31 GLEs were measured on the grade 4 mathematics assessment over the past 5 years; 1 GLE earned 100% for students earning points on the given GLE, 4 GLEs were in the 90% range, 17 GLEs were in the 80% range, 6 GLEs were in the 70% range and 3 GLEs were in the 60% range.
Number and Operations – 80.1% average
95 out of 322 (17.7%) questions over the past 5 years covered the Number and Operations strand.
The GLEs with 10 or more questions over the past 5 years:
• N1C(14 questions) – recognize equivalent representations for the same number and generate them by decomposing and composing numbers [88.0%]
• N2A(17 questions) – represent and recognize multiplication using various models, including sets and arrays [83.0%]
• N3C(36 questions) – apply and describe the strategy used to compute a multiplication problem up to a 2-digit number by 2-digit number | apply and describe the strategy used to compute a division problem up to a 3-digit number by 1-digit number [83.0%]
• N3D(15 questions) – estimate and justify the results of multiplication of whole numbers [60.0%]
There were 15 questions out of the 95 that less than 70% of the students earned points.
The GLE – N3D estimate and justify the results of multiplication of whole numbers had an average of 60%, with 6 out of 15 questions scoring below 70%.
Algebraic Relationships – 85.2% average
57 out of 322 (17.7%) questions over the past 5 years covered the Algebraic Relationships strand.
The GLEs with 10 or more questions over the past 5 years:
• A1A(13 questions) – describe geometric and numeric patterns [93.0%]
• A1B(12 questions) – analyze patterns using words, tables and graphs [78.0%]
• A2A(19 questions) – represent a mathematical situation as an expression or number sentence [89%]
20
There were 11 questions out of the 57 that less than 70% of the students earned points.
The GLE – A3A model problem situations, using representations such as graphs, tables or number sentences had an average of 64%, with 3 out of 5 questions scoring below 70%.
Geometric and Spatial Relationships – 82.8% average
63 out of 322 (19.6%) questions over the past 5 years covered the Geometric and Spatial Relationships strand.
The GLEs with 10 or more questions over the past 5 years:
• G1A(22 questions) – identify and describe the attributes of two- and three-dimensional shapes (prisms, cones, parallelism, perpendicularity) [83.0%]
• G3A(12 questions) – predict the results of transformations including slide/translation, flip/reflection or turn/rotations around the center point of a polygon [78.0%]
• G3C(11 questions) – construct a figure with multiple lines of symmetry and identify the lines of symmetry [78.0%]
There were 5 questions out of the 63 that less than 70% of the students earned points.
No overall GLE average had a percentage below 70%.
Measurement – 82.9% average
61 out of 322 (18.9%) questions over the past 5 years covered the Measurement strand.
The GLEs with 10 or more questions over the past 5 years:
• M1D(11 questions) – determine change from $10.00 and add and subtract money values to $10.00 [72.0%]
• M2A(13 questions) – select and use benchmarks to estimate measurements (linear, capacity, weight) [91.0%]
• M2C(15 questions) – determine the area of a polygon on a rectangular grid [78.0%]
There were 15 questions out of 61 that less than 70% of the students earned points.
No overall GLE average had a percentage below 70%.
Data and Probability – 87.1% average
46 out of 322 (14.3%) questions over the past 5 years covered the Data and Probability strand.
The GLEs with 10 or more questions over the past 5 years:
• D1C(22 questions) – create tables or graphs to represent categorical and numerical data including line plots [100%]
• D2A(10 questions) – describe important features of the data set [64.5%]
• D3A(12 questions) – given a set of data, propose and justify conclusions that are based on the data [82.0%]
There were 5 questions out of 46 that less than 70% of the students earned points.
The GLE – D2A describe important features of the data set had an average of 64.5%, with 2 out of 10 questions scoring below 70%.
22
GRADE 5 – MAP Mathematics Longitudinal Item Analysis
34 GLEs were measured on the grade 4 mathematics assessment over the past 5 years; 3 GLEs were in the 90% range for students earning points on the given GLE, 15 GLEs were in the 80%
range, 13 GLEs were in the 70% range and 3 GLEs were in the 60% range.
Number and Operations – 85.0% average
77 out of 296 (26%) questions over the past 5 years covered the Number and Operations strand.
The GLEs with 10 or more questions over the past 5 years:
• N1A(11 questions) – read, write, compare and order unit fractions and decimals to thousandths [88.82%]
• N3C(38 questions) – apply and describe the strategy used to compute a given division problem up to a 3-digit number by 2-digit number [84.47%]
There were 3 questions out of 77 that less than 70% of the students earned points.
The GLE – N1D describe numbers according to their characteristics including whole number, common factors and multiples, prime or composite, and square numbers had an average of 64.0%, with 1 out of 1 question scoring below 70%.
Algebraic Relationships – 80.0% average
50 out of 296 (16.9%) questions over the past 5 years covered the Algebraic Relationships strand.
