Prekindergarten/Primary PK–3
Subtest 3: Mathematics (533)

Test Competencies and Skills Worksheet

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Competency 1—Knowledge of number concepts and operations in base-10

  • Approximate Percentage of Total Subtest Questions: 33%
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This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify ordinal and cardinal numbers for a set.
2. Identify and apply number concepts (e.g., one-to-one correspondence, conservation of number after rearrangement) and various ways to count efficiently.
3. Apply concepts of place value to name, compare, round, and represent numbers in base-10 (e.g., 22 is two 10s and two 1s, one 10 and 12 1s, twenty-two 1s).
4. Apply concepts of addition, subtraction, multiplication, and division to solve problems involving multi- and single-digit whole numbers.
5. Identify and compare fractions (e.g., equivalent fractions, fractions greater than one, fractions with the same numerator or the same denominator) represented by visual fraction models, words, expressions of the form m/n, and number lines in mathematical and real-world contexts.
Notes on Competency 1:

Competency 2—Knowledge of algebraic thinking

  • Approximate Percentage of Total Subtest Questions: 16%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify numerical patterns (e.g., additive, multiplicative, repeating, extending) using a variety of methods (e.g., written descriptions, variables, tables, graphs).
2. Determine and apply concepts of equality and inequality in equations involving any of the four arithmetic operations (e.g., balancing and comparing quantities).
3. Solve multi-step mathematical and real-world problems involving whole number arithmetic operations with unknown values.
4. Apply properties of operations in whole number arithmetic (e.g., associative, commutative, distributive properties).
Notes on Competency 2:

Competency 3—Knowledge of measurement, data collection, and analysis

  • Approximate Percentage of Total Subtest Questions: 15%
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Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify measurable attributes of figures and real-world objects using standard (i.e., metric and U.S. customary) and nonstandard (e.g., strings, paper clips) units to analyze quantities (i.e., length, perimeter, volume, temperature, time, and weight/mass).
2. Identify instructional activities for teaching concepts of time and money (e.g., determining the value of combinations of coins or currency, making change, determining elapsed time).
3. Select methods to collect, sort, organize, and represent data (i.e., tally marks, pictographs, tables, circle graphs, line plots, and scaled bar graphs), including data with fractional values.
4. Analyze whole number data to draw conclusions about a given data set.
Notes on Competency 3:

Competency 4—Knowledge of geometry and spatial concepts

  • Approximate Percentage of Total Subtest Questions: 13%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify and compare 2D figures (e.g., circles, rectangles, quadrilaterals, triangles, hexagons) and 3D figures (e.g., spheres, cones, cubes, prisms) according to defining attributes (e.g., number of sides or faces, lengths of sides or edges, straight or curved edges, parallel edges, right angle corners, lines of symmetry).
2. Solve problems involving the perimeter of triangles and quadrilaterals and the area of rectangles (e.g., decomposition of a complex figure into rectangles).
3. Identify spatial concepts and geometric vocabulary in mathematical and real-world situations.
Notes on Competency 4:

Competency 5—Knowledge of student reasoning and instructional practices

  • Approximate Percentage of Total Subtest Questions: 23%
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Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify and apply strategies for building fluency with addition, subtraction, and multiplication of multi-digit whole numbers (e.g., visual models, partial sums and products, arrays and area models, compensation, inverse relationship between the four operations).
2. Analyze learning progressions to demonstrate how students’ mathematical knowledge and skills develop over time among concrete, representational, and abstract modes of understanding.
3. Distinguish among the stages of students’ mathematical fluency (i.e., exploration, procedural reliability, procedural fluency) to recognize the role played by automaticity in each of those stages.
4. Identify strategies to guide students in applying mathematics to real-world situations, including using mathematics in other subject areas at their grade level.
5. Select and analyze instructional methods and tools, including technology (e.g., interactive whiteboards, handheld technology) and manipulatives (e.g., base-10 blocks, fraction circles, pictorial representations) for small and large groups of students according to the cognitive complexity of a task and students’ needs.
6. Identify and apply the use of mathematical thinking (e.g., use of patterns, structures, real-world contexts, multiple representations; assessing the reasonableness of solutions).
7. Analyze and interpret individual student mathematics assessment data (e.g., diagnostic, formative, progress monitoring, summative) to guide instructional decisions and differentiate instruction.
8. Identify and apply instructional methods to reinforce connections between mathematical topics within a grade level and the progression of mathematical topics from one grade level to the next.
9. Identify and apply appropriate instructional strategies for problem solving (e.g., drawing a picture, making a table, acting it out, writing an expression or equation).
Notes on Competency 5:

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