items: probability, outcome,
tree diagram, event, random, sample space,
combinations, and vocabulary given at previous grades
6.4.1.2: Determine the probability of an event using

the ratio between the size of the event and the size of
the sample space; represent probabilities as percents,
fractions and decimals between 0 and 1 inclusive.
Understand that probabilities measure likelihood.
Size of the sample space is no more than 100
Standard 6.4.1: Use
probabilities to solve Vocabulary allowed in items: probability, outcome,
event, likely, unlikely, certain, impossible, ratio,
real-world and
random, sample space, and vocabulary given at
mathematical
previous grades
problems; represent
probabilities using
fractions, decimals
and percents.
(MCA, 68 items)
(MCA-Modified, 68
items)
Chapter 13
Jimmy has a sock drawer with 12 white so

black socks, 8 green socks, and 2 red soc
reaches in and randomly takes out one so
the probability that it will be red?
mathematical
problems; represent
probabilities using
fractions, decimals
and percents.
6.4.1.3: Perform experiments for situations in which
(MCA, 68 items)
(MCA-Modified, 68 the probabilities are known, and compare the resulting
relative frequencies with the known probabilities; know
items)
that there may be differences.
event, theoretical, frequency, relative frequency,
random, and vocabulary given at previous grades
Chapter 13
6.4.1.4: Calculate experimental probabilities from Chapter

experiments; represent them as percents, fractions and
decimals between 0 and 1 inclusive. Use experimental
probabilities to make predictions when actual
probabilities are unknown.
Size of the sample space is no more than 100
event, experimental, frequency, predict, random, and
13
A coin is flipped 12 times. Which experim

outcome is most consistent with theoreti
probabiliies?
Toni rolled a number cube 20 times and r

results below. Based on her experimenta
is the probability of rolling a 3?
ARK ASSESSMENT from Sample on

CIES site
NS
912 items)
folowing on the number line represents
following shows the decimals in order

t to least?
on is equivalent to 15%?
ia, 35% of all the rental movies are

hat is this percentage as a fraction in
m?
orrect prime factorization of 36?
greatest common factor of 50 and 385?
g number make the fractions
lass has 12 boys and 15 girls. What is

oys to girls?
Pretested
Taught
Postested
oarding 12 dogs and 15 cats. Which

be used to find the percent of animals
l that are cats?
kes $48 for 6 hours of babysitting, what

rate?
a cell phone is $0.22 per minute. If

s her phone for 2 hours, how much does
value of the expression below?
al multiplication problem is represented

l below?
2% tip for the waitress who served his

meal cost $82.50. How much tip did Tarik
$13.12 on bottled water. If bottled water

er gallon, how many gallons of water
uy?
ing for a triathlon. He swims 4 days a

day he swims about 3.8 kilometers.
ar does Frank swim in a week?
811 items)
following describes the expression
nput-output table. What is the rule for
ssion below is equal to this expression?
otball team was losing 35 to 10 at half

nequality could be used to show how
the home team needs to score to win
et p represent the number of points
first step in solving the equation

?
MENT
tems)
urface area of the prism?
area of a parallelogram that has a side

enimenters, a base length of 12
and a height of 4 centimeters?
perimeter of the shaded area?
perimeter of the shaded area?
measure of angle x?
value of x in the triangle?
um of the interior angle measures of
aper cups can Gloria fill completely with

r of juice?
d the length of her bedroom using

meters, inches, and feet. The numbers
d are: 10, 350, 120, and 3. How many
s Pamela's bedroom?
ems)
ssible sample space for tossing two
sock drawer with 12 white socks, 8

8 green socks, and 2 red socks. If he
nd randomly takes out one sock, what is
ty that it will be red?
ped 12 times. Which experimental

most consistent with theoretical
number cube 20 times and recorded her

w. Based on her experimental data, what
ility of rolling a 3?
STANDARD
BENCHMARK
7th GRADE
STRAND 1: NUMBER AND OPERATIO
(MCA, 1216 items) (MCA-Modified

