measures of academic progress (map) utah state-aligned … math... · 2014-08-13 · page 1 of 22...

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UT Goal Structure Version 3 Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum

Measures of Academic Progress (MAP) Utah State-Aligned Version 3 The NWEA Goal Structure is a document that represents the content and structure of a state’s standards documents. Goal structures are created through an alignment process that links state standards documents to the NWEA item bank. The MAP tests and associated reports for teachers and students are based upon this structure and alignment. The alignment process begins with a thorough review of a state’s standards documents by NWEA’s curriculum specialists. The general goal areas or strands within a state’s standards that appear across grade levels become the goals in the goal structure (indicated below as bold). Areas in a state’s standards documents that are determined to be sub-domains of the goals/strands become the sub-goals in the goal structure (indented under each goal below). Goal and sub-goal names from the Goal Structure are shortened for technical reasons to create the headings in DesCartes. Report Names are shortened further to accommodate report specifications.

Mathematics 2-5 Goal Structure Mathematics 2-5 DesCartes Mathematics 2-5 Report Names

Standard I: Number and Operations* Standard I (Number and Operations) Number and Operations

Represent whole numbers and decimals in a variety of ways / model and illustrate integers: model, read, and write numerals from hundredths to one millions; write whole numbers to 99,999 in expanded form; order, compare, and represent whole numbers by using models and symbolic representations; identify the place and the value of a given digit in a five-digit numeral, including decimals to tenths; demonstrate multiple ways to represent numbers; classify whole numbers from 2 to 20 as prime or composite and 0 and 1 as neither prime nor composite, using models; identify square numbers using models; represent repeated factors using exponents up to three (e.g., 8=2x2x2=2^3); identify, read, and locate integers on a number line; describe situations where integers are used in the students’ environment

Represent Whole Numbers, Decimals, and Integers

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Identify relationships among whole numbers, fractions, decimals, and percents: identify relationships; use a variety of strategies to determine if a number is even or odd; order and compare whole numbers, decimals to tenths, and fractions (including mixed numbers), using a variety of methods and symbols; rewrite mixed numbers and improper fractions from one form to the other; represent, model and calculate equivalent forms of a fraction and describe the process used; represent commonly used fractions as decimals and percents in various ways

Relationships: Whole No, Frac, Dec, Percent

Model and illustrate meanings of operations and describe how they relate: model addition and subtraction of two- and three- digits whole numbers in a variety of ways; model strategies for whole number multiplication (e.g., partial product, lattice) or division (e.g., partial quotient); identify the dividend, divisor, and quotient regardless of the division symbol used; represent remainders as whole numbers, decimals, or fractions; describe the meaning of remainders as they apply to problems from the students’ environment (e.g., If there are 53 people, how many vans are needed if each van holds 8 people?); describe the effect of place value when multiplying and dividing whole numbers and decimals by 10, 100, and 1,000; determine whether a whole number is divisible by 2, 3, 5, 9, and/or 10, using the rules of divisibility; model addition, subtraction, and multiplication of fractions and decimals (e.g., using objects and a number line); select or write number sentences that can be used to solve a two-step problem

Meanings and Relationships of Operations

Solve problems using the four operations with whole numbers, decimals, and fractions: determine when it is appropriate to use estimation, mental math strategies, paper and pencil, or a calculator; use estimation strategies to determine whether results obtained using a calculator are reasonable; apply and describe the strategy used to compute up to a 3-digit addition or subtraction problem; find the sum and difference of four-digit numbers and describe the process used

Whole Numbers: Add and Subtract

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Multiply up to a three-digit whole number by a one- or two-digit whole number; divide up to a three-digit whole number dividend by a one-digit divisor

Whole Numbers: Multiply and Divide

Use fractions to communicate parts of the whole: divide regions, sets of objects, and line segments into equal parts using a variety of models and illustrations, and name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths; represent mixed numbers, improper fractions, and the simplest form of fractions in a variety of ways; determine which of two fractions is greater using a model or illustration; add, subtract, and multiply fractions

