Map of MCAS Objectives to Fisher Web Site, Grades 7–8

Grades 5–6 MCAS Objectives
Grades 9–10 MCAS Objectives
Mathematics Curriculum Framework (Massachusetts Department of Elementary & Secondary Education)

MCAS stands for Massachusetts Comprehensive Assessment System.

As required by the Massachusetts Education Reform Act of 1993,
students must pass the grade 10 MCAS tests in English Language Arts and Mathematics
as one condition of eligibility for a high school diploma (in addition to fulfilling local requirements).

In addition, the MCAS program is used to hold Massachusetts schools and districts accountable, on a yearly basis,
for the progress they have made toward the objective of the No Child Left Behind Act
that all students be proficient in Reading and Mathematics by 2014.

MCAS tests measure how well students have learned the academic standards outlined in the Massachusetts Curriculum Frameworks.
All Massachusetts public school students take MCAS tests: each year in grades 3 through 8, and at least once in high school (usually grade 10).

This page lists the Learning Standards that form the basis for MCAS, and then provides links to my web exercises covering the material.
Of course, concepts are often covered in many different exercises; I have tried to provide the most relevant links.

Five strands organize the MCAS mathematics content:

Each learning standard has a unique identifier (like 8.N.2) that consists of:

For example,   8.N.2   is a 8th grade standard in the ‘Number Sense and Operations’ strand, and it is the 2nd standard in this strand.

The learning standards specify what students should know at the end of each grade span.
Students are held responsible for learning standards listed at earlier grade spans as well as their current grade span.

The LINKS TO FISHER SITE (right column, below) often provide a higher level of understanding than that required for the MCAS grades 7-8 test.
However, these exercises can be used as a reference by teachers.
Also, these links illustrate that grade 7-8 MCAS objectives are being reviewed and developed in the high school curriculum,
thus preparing students for the MCAS test in grade 10.

8.N.1 Compare, order, estimate, and translate among integers, fractions and mixed numbers (i.e., rational numbers), decimals, and percents. deciding if a number is a whole number, an integer, etc.
changing decimals to fractions
changing decimals to percents
changing percents to decimals
writing fractions in simplest form
rewriting fractions as a whole number plus a fraction
8.N.2 Define, compare, order, and apply frequently used irrational numbers, such as $\,\sqrt{2}\,$ and $\,\pi\,$. deciding if a fraction is a finite or infinite repeating decimal
deciding if numbers are equal or approximately equal
locating fractions on a number line
8.N.3 Use ratios and proportions in the solution of problems, in particular, problems involving unit rates, scale factors, and rate of change. Similarity, Ratios, and Proportions
8.N.4 Represent numbers in scientific notation, and use them in calculations and problem situations. scientific notation
8.N.5 Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of problems. Adding Fractions
(This is the pdf file for Section 13, Adding Fractions)  
8.N.6 Demonstrate an understanding of absolute value, e.g., $\,|-3| = |3| = 3\,$. simplifying basic absolute value expressions
determining the sign (plus or minus) of absolute value expressions
8.N.7 Apply the rules of powers and roots to the solution of problems. Extend the Order of Operations to include positive integer exponents and square roots. practice with exponents
practice with order of operations
basic exponent practice with fractions
practice with radicals
8.N.8 Demonstrate an understanding of the properties of arithmetic operations on rational numbers. Use the associative, commutative, and distributive properties; properties of the identity and inverse elements (e.g., $\,-7+7 = 0\,$; $\,\frac34\times \frac43 = 1\,$) and the notion of closure of a subset of the rational numbers under an operation (e.g., the set of odd integers is closed under multiplication but not under addition). addition
subtraction of signed numbers
practice with the distributive law
8.N.9 Use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and solve problems, e.g. multiplying by $\,1/2\,$ or $\,0.5\,$ is the same as dividing by $\,2\,$. multiplying and dividing fractions
8.N.10 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than $\,100\,$ and less than $\,1\,$). writing fractions in simplest form
8.N.11 Determine when an estimate rather than an exact answer is appropriate and apply in problem situations.  
8.N.12 Select and use appropriate operations—addition, subtraction, multiplication, division, and positive integer exponents—to solve problems with rational numbers (including negatives).  
8.P.1 Extend, represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic expressions. Include arithmetic and geometric progressions, e.g., compounding. arithmetic and geometric sequences
loans and investments
the compound interest formula
8.P.2 Evaluate simple algebraic expressions for given variable values, e.g., $\,3a^2 - b\,$ for $\,a = 3\,$ and $\,b = 7\,$.  
8.P.3 Demonstrate an understanding of the identity $\,(-x)(-y) = xy\,$. Use this identity to simplify algebraic expressions, e.g., $\,(-2)(-x+2) = 2x - 4\,$. practice with products of signed variables
practice with the distributive law
8.P.4 Create and use symbolic expressions and relate them to verbal, tabular, and graphical representations. introduction to variables
going from a sequence of operations to an expression
going from an expression to a sequence of operations
8.P.5 Identify the slope of a line as a measure of its steepness and as a constant rate of change from its table of values, equation, or graph. Apply the concept of slope to the solution of problems. introduction to the slope of a line
practice with slope
8.P.6 Identify the roles of variables within an equation, e.g., $\,y = mx + b\,$, expressing $\,y\,$ as a function of $\,x\,$ with parameters $\,m\,$ and $\,b\,$. solving linear equations in one variable
(This is the pdf file for Section 32,
Solving Linear Equations in One Variable)
graphing lines
finding equations of lines
8.P.7 Set up and solve linear equations and inequalities with one or two variables, using algebraic methods, models, and/or graphs. practice with the Addition Property of Equality
practice with the Multiplication Property of Equality
solving simple linear equations with integer coefficients
solving more complicated linear equations with integer coefficients
solving linear equations involving fractions
solving linear equations, all mixed up
solving simple linear inequalities with integer coefficients
solving linear inequalities with integer coefficients
solving linear inequalities involving fractions
8.P.8 Explain and analyze—both quantitatively and qualitatively, using pictures, graphs, charts, or equations—how a change in one variable results in a change in another variable in functional relationships, e.g., $\,C = \pi d\,$, $\,A = \pi r^2\,$ ($\,A\,$ as a function of $\,r\,$), $\,A_{\text{rectangle}} = lw\,$ ($\,A_{\text{rectangle}}\,$ as a function of $\,l\,$ and $\,w\,$). Getting bigger? Getting smaller?
8.P.9 Use linear equations to model and analyze problems involving proportional relationships. Use technology as appropriate.  
8.P.10 Use tables and graphs to represent and compare linear growth patterns. In particular, compare rates of change and $\,x$- and $\,y$-intercepts of different linear patterns.  
8.G.1 Analyze, apply, and explain the relationship between the number of sides and the sums of the interior and exterior angle measures of polygons.  
8.G.2 Classify figures in terms of congruence and similarity, and apply these relationships to the solution of problems. Triangle Congruence
Similarity, Ratios, and Proportions
8.G.3 Demonstrate an understanding of the relationships of angles formed by intersecting lines, including parallel lines cut by a transversal. Parallel Lines
8.G.4 Demonstrate an understanding of the Pythagorean theorem. Apply the theorem to the solution of problems. the Pythagorean Theorem
8.G.5 Use a straight-edge, compass, or other tools to formulate and test conjectures, and to draw geometric figures. Constructions
8.G.6 Predict the results of transformations on unmarked or coordinate planes and draw the transformed figure, e.g., predict how tessellations transform under translations, reflections, and rotations.  
8.G.7 Identify three-dimensional figures (e.g., prisms, pyramids) by their physical appearance, distinguishing attributes, and spatial relationships such as parallel faces.  
8.G.8 Recognize and draw two-dimensional representations of three-dimensional objects, e.g., nets, projections, and perspective drawings.  
8.M.1 Select, convert (within the same system of measurement), and use appropriate units of measurement or scale. Tables of Unit Conversion Information
classifying units as length, time, volume, weight/mass
practice with unit abbreviations
practice with unit names
practice with unit conversion information
8.M.2 Given the formulas, convert from one system of measurement to another. Use technology as appropriate. one-step conversions
multi-step conversions
8.M.3 Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms, cylinders, and spheres. Use technology as appropriate. Area Formulas: Triangle, Parallelogram, Trapezoid
8.M.4 Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement. Similarity, Ratios, and Proportions
Perimeters and Areas of Similar Polygons
8.M.5 Use models, graphs, and formulas to solve simple problems involving rates, e.g., velocity and density. rate problems
8.D.1 Describe the characteristics and limitations of a data sample. Identify different ways of selecting a sample, e.g., convenience sampling, responses to a survey, random sampling.  
8.D.2 Select, create, interpret, and utilize various tabular and graphical representations of data, e.g., circle graphs, Venn diagrams, scatterplots, stem-and-leaf plots, box-and-whisker plots, histograms, tables, and charts. Differentiate between continuous and discrete data and ways to represent them.  
8.D.3 Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data. mean, median, and mode
measures of spread
8.D.4 Use tree diagrams, tables, organized lists, basic combinatorics ("fundamental counting principle"), and area models to compute probabilities for simple compound events, e.g., multiple coin tosses or rolls of dice. basic probability concepts
more probability concepts
probability tree diagrams
choosing things: does order matter?