Measures of Academic Progress (MAP) Western and Northern Canadian Protocol State-Aligned Version 1

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1 Measures of Academic Progress (MAP) Western and Northern Canadian Protocol State-Aligned Version 1 The NWEA Goal Structure is a document that represents the content and structure of the Western and Northern Canadian Protocol Common Curriculum Frameworks. Goal structures are created through an alignment process that links curriculum 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 the curriculum documents by NWEA s curriculum specialists. The general goal areas or strands within the curriculum framework that appear across grade levels become the goals in the goal structure (indicated below as bold). Areas in the curriculum 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 Number * Number Number Number concepts: describe and represent whole numbers, fractions, and decimals Number Concepts: Describe and Represent Numbers Number concepts: compare and order whole numbers, fractions, and decimals Number Concepts: Compare and Order Numbers Number operations: demonstrate an understanding of addition and Number Operations: Addition and Subtraction subtraction of whole numbers and decimals Number operations: demonstrate an understanding of multiplication and division of whole numbers Number Operations: Multiplication and Division Patterns and Relations Patterns and Relations Patterns and Relations Patterns: use repeating, decreasing, and increasing patterns to describe the world and solve problems Patterns Page 1 of 11 WNCP Goal Structure Version 1 Created by NWEA in August 2006 Using WNCP 2006 The Common Curriculum Framework for K-9 Mathematics and WNCP 1996 The Common Curriculum Framework for K-12 Mathematics

2 Variables and equations: represent algebraic expressions in multiple Variables and Equations ways; solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions Shape and Space Shape and Space Shape and Space Measurement: use direct and indirect measure to solve problems Measurement involving length, capacity, mass, time, perimeter, area, and volume 3-D objects and 2-D shapes: describe the characteristics of 3-D 3-D Objects and 2-D Shapes objects and 2-D shapes, and analyze the relationships among them Transformations: describe and analyze position and motion of objects Transformations and shapes using the concepts of symmetry, translations, rotations, and reflections Statistics and Probability Statistics and Probability Statistics and Probability Data analysis: collect first-hand data and organize it using tally marks, Data Analysis line plots, charts, and lists to answer questions; display and interpret data using pictographs, bar graphs, and double bar graphs to draw conclusions and solve problems Chance and uncertainty: describe the likelihood of a single outcome occurring using words; compare the likelihood of two possible outcomes occurring using words Chance and Uncertainty *Denotes that calculator use is not permitted in this goal or sub-goal of the test. Page 2 of 11 WNCP Goal Structure Version 1 Created by NWEA in August 2006 Using WNCP 2006 The Common Curriculum Framework for K-9 Mathematics and WNCP 1996 The Common Curriculum Framework for K-12 Mathematics

3 Measures of Academic Progress (MAP) Western and Northern Canadian Protocol State-Aligned Version 1 Mathematics 6+ Goal Structure Mathematics 6+ DesCartes Mathematics 6+ Report Names Number Number Number Number concepts: describe and represent real numbers Number Concepts: Describe and Represent Numbers Number concepts: compare and order real numbers Number Concepts: Compare and Order Numbers Number operations: demonstrate an understanding of addition and Number Operations: Addition and Subtraction subtraction of real numbers Number operations: demonstrate an understanding of multiplication and division of real numbers Number Operations: Multiplication and Division Number operations: demonstrate an understanding of ratio, proportion, percent, powers, roots, and spreadsheet technology Number Operations: Proportions, Powers, Roots Patterns and Relations Patterns and Relations Patterns and Relations Patterns: use repeating, decreasing, and increasing patterns to Patterns describe the world and solve problems Variables and equations: represent algebraic expressions in multiple Variables and Equations ways; solve problems involving single-variable, multi-step linear, quadratic, and rational equations with rational number coefficients and real number solutions; factor and simplify polynomial and rational expressions Relations and functions: plot linear and non-linear data; represent data using function models; describe functions numerically, graphically, and by function rule; determine intercepts, slope, domain, and range for linear functions Relations and Functions Page 3 of 11 WNCP Goal Structure Version 1 Created by NWEA in August 2006 Using WNCP 2006 The Common Curriculum Framework for K-9 Mathematics and WNCP 1996 The Common Curriculum Framework for K-12 Mathematics