Fractions: Parts of Whole, Add, Subtract, Multiply

Add and subtract decimals to the hundredths place; simplify expressions, without exponents, using the order of operations

Decimals: Add and Subtract

Standard II: Algebra Standard II (Algebra) Algebra Recognize, analyze, and use patterns and describe their attributes: analyze and make predictions about patterns involving whole numbers, decimals, and fractions using a variety of tools including organized lists, tables, objects, and variables; extend patterns and describe a rule for predicting the next element

Patterns: Attributes, Recognize, Analyze, and Use

Represent, solve, and analyze mathematical situations using algebraic symbols: use the <, >, = symbols to compare two expressions involving addition, subtraction, multiplication, and division; recognize a variety of symbols for multiplication and division; recognize that a variable (n, x) represents an unknown quantity and that a given variable maintains the same value throughout an expression or equation

Variables and Expressions: Represent and Analyze

Solve one-step equations involving whole numbers and a single variable; use expressions or one-step equations to represent real-world situations

Equations: Solve and Analyze

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Standard III: Geometry Standard III (Geometry) Geometry Describe, identify, and analyze characteristics and properties of geometric shapes: identify and draw points, lines, line segments, and endpoints; identify and draw perpendicular lines; draw, label, and describe rays; identify and draw parallel lines and intersecting lines

Points, Lines, and Planes

Describe an angle as two rays sharing a common endpoint; label an angle as acute, obtuse, right, or straight; identify the vertex of an angle; identify right, obtuse, and acute angles; identify, name, draw, sort, and compare circles, triangles, and parallelograms; identify and describe equilateral, isosceles, scalene, right, acute, and obtuse triangles; identify and describe quadrilaterals (i.e., rectangles, squares, rhombuses, trapezoids, kites); classify polygons (e.g., quadrilaterals, pentagons, hexagons, octagons) by the number of sides and corners; identify the vertices of a polygon

2-D and 3-D Shapes; Characteristics and Properties

Specify locations and describe spatial relationships using coordinate geometry: locate points defined by ordered pairs in the first quadrant; write an ordered pair for a point in the first quadrant; specify possible paths between locations on a coordinate grid and compare distances of the various paths

Coordinate Geometry: Location and Spatial Relation

Visualize and identify geometric shapes after applying transformations: determine whether a circle, triangle, square, or rectangle has a line of symmetry, and draw lines of symmetry on triangles, squares, circles, rectangles, and a variety of other polygons; identify a slide (translation) or a flip (reflection) of a shape across a line; demonstrate the effect of a slide (translation), flip (reflection), or a turn (rotation) on a figure, using manipulatives; compare corresponding angles of two triangles and determine whether the triangles are similar; compare two polygons to determine whether they are congruent or similar; identify and describe spheres, cones, cylinders, pyramids and prisms; relate cubes, cylinders, cones, pyramids, and prisms to the two-dimensional shapes (nets) from which they were created

Transformations: Visualize and Identify Shapes

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Standard IV: Measurement Standard IV (Measurement) Measurement Identify and describe measurable attributes of objects and units of measurement: identify the appropriate tools for measuring length, weight, and volume; describe the relationship among metric units of length (i.e., millimeter, centimeter, meter, kilometer); describe the relationship among customary units of weight (i.e., ounce, pound); convert units of measurement within the metric system and convert units of measurement within the customary system; estimate length, volume, and weight using metric and customary units

Attributes and Units: Length, Weight, Capacity

Identify the appropriate tools for measuring temperature and time; sequence a series of events of a day in order by time (e.g., breakfast at 7:00, school begins at 9:00); identify the name and value of a penny, nickel, dime, quarter, and dollar; determine the value of a combination of coins and bills that total $20.00 or less; convert units of measurement within the metric system and convert units of measurement within the customary system

