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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
Page 1 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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
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
Relationships: Whole No, Frac, Dec, Percent
Meanings and Relationships of Operations
Whole Numbers: Add and Subtract
Page 2 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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
Add and subtract decimals to the hundredths place; simplify
expressions, without exponents, using the order of operations
Standard II: 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
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
Solve one-step equations involving whole numbers and a single
variable; use expressions or one-step equations to represent real-world
situations
Whole Numbers: Multiply and Divide
Fractions: Parts of Whole, Add, Subtract,
Multiply
Decimals: Add and Subtract
Standard II (Algebra)
Algebra
Patterns: Attributes, Recognize, Analyze, and
Use
Variables and Expressions: Represent and
Analyze
Equations: Solve and Analyze
Page 3 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
Standard III: 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
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
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
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
Standard III (Geometry)
Geometry
Points, Lines, and Planes
2-D and 3-D Shapes; Characteristics and
Properties
Coordinate Geometry: Location and Spatial
Relation
Transformations: Visualize and Identify Shapes
Page 4 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
Standard IV: 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
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
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
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
Standard IV (Measurement)
Measurement
Attributes and Units: Length, Weight, Capacity
Attributes and Units: Time, Temperature,
Money
Measure: Length, Weight, Capacity
Measure: Time, Temp, Money, Angles
Page 5 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
Perimeter, Area, and Volume
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
Standard V: Data and Probability
Standard V (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
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
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
Data and
Probability
Data Collection, Display, and Analysis
Range, Central Tendency, and Inferences
Probability: Apply Basic Concepts
*Denotes that calculator use is not permitted in this goal or sub-goal of the test.
Page 6 of 22
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
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, 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
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
Represent Whole Numbers and Decimals
Represent Real and Complex Numbers
Relationships of Real Numbers and Operations
Page 7 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
Page 8 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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
Multiply and divide whole numbers
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
Compute with percents including those greater than 100% and those
less than 1%; solve problems using ratios 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
Fractions, Ratios, Decimals, Percents
Whole Numbers: Add and Subtract
Whole Numbers: Multiply and Divide
Computation: Integers, Fractions, and
Decimals
Computation: Ratios, Percents, and Proportions
Computation: Matrices, Real and Complex
Numbers
Page 9 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
Standard II: 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
Standard II (Algebra)
Algebra
Patterns, Relations, Functions, Trigonometry
Page 10 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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
Variables and Expressions: Represent and
Analyze
Equations, Inequalities, Systems: Solve,
Analyze
Page 11 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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 slopeintercept 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
Standard III: Geometric and Spatial Relationships
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
Represent Quantitative Relationships
Standard III (Geometry)
Geometry
Points, Lines, and Planes
Page 12 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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
2-D and 3-D Shapes: Characteristics and
Properties
Mathematical Arguments and Pythagorean
Theorem
Page 13 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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 threedimensional objects from different perspectives using nets, crosssections, and two-dimensional views; sketch cross-sections of
geometric solids
Coordinate Geometry: Location and Spatial
Relation
Visualization, Spatial Reasoning, and
Modeling
Page 14 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
Standard IV: 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
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
Standard IV (Measurement)
Measurement
Attributes, Units: Length, Weight, Capacity,
Rate
Attributes and Units: Time, Temp, Money,
Angles
Page 15 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
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 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
Measure: Length, Weight, Capacity, and Rate
Measure: Time, Temperature, Money, and
Angles
Perimeter, Circumference, and Area
Page 16 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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
Standard V: 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
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
Surface Area, Volume, and Vectors
Standard V (Data and Probability)
Data and
Probability
Data Collection, Design, Display, and Analysis
Range, Central Tendency, Inference, and
Prediction
Page 17 of 22
UT Goal Structure Version 3
Created by NWEA in August 2005 Using UT 2003 K-12 Core Curriculum
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.