The GLEs with 10 or more questions over the past 5 years:
• A1A(11 questions) – make and describe generalizations about geometric and numeric patterns [79.95%]
• A2A(22 questions) – represent a mathematical situation as an expression or number sentence using a letter or symbol [81.52%]
There were 13 questions out of 50 that less than 70% of the students earned points.
No overall GLE average had a percentage below 70%.
Geometric and Spatial Relationships – 78.4% average
56 out of 296 (18.9%) questions over the past 5 years covered the Geometric and Spatial Relationships strand.
The GLEs with 10 or more questions over the past 5 years:
• G1A(12 questions) – analyze two- and three-dimensional shapes by describing the attributes [74.71%]
• G2A(12 questions) – use coordinate systems to specify locations, describe paths and find the distance between points along horizontal and vertical lines [76.15%]
• G3C(11 questions) – identify polygons and designs with rotational symmetry [85.23%]
There were 16 questions out of 56 that less than 70% of the students earned points.
No overall GLE average had a percentage below 70%.
Measurement – 76.1% average
60 out of 296 (20.3%) questions over the past 5 years covered the Measurement strand.
The GLEs with 10 or more questions over the past 5 years:
• M1A(12 questions) – identify and justify the unit of measure for area including customary and metric measurements [82.58%]
• M2C(12 questions) – describe how to solve problems involving the area of polygons and non-polygonal regions imposed on a rectangular grid [73.63%]
• M2E(13 questions) – convert from one unit to another within a system of measurement (linear) [73.73%]
There were 12 questions out of 60 that less than 70% of the students earned points.
The GLE – M1B identify the equivalent weights and equivalent capacities within a system of measurement had an average of 64.28%, with 5 out of 9 questions scoring below 70%.
24
Data and Probability – 85.3% average
53 out of 296 (17.9%) questions over the past 5 years covered the Data and Probability strand.
The GLEs with 10 or more questions over the past 5 years:
• D1C(20 questions) – describe methods to collect, organize and represent categorical and numerical data [92.43%]
There were 5 questions of 53 that less than 70% of the students earned points.
The GLE – D2B compare different representations of the same data and evaluate how well each representation shows important aspects of the data had an average of 68.38%, with 2 out of 4 questions scoring below 70%.
GRADE 6 – MAP Mathematics Longitudinal Item Analysis
36 GLEs were measured on the grade 6 mathematics assessment over the past 5 years; 9 GLEs were in the 80% range for students earning points on the given GLE, 19 GLEs were in the 70%
range, 7 were in the 60% range and 1 GLE was in the 50% range.
Number and Operations – 81.1% average
87 out of 302 (28.8%) questions over the past 5 years covered the Number and Operations strand.
The GLEs with 10 or more questions over the past 5 years:
• N3C(49 questions) – add and subtract positive rational numbers [84.27%]
• N3E(10 questions) – solve problems using equivalent rations [78.25%]
There were 10 questions out of 87 that less than 70% of the students earned points.
The GLE – N1A compare and order integers, positive rational numbers and percents, including finding their approximate location on a number line had an average of 67.67%, with 2 out of 3 questions scoring below 70%.
The GLE – N2A represent and recognize division using various models, including quotative and partitive had an average of 62.5%, with 2 out of 2 questions scoring below 70%.
The GLE – N2D identify square and cubic numbers and determine whole number roots and cubes had an average of 68%, with 1 out of 1 question scoring below 70%.
Algebraic Relationships – 75.5% average
52 out of 302 (17.2%) questions over the past 5 years covered the Algebraic Relationships.
The GLEs with 10 or more questions over the past 5 years:
• A1B(17 questions) – represent and describe patterns with tables, graphs, pictures, symbolic rules or words [79.5%]
There were 19 questions out of 52 that less than 70% of the students earned points.
The GLE – A1C compare various forms of representations to identify a pattern had an average of 68.5%, with 3 out of 4 questions scoring below 70%.
The GLE – A1D identify functions as linear or nonlinear from a table or graph had an average of 54.67%, with 3 out of 3 questions scoring below 70%.
26
The GLE – A4A compare situations with constant or varying rates of change had an average of 69.17%, with 3 out of 6 questions scoring below 70%.
Geometric and Spatial Relationships – 75.6% average
56 out of 302 (18.5%) questions over the past 5 years covered Geometric and Spatial Relationships strand.
The GLEs with 10 or more questions over the past 5 years:
• G1A(13 questions) – identify the properties of one-, two- and three-dimensional shapes using the appropriate geometric vocabulary [78.04%]
• G2A(12 questions) – use coordinate geometry to construct geometric shapes There were 18 questions out of 56 that less than 70% of the students earned points.
The GLE – G1B describe relationships between the corresponding angles and the length of corresponding sides of similar triangles (whole number scale factors) had an average of 62.0%, with 5 out of 7 questions scoring below 70%.