Attributes and Units: Time, Temperature, Money

Determine measurements using appropriate tools and formulas: measure the length of objects to the nearest 1/8 of an inch, foot, and yard or to the nearest centimeter and meter; measure volume and measure weight using grams, kilograms, and pounds; measure capacity using milliliters, liters, cups, pints, quarts, and gallons

Measure: Length, Weight, Capacity

Use a calendar to determine the day of the week and date; read, tell, and write time to the nearest minute, identifying am or pm; calculate elapsed time within am or pm time periods; read and record the temperature to the nearest degree (above and below zero) when using a thermometer with a Celsius or Fahrenheit scale; count back change for a single-item purchase and determine the amount of change to be received from a multiple-item purchase; measure angles using a protractor

Measure: Time, Temp, Money, Angles

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Identify the correct units of measurement for area, and perimeter in both metric and customary systems; estimate area using metric and customary units; calculate the perimeter of rectangles and triangles; calculate the area of squares and rectangles using a formula; determine possible perimeters, in whole units, for a rectangle with a fixed area and determine possible areas when given a rectangle with a fixed perimeter; identify the correct unit of measurement for volume in both metric and customary systems

Perimeter, Area, and Volume

Standard V: Data and Probability Standard V (Data and Probability) Data and Probability

Formulate and answer questions using statistical methods to compare data: formulate a question that can be answered by collecting data; collect, compare, and display data using an appropriate format (i.e., line plots, bar graphs, pictographs, circle graphs, line graphs); identify and distinguish between clusters and outliers of a data set

Data Collection, Display, and Analysis

Identify minimum and maximum values for a set of data; identify or calculate the mean, mode, and range; make predictions based on a data display; propose and justify inferences based on data

Range, Central Tendency, and Inferences

Apply basic concepts of probability: describe the results of events using the terms certain, equally likely, and impossible; collect, represent, and interpret data using tables, tally marks, pictographs, and bar graphs; describe the results of investigations involving random outcomes using a variety of notations (e.g., 4 out of 9, 4/9, 4:9); recognize that outcomes of experiments and samples are fractions between 0 and 1; predict the probability of an outcome in a simple experiment

Probability: Apply Basic Concepts

*Denotes that calculator use is not permitted in this goal or sub-goal of the test.

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Measures of Academic Progress (MAP) Utah State-Aligned Version 3

Mathematics 6+ Goal Structure Mathematics 6+ DesCartes Mathematics 6+ Report Names

Standard I: Number and Operations* Standard I (Number and Operations) Number and Operations

Represent real numbers in a variety of ways: model, read, and write numerals in expanded form; order, compare, and represent whole numbers by using models and symbolic representations; identify the place and the value of a given digit in a decimal numeral; demonstrate multiple ways to represent numbers

Represent Whole Numbers and Decimals

Represent, model and calculate equivalent forms of a fraction and describe the process used; represent commonly used fractions as decimals and percents in various ways; identify, read, and locate integers on a number line; describe situations where integers are used in the students’ environment; represent repeated factors using exponents; represent numbers using standard form, exponential, scientific and calculator notation; compare and order real numbers and choose appropriate forms for problems and solutions; recognize and use common irrational numbers; represent complex numbers in a variety of ways

Represent Real and Complex Numbers

Identify relationships among real numbers, complex numbers, and vectors and the operations involving these numbers: use a variety of strategies to determine if a number is even or odd; classify numbers as rational or irrational in the real number system; recognize and use the additive identity, e.g., 5 + 0 = 5 and the additive inverse, e.g., 8 + (-8) = 0; recognize the special multiplication properties of zero, e.g., if a times b = 0, then a = 0, b = 0 or a and b = 0; demonstrate the distribution of multiplication over addition or subtraction using a variety of manipulatives and symbolic representations; recognize and