4 Shape and Space Shape and Space Shape and Space Measurement: use direct and indirect measure to solve problems Measurement involving length, capacity, mass, time, angle measure, perimeter, circumference, area, surface area, and volume; develop and apply the Pythagorean theorem to solve problems; use circle properties to solve problems; use trigonometric ratios, including sine and cosine laws, to solve problems about triangles 3-D objects and 2-D shapes: describe the characteristics of 3-D 3-D Objects and 2-D Shapes objects and 2-D shapes, and analyze the relationships among them; perform geometric constructions involving parallel and perpendicular line segments, perpendicular bisectors, and angle bisectors; demonstrate an understanding of similarity of polygons; solve problems involving distances between points, midpoints of line segments, and slopes of parallel and perpendicular lines; write the equation of a line given information that uniquely determines the line Transformations: describe and analyze position and motion of objects Transformations and shapes; symmetry, translations, rotations, and reflections and represent these transformations in the coordinate plane; demonstrate an understanding of tessellation; draw and interpret scale diagrams of 2-D shapes Statistics and Probability Statistics and Probability Statistics and Probability Data analysis: collect, display and analyze data to solve problems; collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions; construct and interpret pictographs, bar graphs, double bar graphs, line graphs, and circle graphs to draw conclusions and solve problems; determine measures of central tendency and range; implement and analyze sampling procedures and draw appropriate inferences from the data collected Data Analysis Page 4 of 11 WNCP Goal Structure Version 1 Created by NWEA in August 2006 Using WNCP 2006 The Common Curriculum Framework for K-9 Mathematics and WNCP 1996 The Common Curriculum Framework for K-12 Mathematics

5 Chance and uncertainty: use experimental or theoretical probabilities to represent and solve problems involving uncertainty: describe the likelihood of a single outcome occurring using words; compare the likelihood of two possible outcomes occurring using words; determine experimental and theoretical probabilities and express them as ratios, fractions, and percents; identify the sample space for an experiment involving two independent events; make and analyze decisions, using expected gains and losses, based on the probabilities of simple events Chance and Uncertainty *Denotes that calculator use is not permitted in this goal or sub-goal of the test. Page 5 of 11 WNCP Goal Structure Version 1 Created by NWEA in August 2006 Using WNCP 2006 The Common Curriculum Framework for K-9 Mathematics and WNCP 1996 The Common Curriculum Framework for K-12 Mathematics

6 Measures of Academic Progress (MAP) Western and Northern Canadian Protocol State-Aligned Version 1 Reading Goal Structure Reading DesCartes Reading Report Names Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences; students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts; students will listen, speak, read, write, view, and represent to manage ideas and information: clarify and extend; use strategies and cues; select and process Explain opinions; extend understanding: explore various viewpoints and consider the consequences of particular positions when generating and responding to texts; extend breadth and depth of understanding by considering various experiences, perspectives, and sources of knowledge when generating and responding to texts Comprehension strategies: recognize and anticipate meaning from print, symbols, and images; revise understanding based on further information; self-correct understanding using a variety of strategies (such as rereading for story sense); use comprehension strategies (such as recognizing main ideas and significant supporting details, paraphrasing ideas) appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages; reread to check meaning Make sense of information: use knowledge of text features and persuasive techniques to sort and relate ideas in extended texts Clarify and Extend; Select and Process Explain Opinions; Extend Understanding Comprehension: Main Idea, Details, Paraphrase Make Sense of Info: Text Features, Persuasive Clarify, Extend, Select, Process Page 6 of 11

7 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts: use strategies and cues Comprehension strategies: explain anticipated meaning, recognize relationships, and draw conclusions; confirm predictions, inferences, and conclusions Textual cues: use textual cues (such as common literary, expository, and media text structures) and prominent organizational patterns (such as chronology, cause and effect, comparison and contrast, problem and solution) to construct and confirm meaning and interpret texts; use textual cues and prominent organizational patterns to construct and confirm meaning and interpret texts Cueing systems: use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as context clues) Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts: understand forms and techniques Experience various texts [informational]: experience texts from a variety of genres (such as magazine articles, diaries, drama, advertisements) and cultural traditions Appreciate the artistry of texts: identify and describe techniques used to create mood in print and other media texts; examine how language and stylistic choices in print and other media texts accomplish a variety of purposes; identify descriptive and figurative language in a variety of print and other media texts and discuss how it enhances understanding of people, places, and actions Use Strategies and Cues Comprehension: Prediction, Inference, Conclusion Textual Cues Cueing Systems Respond to Texts Experience Various Texts [Informational] Appreciate the Artistry of Texts Strategies and Cues Respond to Texts Page 7 of 11