Page 18 of 22
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
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 phonics to decode words
Use structural analysis to determine meaning
Use context clues to determine meaning
Use a variety of grade level words
Use Phonemic Awareness, Concepts of Print
Use Phonics to Decode Words
Use Structural Analysis to Determine Meaning
Use Context Clues to Determine Meaning
Use Variety of Grade Level Words
Understand, Interpret, Analyze Narrative, Informational Text [Literal Understand Narrative and Informational Text
Comprehension]
Recognize and use features of narrative, informational text
Locate information from a variety of text
Identify topic/main idea from text; note details
Summarize important ideas/events
Identify different genres
Understand, Interpret, Analyze Narrative, Informational Text
[Interpretive Comprehension]
Identify author’s purpose
Predict, make inferences, and draw conclusions
Recognize and interpret the elements of literature
Select a work for analysis/identify techniques
Understand Narr,
Inform Text
Use Features of Narrative, Info Text
Locate Information from a Variety of Text
Identify Topic/Main Idea; Note Details
Summarize Important Ideas/Events
Identify Different Genres
Interpret Narrative and Informational Text
Interpret Narr,
Inform Text
Identify Author's Purpose
Predict, Make Inferences, and Draw
Conclusions
Recognize, Interpret the Elements of Literature
Select a Work for Analysis/Identify
Techniques
Page 19 of 22
UT Goal Structure Version 3
Created by NWEA in 2005 Using UT 2003 Core Curriculum, Language Arts
Understand, Interpret, Analyze Narrative, Informational Text
[Evaluative Comprehension]
Determine accuracy, validity, reliability of information
Identify different structures in text
Identify stereotypes
Analyze Narrative and Informational Text
Analyze Narr,
Inform Text
Analyze Accuracy, Validity, Reliability of
Text
Identify Different Structures in Text
Identify Stereotypes
Page 20 of 22
UT Goal Structure Version 3
Created by NWEA in 2005 Using UT 2003 Core Curriculum, Language Arts
Measures of Academic Progress (MAP) Utah State-Aligned Version 3
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
Generate ideas
Identify audience
Identify purpose
Identify forms of writing
Use process strategies
Use Composing Strategies Before, During, and After Writing
[Drafting/Revising]
Use composing strategies to construct a written draft
Use an organizational pattern to structure information
Use revision strategies to improve a written draft
Using a variety of complete sentences and paragraphs
Use Composing Strategies Before, During, and After Writing
[Mechanics/Editing]
Identify and correct errors in capitalization
Identify and correct errors in punctuation
Identify and correct errors in misspellings of words
Evaluate writer’s ability to organize ideas
Evaluate writing according to standard language usage
Use process strategies after writing
Concepts of Print
Generate Ideas
Identify Audience
Identify Purpose
Identify Forms of Writing
Use Process Strategies
Composing Strategies: During Writing
Compos Strat:
During Writing
Use Strategies to Construct a Written Draft
Use Organizational Pattern to Structure Info
Use Revision to Improve a Written Draft
Use a Variety of Sentences and Paragraphs
Composing Strategies: After Writing
Compos Strat:
After Writing
Identify and Correct Errors in Capitalization
Identify and Correct Errors in Punctuation
Identify and Correct Misspellings of Words
Evaluate Writer's Ability to Organize Ideas
Evaluate Writing: Standard Language Usage
Use Process Strategies After Writing
Page 21 of 22
UT Goal Structure Version 3
Created by NWEA in 2005 Using UT 2003 Core Curriculum, Language Arts
Use Composing Strategies Before, During, and After Writing
[Grammar]
Edit for use of nouns and pronouns
Edit for use of verbs
Edit for use of adjectives and adverbs
Edit for use of phrases and clauses
Edit for use of conjunctions and prepositions
Edit for use of negatives and interjections
Composing Strategies: Grammar
Compos Strat:
Grammar
Edit for Use of Nouns and Pronouns
Edit for Use of Verbs
Edit for Use of Adjectives and Adverbs
Edit for Use of Phrases and Clauses
Edit for Use of Conjunctions, Prepositions
Edit for Use of Negatives and Interjections
Page 22 of 22
UT Goal Structure Version 3
Created by NWEA in 2005 Using UT 2003 Core Curriculum, Language Arts