Relationships of Real Numbers and Operations

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use the multiplicative identity, e.g., 1 x 2/3 = 2/3 and the multiplicative inverse, e.g., 4/5 x 5/4 = 1; describe the effect of place value when multiplying and dividing whole numbers and decimals by powers of 10; classify whole numbers as prime or composite and 0 and 1 as neither prime nor composite, using models; identify square numbers; determine whether a whole number is divisible by 2, 3, 5, 9, and/or 10, using the rules of divisibility; using the rules of divisibility; determine the prime factorization for a whole number; find the greatest common factor and least common multiple for two numbers using a variety of methods (e.g., list of multiples, prime factorization); model addition, subtraction, multiplication, and division of real numbers; recognize the inverse operations of addition and subtraction, multiplication and division, and squaring and finding square roots of perfect squares; relate properties and operations of rational numbers to irrational numbers; recognize that division by zero is not defined, e.g., 6/0 = no answer; add numbers using the Commutative and Associative Properties of Addition; multiply numbers using the Commutative and Associative Properties of Multiplication; recognize absolute value of a rational number as the value of its distance from zero and evaluate numerical and algebraic expressions containing absolute value; simplify numerical expressions using real numbers; identify matrices that can be added, subtracted, or multiplied; demonstrate that matrix multiplication is not commutative; identify additive and multiplicative identities and inverses of a matrix when they exist

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Divide regions, sets of objects, and line segments into equal parts using a variety of models and illustrations, and name and write a fraction to represent a portion of a unit whole; represent mixed numbers, improper fractions, and the simplest form of fractions in a variety of ways; determine which of two fractions is greater using a model or illustration; name equivalent forms for fractions, ratios, percents, and decimals (repeating or terminating); relate percents less than 1% or greater than 100% to equivalent fractions, decimals, whole numbers, and mixed numbers

Fractions, Ratios, Decimals, Percents

Compute fluently and make reasonable estimates: determine when it is appropriate to use estimation, mental math strategies, paper and pencil, or a calculator; use estimation strategies to determine whether results obtained using a calculator are reasonable; apply and describe the strategy used to add and subtract whole numbers

Whole Numbers: Add and Subtract

Multiply and divide whole numbers Whole Numbers: Multiply and Divide Add, subtract, multiply, and divide integers, fractions and decimals; simplify expressions, without exponents, using the order of operations; solve problems involving rational numbers using factors, multiples, prime factorization, relatively prime numbers, and common divisibility rules

Computation: Integers, Fractions, and Decimals

Compute with percents including those greater than 100% and those less than 1%; solve problems using ratios and proportions

Computation: Ratios, Percents, and Proportions

Choose appropriate and convenient forms of real numbers for solving problems and representing answers, e.g., radical form, multiples of pi, decimal, fraction, or percent; simplify numerical expressions with rational exponents and solve problems using real numbers; add, subtract, and multiply complex numbers; add, subtract, and multiply matrices using paper and pencil for simple cases and technology for more complicated cases; find the multiplicative inverse of a matrix using paper and pencil for a 2 x 2 and technology for larger matrices

Computation: Matrices, Real and Complex Numbers

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Standard II: Algebra Standard II (Algebra) Algebra Use patterns, relations, and functions to represent mathematical situations: analyze and make predictions about patterns involving whole numbers, decimals, and fractions using a variety of tools including organized lists, tables, objects, and variables; extend patterns and describe a rule for predicting the next element; compare and contrast relations and functions; use function notation; distinguish between linear and non-linear functions when given a table, equation, or graph; identify the domain and range of a relation or function when given a graph, equation, table, or ordered pairs; identify the domain and range of the absolute value, quadratic, and radical functions; find the compositions or combinations of two simple functions; find the inverse of a function by interchanging the values of domain and range, reflecting across the line y = x, or by using algebra; relate the sine, cosine, tangent, cosecant, secant, and cotangent to the unit circle; express angle measure in degrees or radians when given the trigonometric value; identify the domain and range of the sine, and cosine functions; identify the trigonometric relationships (sine, cosine, tangent) using right triangles and express them as fractions or decimals; solve problems using the properties of special right triangles, e.g., 30°, 60°, 90° or 45°, 45°, 90°; find the angle measure in degrees given the trigonometric ratio using a calculator; find the trigonometric ratio given the angle measure in degrees using a calculator; find missing parts of right triangles using sine, cosine, and tangent functions and their inverses; find missing parts of triangles using the law of sines and law of cosines