7.1.1.1: Know that every rational number can be
written as the ratio of two integers or as a terminating
or repeating decimal. Recognize that is not rational,
but that it can be approximated by rational numbers
such as 22/7 and 3.14.
Allowable notation: . . . . , (written as a symbol, not
as pi)
Vocabulary allowed in items: terminating, repeating,
7.1.1.2: Understand that division of two integers will
always result in a rational number. Use this information
to interpret the decimal result of a division problem
when using a calculator.
Vocabulary allowed in items: terminating, repeating,
Standard 7.1.1:
Read, write,
represent and
compare positive and
7.1.1.3: Locate positive and negative rational
negative rational
numbers on a number line, understand the concept of
numbers, expressed
opposites, and plot pairs of positive and negative
as integers, fractions
rational numbers on a coordinate grid.
and decimals.
(MCA, 46 items)
Vocabulary allowed in items: opposite, coordinate,
(MCA-Modified, 24
origin, and vocabulary given at previous grades
items)
7.1.1.4: Compare positive and negative rational

numbers expressed in various forms using the symbols
<, >, =, , and .
previous grades
7.1.1.5: Recognize and generate equivalent
representations of positive and negative rational
numbers, including equivalent fractions.
previous grades
numbers, including equivalent fractions.

previous grades
7.1.2.1: Add, subtract, multiply and divide positive

and negative rational numbers that are integers,
fractions and terminating decimals; use efficient and
generalizable procedures, including standard
algorithms; raise positive rational numbers to wholenumber exponents.
previous grades
7.1.2.2: Use real-world contexts and the inverse
relationship between addition and subtraction to
explain why the procedures of arithmetic with negative
rational numbers make sense.
Vocabulary allowed in items: inverse and vocabulary
Standard 7.1.2:
Calculate with
7.1.2.3: Understand that calculators and other
positive and
negative rational computing technologies often truncate or round
numbers.
numbers, and
rational numbers
with whole number
exponents, to
7.1.2.4: Solve problems in various contexts involving
solve real-world
calculations with positive and negative rational
and mathematical
numbers and positive integer exponents, including
problems.
computing simple and compound interest.
(MCA, 810 items)
(MCA-Modified, 47
Vocabulary
allowed in items: simple interest,
items)
compound interest, and vocabulary given at previous
grades
7.1.2.5: Use proportional reasoning to solve problems

involving ratios in various contexts.
Vocabulary allowed in items: proportion and
7.1.2.6: Demonstrate an understanding of the
relationship between the absolute value of a rational
number and distance on a number line. Use the symbol
for absolute value.
Vocabulary allowed in items: absolute value and
STRAND 2: ALGEBRA
(MCA, 1620 items) (MCA-Modified, 912
Standard 7.2.1:
Understand the
concept of
proportionality in
real-world and
mathematical
situations, and
distinguish between
proportional and
other relationships.
(MCA, 12 items)
(MCA-Modified, 12
items)
7.2.1.1: Understand that a relationship between two

variables, x and y, is proportional if it can be expressed
in the form y/x=k or y=kx. Distinguish proportional
relationships from other relationships, including
inversely proportional relationships (xy=k or y=k/x).
Vocabulary allowed in items: proportional, inversely,
7.2.1.2: Understand that the graph of a proportional

relationship is a line through the origin whose slope is
the unit rate (constant of proportionality). Know how to
use graphing technology to examine what happens to
a line when the unit rate is changed.
Vocabulary allowed in items: proportional, origin,
slope, and vocabulary given at previous grades
7.2.2.1: Represent proportional relationships with

tables, verbal descriptions, symbols, equations and
graphs; translate from one representation to another.
Determine the unit rate (constant of proportionality or
slope) given any of these representations.
Vocabulary allowed in items: proportional, origin,
slope, and vocabulary given at previous grades
Standard 7.2.2:
Recognize
proportional
relationships in
real-world and
mathematical
situations;
7.2.2.2: Solve multi-step problems involving
represent these
proportional relationships in numerous contexts.
and other
relationships with
Contexts
may
include (but are not limited to)
tables, verbal
discounts, tax, and percent of change
descriptions,
Vocabulary allowed in items: proportional and
symbols and
graphs; solve
problems involving
proportional
7.2.2.3: Use knowledge of proportions to assess
relationships and
the reasonableness of solutions.
explain results in
the original
Assessed within 7.2.2.1 and 7.2.2.2
context.
(MCA, 68 items)
situations
using equations and inequalities involving
(MCA-Modified, 34
variables
and
positive and negative rational numbers.
items)
previous grades

(MCA, 68 items)
situations
using equations and inequalities involving
(MCA-Modified, 34
variables
and
positive and negative rational numbers.
items)
previous grades
7.2.3.1: Use properties of algebra to generate

equivalent numerical and algebraic expressions
containing rational numbers, grouping symbols and
whole number exponents. Properties of algebra include
associative, commutative and distributive laws.
Standard 7.2.3:
Apply understanding
Items
must not have context
of order of operations
Vocabulary allowed in items: simplify and vocabulary
and algebraic
properties to
generate equivalent
numerical and
algebraic expressions 7.2.3.2: Evaluate algebraic expressions containing
containing positive
rational numbers and whole number exponents at
and negative rational
specified values of their variables.
numbers and
grouping symbols;
Expressions contain no more than 3 variables
evaluate such
Vocabulary allowed in items: evaluate, substitute,
expressions.
(MCA, 46 items)
(MCA-Modified, 24
7.2.3.3: Apply understanding of order of
items)
operations and grouping symbols when using
calculators and other technologies.
Assessed within 7.2.3.1 and 7.2.3.2
Standard 7.2.4:
7.2.4.1: Represent relationships in various contexts
Represent real-world
with equations involving variables and positive and
and mathematical
negative rational numbers. Use the properties of
situations using
equality to solve for the value of a variable. Interpret
equations with
the solution in the original context.
variables. Solve
equations
symbolically, using
previous grades
the properties of
equality. Also solve
7.2.4.2: Solve equations resulting from proportional
equations graphically
relationships in various contexts.
and numerically.
Interpret solutions in
the original context.
previous grades
(MCA, 46 items)
(MCA-Modified, 24
items)
STRAND 3: GEOMETRY AND MEASURE

7.3.1.1: Demonstrate an understanding of the
proportional relationship between the diameter and
circumference of a circle and that the unit rate
(constant of proportionality) is . Calculate the
circumference and area of circles to solve problems in
various contexts.
Standard 7.3.1: Use Allowable notation: (written as a symbol, not as
reasoning with
pi)
proportions and ratios Items may assess finding the area and arc length of a
to determine
sector
measurements,
Items do not assess finding the perimeter of a sector
justify formulas and
Vocabulary allowed in items: radius, diameter,
circumference, and vocabulary given at previous
mathematical
grades
problems involving
circles and related
geometric figures.
(MCA, 45 items)
7.3.1.2: Calculate the volume and surface area of
(MCA-Modified, 36
cylinders and justify the formulas used.
items)
Units must be consistent throughout an item;
conversions are not allowed
Vocabulary allowed in items: radius, diameter,
circumference, cylinder, lateral area, and vocabulary
7.3.2.1: Describe the properties of similarity, compare
geometric figures for similarity and determine scale
factors.
Allowable notation: ~ (similar), (congruent),
(segment FG), FG (length of segment FG)
Vocabulary allowed in items: similar, corresponding,
scale factor, and vocabulary given at previous grades
7.3.2.2: Apply scale factors, length ratios and area

ratios to determine side lengths and areas of similar
geometric figures.
Allowable notation: ~ (similar), (congruent),
(segment FG), FG (length of segment FG)
scale factor, and vocabulary given at previous grades
Standard 7.3.2:
Analyze the effect of
change of scale,
7.3.2.3: Use proportions and ratios to solve problems
translations and
involving scale drawings and conversions of
reflections on the
measurement units.
attributes of twoItem
Specifications:
dimensional figures.
Conversions are limited to no more than 2 per item
(MCA, 45 items)
Standard 7.3.2:
Analyze the effect of
change of scale,
7.3.2.3: Use proportions and ratios to solve problems
translations and
involving scale drawings and conversions of
reflections on the
measurement units.
attributes of twoItem
Specifications:
dimensional figures.
Conversions
are
limited
to no more than 2 per item
(MCA, 45 items)
Vocabulary
allowed
in
items:
similar, corresponding,
(MCA-Modified, 36
scale
drawing,
conversion,
and
vocabulary given at
items)
previous grades
7.3.2.4: Graph and describe translations and

reflections of figures on a coordinate grid, and
determine the coordinates of the vertices of the figure
after the transformation.
Allowable notation: J and J (labels for points before
and after transformation)
Allowable translation notation: (x, y) (x + 3, y 2)
Images may be reflected over vertical lines,
horizontal lines and the lines y=x and y=x
previous grades

7.4.1.1: Design simple experiments, and collect data.
Determine mean, median and range for quantitative
data and from data represented in a display. Use these
quantities to draw conclusions about the data, compare
different data sets and make predictions.
Data displays are limited to no more than 10
categories
Data
displays
from
previous grades may be used
Standard 7.4.1: Use
Vocabulary
allowed
in
items: stem-and-leaf plot, and
mean, median and
vocabulary
given
at previous grades
range to draw
conclusions about
data and make
predictions.
(MCA, 35 items) 7.4.1.2: Describe the impact that inserting or deleting
(MCA-Modified, 35 a data point has on the mean and the median of a data
set. Know how to create data displays using a
items)
spreadsheet to examine this impact.
Data sets are limited to no more than 10 data points
Vocabulary allowed in items: outlier and vocabulary
7.4.2.1: Use reasoning with proportions to display and

interpret data in circle graphs (pie charts) and
Standard 7.4.2:
histograms. Choose the appropriate data display and
Display and interpret know how to create the display using a spreadsheet or
data in a variety of
other graphing technology.
ways, including circle
graphs and
Circle graphs have no more than 6 sectors
histograms.
Histograms have no more than 5 intervals
(MCA, 12 items) Vocabulary allowed in items: circle graph, histogram,
(MCA-Modified, 12
frequency table, and vocabulary given at previous
items)
grades
7.4.3.1: Use random numbers generated by a
calculator or a spreadsheet or taken from a table
to simulate situations involving randomness,
make a histogram to display the results and
compare the results to known probabilities.
Standard 7.4.3:
Calculate
probabilities and
reason about
7.4.3.2: Calculate probability as a fraction of sample
probabilities using
space or as a fraction of area. Express probabilities as
proportions to solve
percents, decimals and fractions.
real-world and
mathematical
problems.
previous grades
(MCA, 35 items)
(MCA-Modified, 35
7.4.3.3: Use proportional reasoning to draw
items)
conclusions about and predict relative frequencies of
outcomes based on probabilities.
previous grades
EXPECTED DATE TO TEACH

BENCHMARK
MBER AND OPERATIONS
MCA-Modified, 79 items)
BENCHMARK ASSESSMENT
D 2: ALGEBRA
(MCA-Modified, 912 items)
ETRY AND MEASUREMENT

: DATA ANALYSIS
STANDARD
BENCHMARK
8th GRADE
STRAND 1: NUMBER AND OPERATIO

(MCA, 68 items) (MCA-Modified, 67 i
8.1.1.1: Classify real numbers as rational or irrational.
Know that when a square root of a positive integer is
not an integer, then it is irrational. Know that the sum
of a rational number and an irrational number is
irrational, and the product of a non-zero rational
number and an irrational number is irrational.
Allowable notation: square root
Vocabulary allowed in items: irrational, real, square
root, radical, and vocabulary given at previous grades
8.1.1.2: Compare real numbers; locate real numbers

on a number line. Identify the square root of a positive
integer as an integer, or if it is not an integer, locate it
as a real number between two consecutive positive
integers.
Allowable notation: square root
Vocabulary allowed in items: square root, radical,
consecutive, and vocabulary given at previous grades
Standard 8.1.1:
Read, write, compare,
classify and represent
8.1.1.3: Determine rational approximations for
real numbers, and
solutions to problems involving real numbers.
use them to solve
problems in various
Allowable notation:
contexts.
Vocabulary allowed in items: square root, radical,
(MCA, 68 items) consecutive, and vocabulary given at previous grades
(MCA-Modified, 67
items)
8.1.1.4: Know and apply the properties of positive and
negative integer exponents to generate equivalent
numerical expressions.
Allowable notation: -x2, (-x)2, -32, (-3)2
Expressions may be numeric or algebraic
previous grades
8.1.1.5: Express approximations of very large and

very small numbers using scientific notation;
understand how calculators display numbers in
scientific notation. Multiply and divide numbers
expressed in scientific notation, and express the
answer in scientific notation, using the correct number
of significant digits when physical measurements are
involved.
Vocabulary allowed in items: scientific notation,
significant digits, standard form, and vocabulary given
at previous grades
STRAND 2: ALGEBRA
(MCA, 2430 items) (MCA-Modified,

8.2.1.1: Understand that a function is a relationship
between an independent variable and a dependent
variable in which the value of the independent variable
determines the value of the dependent variable. Use
functional notation, such as f(x), to represent such
relationships.
Vocabulary allowed in items: independent,
dependent, constant, coefficient, and vocabulary given
at previous grades
8.2.1.2: Use linear functions to represent relationships
in which changing the input variable by some amount
leads to a change in the output variable that is a
constant times that amount.
Vocabulary allowed in items: independent,
dependent, constant, coefficient, and vocabulary given
at previous grades
Standard 8.2.1:
8.2.1.3: Understand that a function is linear if it can
Understand the
be expressed in the form f(x)=mx+b or if its graph is a
concept of function in
straight line.
real-world and
mathematical
Vocabulary allowed in items: linear, constant,
situations, and
coefficient, and vocabulary given at previous grades
distinguish between
linear and non-linear
functions.
8.2.1.4: Understand that an arithmetic sequence is a
(MCA, 45 items)
linear function that can be expressed in the form
(MCA-Modified, 24
f(x)=mx+b, where x=0, 1, 2, 3, .
items)
Vocabulary allowed in items: nth term, arithmetic
sequence, geometric sequence, linear function, nonlinear function, progression, common difference, and
Allowable notation: items must specify the domain as
x=1, 2, 3, 4, or x = 1, 2, 3, 4,
(MCA-Modified, 24
items)
linear function that can be expressed in the form

f(x)=mx+b, where x=0, 1, 2, 3, .
sequence, geometric sequence, linear function, nonlinear function, progression, common difference, and
x=1, 2, 3, 4, or x = 1, 2, 3, 4,
8.2.1.5: Understand that a geometric sequence is a
non-linear function that can be expressed in the form
f(x)=abx, where x=0, 1, 2, 3, .
sequence, geometric sequence, linear function, nonlinear function, exponential, progression, common
ratio, and vocabulary given at previous grades
x=1, 2, 3, 4, or x = 1, 2, 3, 4,
8.2.2.1: Represent linear functions with tables, verbal

descriptions, symbols, equations and graphs; translate
one representation to another.
Vocabulary allowed in items: linear function, and
8.2.2.2: Identify graphical properties of linear
functions including slopes and intercepts. Know that
the slope equals the rate of change and that the yintercept is zero when the function represents a
proportional relationship.
Coordinates used for determining slope must contain
integer values
Vocabulary allowed in items: linear function,
intercept, and vocabulary given at previous grades
Standard 8.2.2:
Recognize linear
functions in realworld and
mathematical
8.2.2.3: Identify how coefficient changes in the
situations; represent
equation f(x)=mx+b affect the graphs of linear
linear functions and
functions. Know how to use graphing technology to
other functions with
examine these effects.
tables, verbal
descriptions, symbols
Vocabulary allowed in items: linear function,
and graphs; solve
intercept, coefficient, constant, and vocabulary given
problems involving
at previous grades
these functions and
explain results in the
8.2.2.4: Represent arithmetic sequences using
original context.
equations,
tables, graphs and verbal descriptions, and
(MCA, 46 items)
use them to solve problems.
(MCA-Modified, 24
items)
sequence, geometric sequence, linear function, nonlinear function, progression, and vocabulary given at
previous grades
(MCA, 46 items) equations, tables, graphs and verbal descriptions, and

(MCA-Modified, 24
items)
previous grades
8.2.2.5: Represent geometric sequences using
equations, tables, graphs and verbal descriptions, and
previous grades
8.2.3.1: Evaluate algebraic expressions, including
expressions containing radicals and absolute values, at
specified values of their variables.
Directives may include: simplify, evaluate
previous grades
Standard 8.2.3:
Generate equivalent
numerical and
8.2.3.2: Justify steps in generating equivalent
algebraic expressions
expressions
by identifying the properties used,
and use algebraic
including the properties of algebra. Properties include
properties to
the
associative, commutative and distributive laws and
evaluate expressions.
the
order of operations, including grouping symbols.
(MCA, 35 items)
(MCA-Modified, 24
Items
must not have context
items)
Vocabulary allowed in items: associative,
commutative, distributive, identity, property, order of
operations, and vocabulary given at previous grades
8.2.4.1: Use linear equations to represent situations

involving a constant rate of change, including
proportional and non-proportional relationships.
previous grades
8.2.4.2: Solve multi-step equations in one variable.

Solve for one variable in a multi-variable equation in
terms of the other variables. Justify the steps by
identifying the properties of equalities used.
previous grades
8.2.4.3: Express linear equations in slope-intercept,

point-slope and standard forms, and convert between
these forms. Given sufficient information, find an
equation of a line.
Vocabulary allowed in items: slope-intercept form,
point-slope form, standard form, and vocabulary given
at previous grades
8.2.4.4: Use linear inequalities to represent
relationships in various contexts.
Inequalities contain no more than 1 variable
previous grades
Standard 8.2.4:
Represent realworld and
mathematical
8.2.4.5: Solve linear inequalities using properties of
situations using
inequalities. Graph the solutions on a number line.
equations and
inequalities
involving linear
previous grades
expressions. Solve
equations and
inequalities
symbolically and with equations and inequalities involving the absolute
graphically.
value of a linear expression. Solve such equations and
Interpret solutions inequalities, and graph the solutions on a number line.
in the original
context.
(MCA, 1015 items)
previous grades
(MCA-Modified, 79
items)
using systems of linear equations. Solve systems of
linear equations in two variables symbolically,
graphically and numerically.
Vocabulary allowed in items: system of equations,
undefined, infinite, intersecting, identical, and
8.2.4.8: Understand that a system of linear
equations may have no solution, one solution or
an infinite number of solutions. Relate the
number of solutions to pairs of lines that are
intersecting, parallel or identical. Check whether
a pair of numbers satisfies a system of two linear
equations in two unknowns by substituting the
numbers in both equations.
a pair of numbers satisfies a system of two linear

equations in two unknowns by substituting the
numbers in both equations.
8.2.4.9: Use the relationship between square roots
and squares of a number to solve problems.
Items may assess the interpretation of square roots
based on the context of the item
Vocabulary allowed in items: square root and
STRAND 3: GEOMETRY AND MEASURE

8.3.1.1: Use the Pythagorean Theorem to solve
problems involving right triangles.
Congruent angle marks may be used
Vocabulary allowed in items: Pythagorean Theorem
8.3.1.2: Determine the distance between two points
Standard 8.3.1:
on a horizontal or vertical line in a coordinate system.
Solve problems
Use the Pythagorean Theorem to find the distance
involving right
between any two points in a coordinate system.
triangles using the
Pythagorean Theorem Graphs are not provided when finding horizontal or
and its converse.
vertical distance
(MCA, 35 items)
Vocabulary allowed in items: Pythagorean Theorem
(MCA-Modified, 34
items)
8.3.1.3: Informally justify the Pythagorean
Theorem by using measurements, diagrams and
computer software.
8.3.2.1: Understand and apply the relationships
between the slopes of parallel lines and between the
slopes of perpendicular lines. Dynamic graphing
software may be used to examine these relationships.
previous grades
Standard 8.3.2:
Solve problems
involving parallel and 8.3.2.2: Analyze polygons on a coordinate system by
determining the slopes of their sides.
perpendicular lines
on a coordinate
Vocabulary
allowed
in items: vocabulary given at
system.
previous
grades
(MCA, 35 items)
(MCA-Modified, 34
items)
involving parallel and 8.3.2.2: Analyze polygons on a coordinate system by

determining the slopes of their sides.
perpendicular lines
on a coordinate
system.
previous grades
(MCA, 35 items)
(MCA-Modified, 34
8.3.2.3: Given a line on a coordinate system and the
items)
coordinates of a point not on the line, find lines through
that point that are parallel and perpendicular to the
given line symbolically and graphically.
previous grades

(MCA, 68 items) (MCA-Modified, 67 i
8.4.1.1: Collect, display and interpret data using
scatterplots. Use the shape of the scatterplot to
informally estimate a line of best fit and determine an
equation for the line. Use appropriate titles, labels and
units. Know how to use graphing technology to display
scatterplots and corresponding lines of best fit.
Data sets are limited to no more than 30 data points
Vocabulary allowed in items: scatterplot, line of best
fit, correlation and vocabulary given at previous grades
Standard 8.4.1:
Interpret data using
scatterplots and
approximate lines of
best fit. Use lines of
best fit to draw
8.4.1.2: Use a line of best fit to make statements
conclusions about
about approximate rate of change and to make
data.
predictions
about values not in the original data set.
(MCA, 68 items)
(MCA-Modified, 67
items)
fit, and vocabulary given at previous grades
8.4.1.3: Assess the reasonableness of predictions

using scatterplots by interpreting them in the original
context.
fit, and vocabulary given at previous grades
EXPECTED DATE TO TEACH

BENCHMARK
MBER AND OPERATIONS

BENCHMARK ASSESSMENT
D 2: ALGEBRA
ETRY AND MEASUREMENT

: DATA ANALYSIS

4 4 Math Standards and Benchmarks

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MCA-III MATH 3rd Grade TEST SPECIFICATIONS

3.1.1.2 Use place value to describe whole numbers

efficient and generalizable procedures based on

3.1.2.2 Use addition and subtraction to solve real-world

3.1.2.3 Represent multiplication facts using a variety of

3.1.2.5 Use strategies and algorithms based on

3.1.3.1 Read and write fractions with words and

3.2.2.1 Understand how to interpret number sentences

Item Specifications Items may require identification

3.3.3.2 Know relationships among units of time.

3.3.3.4 Use an analog thermometer to determine

BENCHMARK ASSESSMENT Problems

STRAND 1: NUMBER AND OPERATIONS

MCA: 20-24 ITEMS TESTED

What is sixty-three thousand, five hundred

Unit 1: Lessons 1-4, including Going Furthe

Which shows another way to write the number

Unit 1: Lessons 1-4, including Going Furthe

Mrs. Bernard has $4,367 in her bank account.

Unit 1: Lessons 5-15

What is 6,478 rounded to the nearest

Unit 5: Lessons 1-3,

The table shows how many people were at a

Unit 5: Lessons 1-3,

What is the difference?

Unit 3, Lessons 1-9

District created Math Test: Unit

Berry has 459 pennies. His sister Tracey has

Unit 3, Lessons 1-9

Unit 7 (0-5, 9, 10)

What multiplication fact does the number line

Unit 7, All lessons

Unit 7 (0-5, 9, 10)

Rico has 24 books to put on shelves. He wants

Unit 7, All lessons

What is the product?

In which figure is 1/4 the smallest?

Nora writes these fractions for a recipe.

Dimitri has 48 baseball cards. He puts 8 cards Unit 9 Assessment 1

Luis does sit-ups to warm up for gym class, He

Unit 7: All Lessons

Luis does sit-ups to warm up for gym class, He

STRAND 3: GEOMETRY AND MEASUREMENT

Unit 7: All Lessons

MCA: 10 - 13 ITEMS TESTED

Which shows two parallel lines?

Will drawa a palne figure with four sides and

Unit 4, All lessons

What is the perimeter of the figure?

Use a centimeter ruler. What is the perimeter

Unit 8 Quick Quiz 1

Lucas and his friends arrive at the zoo at the

Harry's family vacation starts on August 6.

Rob buys a marker for 35. He pays with a $1

Unit 5: Lessons 4-7

STRAND 4: DATA ANALYSIS

ent Options on CIES Web Site PRETESTED TAUGHT ASSESSED

1-4, including Going Further 1.2 and Extension

Math Test: Unit 1 Assessment 1 (10 items on

1-4, including Going Further 1.2 and Extension

Math Test: Unit 1 Assessment 1 (10 items on

/ Skill worksheets 178,186