Measurement – 74.59% average
50 out of 302 (16.6%) questions over the past 5 years covered Measurement strand.
The GLEs with 10 or more questions over the past 5 years:
• M1A(12 questions) – identify and justify an angle as acute, obtuse, straight or right [82.46%]
• M2C(10 questions) – describe how to solve problems involving the area of perimeter of polygons [72.1%]
• M2E(11 questions) – convert from one unit to another within a system of measurement (mass and weight) [78.32%]
There were 19 questions out of 50 that less than 70% of the students earned points.
The GLE – M1C solve problems involving elapsed time (hours and minutes) had an average of 63.17%, with 5 out of 7 questions scoring below 70%.
Data and Probability – 81.9% average
57 out of 302 (18.9%) questions over the past 5 years covered Data and Probability strand.
The GLEs with 10 or more questions over the past 5 years:
• D1C(27 questions) – interpret circle graphs; create and interpret stem-and-leaf plots [84.72%]
• D4A(11 questions) – use a model (diagrams, list, sample space, or area model) to illustrate the possible outcomes of an event [80.95%]
There were 9 questions out of 57 that less than 70% of the students earned points.
No overall GLE average was below 70%.
28
MAP – Mathematics data – quartiles, median, standard deviation
Attached are box and whisker plot graphs for the MAP-Mathematics assessments from 2006 to 2010. A box and whisker plot graph gives a visual display of quartiles for a given set of data, with the shaded rectangles showing the 50% of the population centered around the median. The goal for a given curriculum is to have at least the top three quartiles above the benchmark for the state assessment. This statement is true for the 2009-2010 school year for grades 5, 6, 8 and Algebra 1 End-of-Course exam. Grade 3 was 6 points below, grade 4 was 2 points below and grade 7 was at the benchmark for proficiency for the 2009-2010 school year.
Grade 3 MAP-Scale Scores
• The top possible score on the grade 3 MAP-Mathematics is a 780 and we have students every year receiving the total number of points possible.
• Grade 3 is currently unsuccessful at having the top three quartiles above the benchmark for proficiency (628).
Grade 4 MAP-Scale Scores
• The top possible score on the grade 4 MAP-Mathematics is an 805 and we have students in 2006, 2009 and 2010 receiving the total number of points possible.
• Testing results from Spring 2009 were the only year that the top three quartiles were above the benchmark for proficiency (651), though in 2010 there was only a 2 point difference.
Grade 5 MAP-Scale Scores
• The top possible score on the grade 5 MAP-Mathematics is an 830 and we have students in 2007 and 2010 receiving the total number of points possible.
• Grade 5 students in the top three quartiles have scored above the proficient benchmark (668) for the past three years (2008, 2009 and 2010).
Grade 6 MAP-Scale Scores
• The top possible score on the grade 6 MAP-Mathematics is an 845 and we have students in 2006, 2007 and 2010 receiving the total number of points possible.
• Grade 6 students in the top three quartiles have scored above the proficient benchmark (681) in 2006, 2009 and 2010.
GRADE 3 (628) 2010 2009 2008 2007 2006
MAXIMUM 780 780 780 780 780
Q3 664 661 668 666 665
MEDIAN 644 639 645 645 638
Q1 622 614 620 618 615
MINIMUM 550 450 559 450 450
MEAN 645 640 649 645 638
STANDARD
DEVIATION 42 43 42 44 43
N 157 165 181 189 175
2010 2009 2008 2007 2006
30
GRADE 4 (651) 2010 2009 2008 2007 2006
MAXIMUM 805 805 761 773 805
Q3 693 689 691 687 686
MEDIAN 671 671 669 667 662
Q1 649 654 646 641 633
MINIMUM 542 563 556 500 465
MEAN 671 673 666 664 660
STANDARD
DEVIATION 34 34 37 36 41
N 177 186 190 183 173
2010 2009 2008 2007 2006
GRADE 5 (668) 2010 2009 2008 2007 2006
MAXIMUM 830 813 794 830 803
Q3 726.25 714 718 716 714
MEDIAN 697 695 692 688 691
Q1 675 671 672 661 661
MINIMUM 555 563 500 480 480
MEAN 701 690 692 689 686
STANDARD
DEVIATION 42.48 37.87 41 50 45
N 192 193 175 173 172
2010 2009 2008 2007 2006
32
GRADE 6 (681) 2010 2009 2008 2007 2006
MAXIMUM 845 799 829 845 845
Q3 736 730 732 730 734
MEDIAN 712 708 706 709 706
Q1 683 684 675 676 683
MINIMUM 586 495 495 529 547
MEAN 711 705 704 700 706
STANDARD
DEVIATION 48 40 44 47 44
N 196 182 178 187 186
2010 2009 2008 2007 2006
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 3 550 622 644 664 780 645 42 157
34
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 4 542 649 671 693 805 671 34 177
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 5 555 675 697 726.25 830 701 42.48 192
36
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 6 586 683 712 736 845 711 48 196