Patterns, Relations, Functions, Trigonometry

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Evaluate, solve, and analyze mathematical situations using algebraic properties and symbols: use the <, >, = symbols to compare two expressions involving addition, subtraction, multiplication, and division; recognize a variety of symbols for multiplication and division; recognize that a variable (n, x) represents an unknown quantity and that a given variable maintains the same value throughout an expression or equation; write algebraic expressions describing numerical patterns or relations; e.g., triangular numbers, square numbers, arithmetic sequences, and recursive sequences; simplify algebraic expressions, including those having integer exponents; evaluate numerical and algebraic expressions, formulas, and equations; add, subtract, multiply, and divide simple rational expressions; recognize that a^-n is defined as the reciprocal of a^n; recognize that rational exponents are used to represent radicals

Variables and Expressions: Represent and Analyze

Solve multi-step linear equations and inequalities algebraically and graphically; represent linear equations in slope-intercept form, y = mx + b, or standard form, ax + by = c; solve proportions that include algebraic first-degree expressions; solve linear formulas and literal equations for a specified variable, e.g., solve for p in i = prt; determine and explain the meaning of intercepts using real-world examples; determine the number of solutions for a system of linear equations; solve quadratic equations, first-degree absolute value equations, radical equations including those with extraneous roots, systems of equations with no more than three variables using technology; and single-variable quadratic inequalities, absolute value inequalities, and solve linear inequalities and systems of linear inequalities, identifying the boundary line(s) and solution area; write a quadratic equation when given the rational roots or zeroes of the function; write the equation of a circle in the form y = a(x - h)^2 + (y - k)^2 = r^2; develop and graph equations using two variables to represent real-world situations, e.g., the volume of an open box made by cutting the corners from a rectangular sheet

Equations, Inequalities, Systems: Solve, Analyze

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Represent quantitative relationships using mathematical models and symbols: solve real-world problems involving constant rates of change, e.g., distance, rate and time, hourly wages, rates of interest; use direct variation to model rates of change, e.g., if income = 40 hours times rate of pay, then increasing the rate of pay increases income; determine whether two lines are parallel when given the equations; write the equation of a line given ordered pairs, the slope and a point on the line, or the graph of a line; graph linear functions by plotting points, by finding x- and y-intercepts, using the slope-intercept form of a line, or by using the slope and any point on the line; identify horizontal and vertical lines given their equations; determine the slope of a line when given a set of ordered pairs, the graph, or the equation of the line; graph linear inequalities and systems of linear inequalities, identifying the boundary line(s) and solution area; find the vertex, maximum or minimum values, intercepts, and axis of symmetry of a quadratic or absolute value function, algebraically, graphically, and numerically; write the equation of a parabola in the form y = a(x - h)^2 + k by completing the square

Represent Quantitative Relationships

Standard III: Geometric and Spatial Relationships Standard III (Geometry) Geometry Analyze characteristics and properties of two- and three-dimensional shapes and develop mathematical arguments about geometric relationships: identify and draw points, lines, line segments, and endpoints; draw, label, and describe rays; differentiate between skew and parallel lines; determine whether coplanar lines are parallel or perpendicular; construct/copy segments, bisect segments, and create perpendicular lines and parallel lines using a compass and straight edge, technology, or other manipulatives

Points, Lines, and Planes

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Describe an angle as two rays sharing a common endpoint; label an angle as acute, obtuse, right, or straight; identify the vertex of an angle; identify right, obtuse, and acute angles; identify angle pairs as adjacent, complementary, supplementary, a linear pair, or vertical angles; construct/copy angles and bisect angles using a compass and straight edge, technology, or other manipulatives; draw geometric objects when given specified properties, e.g., side lengths or angle measures; classify and use the properties of acute, right, scalene, oblique, isosceles, equilateral, or equiangular triangles; solve problems from the real world using characteristics of special triangles, e.g., 3, 4, 5, right isosceles, and 30°, 60°, 90° triangles; identify the medians, altitudes, and angle bisectors of a triangle and the perpendicular bisectors of the sides of a triangle; identify the geometric mean formed by the altitude to the hypotenuse; classify a quadrilateral as a parallelogram, trapezoid, rectangle, square, rhombus, kite, or none of the above; classify polygons by their distinguishing characteristics; define pi as the ratio of the circumference to the diameter of a circle; identify radius, diameter, chord, secant, arc, sector, central angle, inscribed angle, and tangent for a circle; determine the locus of points satisfying given constraints; classify polyhedrons and other three-dimensional figures according to their properties

2-D and 3-D Shapes: Characteristics and Properties

Write a conditional statement and its converse, then determine the truth value of each statement; prove a statement false by using a counterexample; prove lines parallel or perpendicular using slope or angle relationships; prove congruency and similarity of geometric figures; solve problems using the Pythagorean Theorem

Mathematical Arguments and Pythagorean Theorem

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Specify locations and describe spatial relationships using coordinate geometry: locate points defined by ordered pairs in the first quadrant; write an ordered pair for a point in the first quadrant; specify possible paths between locations on a coordinate grid and compare distances of the various paths; find the distance between two given points and find the coordinates of the midpoint between them; solve problems using the distance formula; write an equation of a line perpendicular or parallel to a line through a given point; verify the classifications of geometric figures using coordinate geometry to find lengths and slopes; graph a circle given the equation in the form (x - h)^2 + (y - k)^2 = r^2; write the equation of a circle given its graph

Coordinate Geometry: Location and Spatial Relation

Solve problems using visualization, spatial reasoning, and geometric modeling: determine whether a circle, triangle, square, or rectangle has a line of symmetry, and draw lines of symmetry on triangles, squares, circles, rectangles, and a variety of other polygons; identify and perform a slide (translation) or a flip (reflection) of a shape across a line; demonstrate the effect of a slide (translation), flip (reflection), or a turn (rotation) on a figure; determine if two figures are congruent through a slide, flip, or turn; tessellate a plane using reflections, translations, and rotations; find missing parts of similar plane figures using proportional reasoning and geometric relationships; use corresponding sides and angles of similar shapes to describe relationships and solve problems; compare two polygons to determine whether they are congruent or similar; apply relationships among surface areas and volumes of similar objects; draw three-dimensional objects from different perspectives using nets, cross-sections, and two-dimensional views; sketch cross-sections of geometric solids

Visualization, Spatial Reasoning, and Modeling

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Standard IV: Measurement Standard IV (Measurement) Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement: identify the appropriate tools for measuring length, weight, and volume; describe the relationship among metric units of length (i.e., millimeter, centimeter, meter, kilometer); describe the relationship among customary units of weight (i.e., ounce, pound); convert units of measurement within the metric system and convert units of measurement within the customary system; estimate measurable quantities in both standard and metric units, e.g., a vase holds a little less than a quart or about a liter; a 10k run is about 6 miles; use common benchmarks to select appropriate methods for estimating measurements; e.g., the mass of a paper clip is approximately one gram; explain how the size of the unit used in measuring affects the precision; use a variety of estimation strategies to determine the reasonableness of answers; select and use an appropriate tool to measure a given attribute; convert from one unit of measure to an equivalent unit of measure using a given conversion factor, e.g., 60 miles/hour 1 hour/3600 sec 5280 ft/1mile = 88 ft/sec; convert unit measures within a system, e.g., cubic centimeters to milliliters, liters to milliliters; express the rate of change as a ratio of two different measures

Attributes, Units: Length, Weight, Capacity, Rate

Identify the appropriate tools for measuring temperature and time; sequence a series of events of a day in order by time (e.g., breakfast at 7:00, school begins at 9:00); identify the name and value of a penny, nickel, dime, quarter, and dollar; determine the value of a combination of coins and bills that total $20.00 or less; convert units of measurement within the metric system and convert units of measurement within the customary system

Attributes and Units: Time, Temp, Money, Angles

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Determine measurements using appropriate techniques, tools, and formulas: measure the length of objects to the nearest 1/8 of an inch, foot, and yard or to the nearest centimeter and meter; measure volume and measure weight using grams, kilograms, and pounds; measure capacity using milliliters, liters, cups, pints, quarts, and gallons

Measure: Length, Weight, Capacity, and Rate

Use a calendar to determine the day of the week and date; read, tell, and write time to the nearest minute, identifying am or pm; calculate elapsed time within am or pm time periods; read and record the temperature to the nearest degree (above and below zero) when using a thermometer with a Celsius or Fahrenheit scale; count back change for a single-item purchase and determine the amount of change to be received from a multiple-item purchase; measure angles using appropriate tools or technology and type of units

Measure: Time, Temperature, Money, and Angles

Measure lengths of designated sides and calculate perimeter and area using the correct size and type of units; estimate area using metric and customary units; estimate the area of an irregular region; calculate derived measures using formulas, e.g., areas; calculate the perimeter of rectangles and triangles; identify pi as the ratio of the circumference to diameter of a circle; develop formulas and calculate the circumference of circles and the areas of triangles, parallelograms, and trapezoids; find the area of regular polygon; determine possible perimeters, in whole units, for a rectangle with a fixed area and determine possible areas when given a rectangle with a fixed perimeter; find the length of an arc and the area of a sector using radian measure; solve real-world problems using geometric concepts and techniques; solve problems and express answers using appropriate units of measure to achieve the desired precision

Perimeter, Circumference, and Area

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Estimate volume using metric and customary units; measure lengths of designated sides and calculate volume using the correct metric or customary units; find the surface area and volume for prisms, cylinders, pyramids, cones, and spheres given the formula and the lateral area for a variety of geometric shapes and objects; calculate derived measures using formulas, e.g., velocities; represent vector quantities with correct notation; define sums and differences of vector quantities

Surface Area, Volume, and Vectors

Standard V: Data and Probability Standard V (Data and Probability) Data and Probability

Formulate and answer questions by collecting, organizing, and analyzing data: identify appropriate questions for data collection; collect, record, organize, and display a set of data using technology or other methods; make predictions using a box plot, scatter plot, or histogram for a given set of data; find a line of best fit by estimation, choosing two points, or using technology for a given set of data; interpolate and extrapolate data points using a line of best fit; determine the quadratic regression equation for a given set of bivariate data using technology; analyze the meaning of the maximum or minimum and intercepts of the regression equation as they relate to a given set of bivariate data; make predictions and estimations and determine their reasonableness using a regression equation; interpret the correlation between two variables as positive, negative, or having no correlation

Data Collection, Design, Display, and Analysis

Choose a measure of central tendency most appropriate to analyze a particular set of data; find mean, median, mode, and range for a data set; describe how an individual data point may affect the measures of central tendency; interpret and describe the spread of a set of data, e.g., range, box plot (box-and-whisker); identify the characteristics of a normal distribution; evaluate reported inferences or predictions based on a data set

Range, Central Tendency, Inference, and Prediction

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Apply basic concepts of probability: identify the difference between a permutation and a combination; calculate simple combinations and permutations of n objects taken r at a time; identify the probability of an event as being between zero (event not possible) and one (event certain); determine and express the probability of an event as a fraction, percent, ratio, or decimal; recognize that the sum of the probability of an event and the probability of its complement is equal to one; determine the odds of an event when given the probability, and determine the probability of an event when given the odds; determine whether a game or process is fair; compute simple probabilities using the fundamental counting principle or a tree diagram; identify mutually exclusive events; identify geometric probabilities by performing simulations involving length or area; solve problems using geometric probabilities

Probability: Apply Basic Concepts

*Denotes that calculator use is not permitted in this goal or sub-goal of the test.

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UT Goal Structure Version 3 Created by NWEA in 2005 Using UT 2003 Core Curriculum, Language Arts


Reading Goal Structure Reading DesCartes Reading Report Names

Strategies to Decode and Spell Unfamiliar Words Strategies to Decode and Spell Unfamiliar Words

Decode and Spell

Use phonological and phonemic awareness, concepts of print Use Phonemic Awareness, Concepts of Print Use phonics to decode words Use Phonics to Decode Words Use structural analysis to determine meaning Use Structural Analysis to Determine Meaning Use context clues to determine meaning Use Context Clues to Determine Meaning Use a variety of grade level words Use Variety of Grade Level Words

Understand, Interpret, Analyze Narrative, Informational Text [Literal Comprehension]

Understand Narrative and Informational Text Understand Narr, Inform Text

Recognize and use features of narrative, informational text Use Features of Narrative, Info Text Locate information from a variety of text Locate Information from a Variety of Text Identify topic/main idea from text; note details Identify Topic/Main Idea; Note Details Summarize important ideas/events Summarize Important Ideas/Events Identify different genres Identify Different Genres

Understand, Interpret, Analyze Narrative, Informational Text [Interpretive Comprehension]

Interpret Narrative and Informational Text Interpret Narr, Inform Text

Identify author’s purpose Identify Author's Purpose Predict, make inferences, and draw conclusions Predict, Make Inferences, and Draw

Conclusions

Recognize and interpret the elements of literature Recognize, Interpret the Elements of Literature Select a work for analysis/identify techniques Select a Work for Analysis/Identify

Techniques

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Understand, Interpret, Analyze Narrative, Informational Text [Evaluative Comprehension]

Analyze Narrative and Informational Text Analyze Narr, Inform Text

Determine accuracy, validity, reliability of information Analyze Accuracy, Validity, Reliability of Text

Identify different structures in text Identify Different Structures in Text Identify stereotypes Identify Stereotypes

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Language Usage Goal Structure Language Usage DesCartes Language Usage Report Names

Use Composing Strategies Before, During, and After Writing [Prewriting]

Composing Strategies: Before Writing Compos Strat: Before Writing

Concepts of print Concepts of Print Generate ideas Generate Ideas Identify audience Identify Audience Identify purpose Identify Purpose Identify forms of writing Identify Forms of Writing Use process strategies Use Process Strategies

Use Composing Strategies Before, During, and After Writing [Drafting/Revising]

Composing Strategies: During Writing Compos Strat: During Writing

Use composing strategies to construct a written draft Use Strategies to Construct a Written Draft Use an organizational pattern to structure information Use Organizational Pattern to Structure Info Use revision strategies to improve a written draft Use Revision to Improve a Written Draft Using a variety of complete sentences and paragraphs Use a Variety of Sentences and Paragraphs

Use Composing Strategies Before, During, and After Writing [Mechanics/Editing]

Composing Strategies: After Writing Compos Strat: After Writing

Identify and correct errors in capitalization Identify and Correct Errors in Capitalization Identify and correct errors in punctuation Identify and Correct Errors in Punctuation Identify and correct errors in misspellings of words Identify and Correct Misspellings of Words Evaluate writer’s ability to organize ideas Evaluate Writer's Ability to Organize Ideas Evaluate writing according to standard language usage Evaluate Writing: Standard Language Usage Use process strategies after writing Use Process Strategies After Writing

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Use Composing Strategies Before, During, and After Writing [Grammar]

Composing Strategies: Grammar Compos Strat: Grammar

Edit for use of nouns and pronouns Edit for Use of Nouns and Pronouns Edit for use of verbs Edit for Use of Verbs Edit for use of adjectives and adverbs Edit for Use of Adjectives and Adverbs Edit for use of phrases and clauses Edit for Use of Phrases and Clauses Edit for use of conjunctions and prepositions Edit for Use of Conjunctions, Prepositions Edit for use of negatives and interjections Edit for Use of Negatives and Interjections

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