8 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts: understand forms and techniques Forms and genres [literary]: recognize the distinguishing features of a variety of forms of texts (such as stories, poetry, plays, drum dances, news reports) Techniques and elements: identify significant elements and techniques in a variety of texts, and examine how they interact to create effects Vocabulary; cueing systems : experiment with letters, sounds, words, and word patterns; apply knowledge of word patterns (such as root words, prefixes, suffixes) in a variety of contexts; use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as structural analysis to identify foreign roots, prefixes, suffixes) to construct and confirm meaning and interpret texts (including meaning of specialized and technical vocabulary) Understand Forms and Techniques Forms and Genres [Literary] Techniques and Elements Vocabulary; Cueing Systems Forms and Techniques Page 8 of 11

9 Measures of Academic Progress (MAP) Western and Northern Canadian Protocol State-Aligned Version 1 Language Usage Goal Structure Language Usage DesCartes Language Usage Report Names Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences; students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts: discover and explore; clarify and extend; understand forms and techniques Experiment with language and forms; create original texts: use a variety of forms to organize and give meaning to familiar experiences, ideas, and information; create original texts to communicate and demonstrate understanding of forms and techniques Combine ideas; experiment with language: group and sort ideas and information to make sense; experiment with words and sentence patterns to create word pictures; identify creative uses of language; explain imagery; recognize figurative language and techniques, mood, tone, style Students will listen, speak, read, write, view, and represent to manage ideas and information: plan and focus; select and process; organize, record, evaluate Discover/Explore; Clarify/Extend; Understand Forms Experiment Language/Forms; Create Original Texts Combine Ideas; Experiment with Language Plan; Select/Process; Organize/Record/Evaluate Disc/Explore Clarify Extend Plan Select Organize/Eval Page 9 of 11

10 Create and follow a plan; identify sources; evaluate sources; access information; organize information; record information; evaluate information: develop and select from a repertoire of inquiry and research strategies and adjust plan according to changes in audience, purpose, and context; identify and discuss diverse information sources relevant to particular inquiry or research needs; evaluate factors that affect the credibility, authenticity, accuracy, and bias of information sources for inquiry or research; access information to accomplish a particular purpose within the topic parameters and time available; organize information using appropriate forms [such as charts, diagrams, outlines, electronic databases and filing systems, notes] for specific purposes; select and record important information and ideas using an organizational structure appropriate for purpose and information source; document sources accurately; evaluate information for completeness, accuracy, usefulness, and relevance Make sense of information: use knowledge of text cues, organizational patterns to extract, infer, synthesize, organize, and integrate ideas from extended texts Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication: generate and focus; enhance and improve Generate ideas; choose forms: generate, evaluate, and select ideas to focus and clarify a topic and perspective appropriate for audience, purpose; adapt and use forms appropriate for audience, purpose, and context Organize ideas: adapt models to enhance texts using organizational patterns (such as stanzas, chronological order, paragraphs) Revise content: evaluate and revise drafts to ensure appropriate content and language use and to enhance precision, unity, and coherence Create/Follow Plan; Identify, Evaluate Sources Make Sense of Information Generate and Focus; Enhance and Improve Generate Ideas; Choose Forms Organize Ideas Revise Content Generate Focus Enhance Improve Page 10 of 11

11 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication: attend to conventions Grammar and usage: analyze and edit texts for appropriate word choice, grammatical structures, and register to achieve clarity, artistry, and effectiveness Spelling: know and apply Canadian spelling conventions for a broad repertoire of words and monitor for correctness Capitalization and punctuation: know and apply capitalization and punctuation conventions to clarify intended meaning, referring to appropriate style manuals and other resources Attend to Conventions Grammar and Usage Spelling Capitalization and Punctuation Attend to Conventions Page 11 of 11

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic