MAP Growth Test: Complete Guide for 3rd Grade Parents



Hi, I’m Ariav Schlesinger, a certified teacher with a Master’s in Education and over a decade of experience in classrooms, tutoring, and educational programs. At TestPrep-Online, I design practice materials for academic readiness and intelligence tests, oversee personalized tutoring, and work directly with students worldwide. My goal is simple: to help every student achieve results that reflect their true academic potential.

This page focuses on the 3rd Grade MAP Growth Test. If you’re looking for another MAP level, you can explore all available levels [here].

Free Sample Questions | What is the MAP Growth Test? | Why Prep Matters | Scores ExplainedFAQs

Sample Questions

MAP Math

The Math section of MAP Growth includes a variety of question types, such as word problems, number sentences, and visual items with shapes, charts, or graphs. It measures how well students understand mathematical concepts and apply them in real-world situations.

Here are the main areas your child will see on the test:

  • Number Sense: Understanding how numbers work in everyday life (for example, dividing a pizza into equal slices).
  • Problem-Solving: Adding, subtracting, multiplying, and dividing to solve practical problems.
  • Algebraic Thinking: Finding patterns and solving for missing numbers (like 5 + ? = 7).
  • Geometry: Identifying, comparing, and reasoning about shapes, symmetry, and spatial properties.
  • Measurement: Estimating and measuring length, area, or perimeter using tools like rulers.
  • Data & Graphs: Reading charts or pictographs and explaining what the information means.

Question 1: Finding the Missing Number in a Sequence

Which number is missing from this sequence?

750  725  700  625  ?

Wrong

Wrong

Correct!

Wrong

View Explanation

In this type of question, students are given a list of numbers that follow a pattern. Their job is to figure out the rule behind the pattern and use it to find the next number in the sequence.

Let's Break This Down Step by Step

Let’s read the numbers and see what each number jumps to:

  • The first number in this series is 750
  • The second number in this series is 725
  • The third number in this series is 700
  • The fourth number in this series is 675

Are they going up or down?

The numbers are going down each time, which means we are subtracting.


Check the differences:

750 − 725 = 25

725 − 700 = 25

700 − 675 = 25

So, the rule is: subtract 25 each time.


Now we need to subtract 25 from 675:

675 − 25 = 650

So, the missing number is 650 (Answer C).


Since the rule we found was subtract 25 each time, we can check our work by using the opposite operation; adding 25.

650 + 25 = 675

675 + 25 = 700

700 + 25 = 725

725 + 25 = 750

It works!


Question 2: Solving Problems/Proportions

Mary needs 300 grams of dough to bake one cake. To make 100 grams of dough, Mary needs two eggs.

How many eggs does Mary need if she wants to bake three cakes?

Correct!

Wrong

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

Let’s read the numbers and see what each number means:

  • For 1 cake there is 300 grams of dough
  • For 100 grams of dough you need 2 eggs

Mary wants to bake 3 cakes, so we need to find out how many eggs does Mary need for 3 cakes.


First, how much dough does Mary need for 3 cakes?

  • For 1 cake, we need 300 g of dough.
  • For 3 cakes we need 900 g of dough.


Next, how many eggs do you need to make the dough? 100 g dough = 2 eggs

So, the “rule” is for every 100 grams of dough, we need 2 eggs.


  • The total dough we need is 900 g.
  • We need 9 groups of 100 g
  • 9 × 2 eggs = 18 eggs
  • So, Mary needs 18 eggs.

Question 3: Math – Number Sense/Fractions

Select all the pictures that show

0.33

of a region or a set.

Correct!

Wrong

Correct!

Wrong

Correct!

Correct!

View Explanation

Let's Break This Down Step by Step

1/3 means “one part out of three equal parts.”


Answer (A) is correct: A circle is divided into 3 equal parts

1 part is shaded so the fraction is 1/3

Answer B) is incorrect: There are 7 green + 5 yellow apples, which is 12 apples in total.

5 yellow apples are circled, so the fraction is 5/12.

Answer (C) is correct: There are 3 rows × 3 jars = 9 jars total

1 row is circled, which is 3 jars; therefore, he fraction is 3/9.

To simplify 3/9, we can divide the top and bottom numbers by the same number. We can divide both 3 and 9 by 3.

3÷3=1

9÷3=3

So, 4/12 is the same as 1/3. This picture shows 1/3.

Answer (D) is incorrect because the square is cut into 4 equal parts

1 part is shaded, so it's 1/4.

Answer (E) is correct because there are 3 rows of 4 bulbs, which is 12 bulbs total

There are 4 bulbs circled, so that is 4/12.

To simplify 4/12, we can divide both the top and bottom numbers by 4.

4÷4=1

12÷4=3

So, 4/12 is the same as 1/3. This picture shows 1/3.

Answer (F) is correct: The rectangle is divided into 6 equal parts.

2 parts are shaded, so the fraction is 2/6.

To simplify 2/6, we can divide both the top and bottom numbers by 2.

2÷2=1

6÷2=3

So, 2/6 is the same as 1/3. This picture shows 1/3.


Question 4: Geometry: Finding the Perimeter of a Rectangle

MAP 3RD GRADE Q

What is the perimeter of this rectangle with length 7" and width 3"?

Wrong

Wrong

Correct!

Wrong

Wrong

View Explanation

Let's Break This Down Step by Ste

Perimeter = the total distance around the shape.


Look at the rectangle. The problem tells us the length is 7 inches, and the width is 3 inches. Because a rectangle has two pairs of equal sides, the two lengths are both 7 inches.

The two widths are both 3 inches.


Now, add up the lengths of all four sides. You can write it out:

7 inches + 7 inches + 3 inches + 3 inches = 20 inches

The perimeter of the rectangle is 20 inches.


Once your child understands the basic concept of adding all the sides, you can show them a quicker way to solve it. Since a rectangle has two equal lengths and two equal widths, you can use a formula:

Perimeter = 2 × (length + width)

Perimeter = 2 × (7 + 3)



MAP Reading

The MAP Growth Reading section goes beyond checking whether students can read words on a page. It measures how well they can understand, analyze, and explain what they’ve read.

Your child will encounter three main types of questions:

  • Literary Texts: Short stories, poems, or dialogues with questions about theme, plot, characters, setting, or the meaning of specific passages.
  • Informational Texts: Nonfiction passages such as articles, directions, or charts where they’ll examine facts and main ideas.
  • Vocabulary in Context: Words highlighted in a sentence where your child uses surrounding clues to figure out meaning.

Question 5: Reading - Literary Text: Finding the Best Title

Read the passage.

The pouring rain finally stopped, and the sailor spotted the lighthouse in the distance. The terrible weather conditions turned her journey into a dangerous experience. Her rocky boat stopped shaking as the wind settled. She wrapped another wool blanket around her soaked clothes, hoping it would keep her warm. She was getting closer to the lighthouse. The sailor was pleased to find that the lighthouse emitted two flashes of light every three seconds. This meant that she was on her way to the right lighthouse. She was not lost. A half an hour later she reached the shore. The lighthouse keeper was waiting for her there to guide her to his cabin, where a burning fireplace and a cup of tea were meant to keep her warm.

What is the best title for this passage?

Wrong

Correct!

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

How to approach title questions: The best title for this passage must include the central idea that is presented throughout it.

To find the main idea, ask yourself “What is the passage mostly about?”

In some cases, more specific questions should be asked, for example:

  • Who is this story mostly about?
  • What problem happened to that person?
  • How did the problem end?

Look for an answer that mentions the whole problem -to-solution path and create a summary in your head. It could be something like this:

The sailor faced bad weather, found the lighthouse, and got to shore safely. Or The sailor faced danger, found the lighthouse, and reached safety.


Why this helps: making one sentence makes the child focus on the main events and the outcome.


Read each answer and ask: Does this match the whole story?

Answer (A) “The Lighthouse Keeper,” is incorrect because the passage does not focus on the lighthouse keeper. He is only a character in the story that is mentioned at the end.

Answer (B), “A Successful Journey," is correct. The passage opens with the difficult journey of a sailor during a storm, which then turns into a successful journey as she spots a lighthouse and reaches the shore.

Answer (C), “One Rainy Night,” is incorrect because this title is too general for the passage. It does not include the central plot; the sailor and her journey.

Answer (D), “A Sailor’s Life,” is incorrect because the passage does not generally present the sailor's life, but rather focuses on a specific journey of hers.


Question 6: Reading – Informational Text Finding What Animals Have in Common

Read the sentences about four animals.

  1. Polar bears have white fur coats that can blend into the blindingly white snow of the Arctic.
  2. Whether their coats are spotted or black, leopards can mask themselves in order to attack their prey by surprise.
  3. In order to hide in the middle of nature's birdhouses, bark bugs appear to be part of the tree itself.
  4. Chameleons only change color when in imminent danger.

What do all these animals have in common?

Wrong

Wrong

Correct!

Wrong

View Explanation

Let's Break This Down Step by Step

How to approach “What do they all have in common?” questions:

Write a summary of each fact, then see what repeats.

Here are the summaries of the clues:

  • Polar bear: white fur hides in the snow.
  • Leopard: spots help it hide to surprise prey.
  • Bark bug: looks like tree bark so it blends in.
  • Chameleon: changes color to hide when in danger.

Based on the sentences, we can conclude that these four animals are able to mask themselves. This ability is called camouflage (blending in, hiding, or changing).


Answer (A) is incorrect because based on the sentences, only polar bears live in the Arctic.

Answer (B) is incorrect because based on the sentences, only the leopard is a predator. Even though this answer choice may seem correct since most animals prey on other animals in order to feed, this information is not mentioned in the above sentences.

Answer (C) is correct because every animal in the list uses some form of camouflage to "mask" or disguise itself, which perfectly matches the repeated idea from the clues.

Answer (D) is incorrect only the polar bears' and leopards' fur colors are mentioned in the sentences and they differ from each other—the polar bears' fur is white and the leopards' fur is spotted or black.


Question 7: Reading – Word Meaning

Read the sentence.

The walk from the train station to her house was long, so Madison was grateful for David's company.

What is the meaning of the word "company" based on the context of this sentence?

Wrong

Correct!

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

Note that all the meanings of the word "company" above are correct in general, but only one meaning is specifically correct when it is based on the context of the sentences in the question.

Read the sentence together and ask: “What is happening?”

  • Madison is walking home.
  • David is with her.
  • She feels thankful for his presence.

The word “company” in the sentence means not being alone. David is walking with Ma.


Answer (A) is incorrect because it refers to "company” as a business.

Answer (B) is correct because it refers to the person or people who are with you. This fits perfectly because David is walking with Madison.

Answer (C) is incorrect because it refers to a group of people who are united together or to a number of people who have a certain connection.

Answer (D) is incorrect because it uses the word “company” as guests in house. Madison and David are walking, not visiting a house.



MAP Language Usage

The MAP Growth Language Usage questions measure how well your child understands the rules of English and how they use language to communicate clearly and effectively. This section focuses on both mechanics (the rules) and expression (the creativity of writing).

Your child will see questions in these areas:

  • Language Mechanics: Correct capitalization, punctuation, and spelling.
  • Parts of Speech: Using the correct verb tense, pronoun, or word in a sentence.
  • Sentence Structure and Usage: Building clear and meaningful sentences.
  • Writing Process: Organizing and developing ideas for different purposes, such as opinion, narrative, or informative writing.

Question 8: Language Usage – Mechanics

In which sentence is the underlined word spelled correctly?

Correct!

Wrong

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

A plural noun is a word that means there is more than one of something. For most words, we just add an "-s" to make them plural (e.g., "car" becomes "cars"). However, there are special rules for words ending in certain letters.

  • Most nouns you add -s (dog becomes dogs)
  • Nouns that end in -ch, -sh, -x, -s, -z: add -es (box becomes boxes, brush becomes brushes)
  • Nouns that end in a consonant: add -y you change the y to -ies (baby becomes babies)
  • Nouns that end in “-ch” with a hard k sound: add -s, not -es (monarch becomes monarchs). · One-syllable singular nouns that end with "z": form the plural by doubling the last letter of the singular word and adding -es.
  • One-syllable singular nouns that end with "z": form the plural by doubling the last letter of the singular word and adding -es.

Let's look at the plural words in each sentence and apply the rules:

Answer (A), branches, is correct. The word "branch" ends in "-ch," so we add "-es" to make it plural.

Answer (B) toolboxs, is incorrect. The word "toolbox" ends in "-x," so we add "-es" to make it plural, spelling it as "toolboxes."

Answer (C) monarches, is incorrect. The word "monarch" ends in a "-ch" sound like a "k," so we simply add an "-s" to make it plural, spelling it as "monarchs."

Answer (D) quizes, is incorrect. The word "quiz" ends in "-z," so we double the "z" and then add "-es" to make it plural, spelling it as "quizzes."


Question 9: Language Usage – Parts of Speech

Read the sentence.

She had already ______ to eat the sandwich when they sat at the table.

Which word correctly completes the sentence?

Correct!

Wrong

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

“She had already ______ to eat the sandwich when they sat at the table.”


The word “had” is a special helping verb. It tells us the action was already finished before another past action. In this sentence, that “other action” is introduced by the word “when” (“when they sat at the table”).


The verb "begin" has three main forms.

  • Begin is the present form. Example: “I begin my homework now.”
  • Begins is also present but used with he, she, or it. Example: “She begins her homework now.”
  • Began is the simple past form. Example: “I began my homework yesterday.”
  • Begun is the past participle. It is always used with a helping verb such as had, has, or have. Example: “I had begun my homework before dinner.”

Since the sentence uses the helping verb “had”, it needs the past participle, which is begun.


Answer (A), “begun,” is correct. The past participle form of the word "begin" is begun. Begun must always have a helping verb to be correct. In this case, the helping verb is "had."

Answer (B) is incorrect because began is the past simple tense and doesn't need a helping verb.

Answers (C), “begin” and (D), “begins” are incorrect because they are in the present tense


Question 10: Language Usage – Putting words in the correct order

Which of the following sentences is structured correctly?

Correct!

Wrong

Wrong

Wrong

View Explanation

Let's Break This Down Step by Step

Every correct sentence needs a subject and a predicate.

  • The subject is the "who" or "what" the sentence is about. It is the word or a group of words functioning as a noun that the sentence tells us something about.
  • The predicate is the verb and possibly also objects and modifiers of that verb that tell us something about the subject.

Think of it like building a Lego model: you need the right pieces in the right order for it to work well. The subject is the base, and the predicate is what you build on top of it.


In this question, the subject is “the members of the school’s football team” — that’s who the sentence is about. The predicate is “were very competitive” — that tells what the subject is like. A complete sentence puts the subject first, then the predicate.


Let's look at each option to see which one follows the correct order:

Answer (A) is correct. The subject in the sentence is "the members of the school's football team," as that is whom the sentence is talking about, and the correct predicate is "were very competitive" because that is what the sentence tells us about the subject.

Answers (B), (C), and (D) all form irrational sentences that don't mean anything coherent.


Question 11: Language Usage – Writing Process

Read the paragraph.

There are fewer than 60 Javan rhinoceros remaining in the world. There is only one known population of the Javan rhinoceros in the wild, located on the island of Java, Indonesia. Loss of habitats and trophy hunting for its horns are the main causes for the serious decline in its numbers.

Which of the following sentences could be a strong concluding sentence for the paragraph?

Wrong

Wrong

Correct!

Wrong

View Explanation

Let's Break This Down Step by Step

A concluding sentence wraps up the ideas in the paragraph and reminds the reader of the main point. It should give a short summary, not add new information. A good conclusion ties the ideas together and makes the paragraph feel finished.


The paragraph is about the Javan rhinoceros. A key point is that there are fewer than 60 left because of habitat loss and hunting for horns.


Now, let's check which sentence best summarizes these main ideas.

Answer (A) is incorrect, as it does not refer to the main idea at all and adds new irrelevant information that was not discussed in the paragraph. The topic was not endangered animals in general, but rather specifically the Javan rhino.

Answer (B) is incorrect because this sentence only mentions one reason for the decline, poaching, while the paragraph also discusses habitat loss. A strong conclusion should summarize all the main points, not just one.

Answer (C) is correct. This sentence effectively links the factors mentioned in the paragraph, which are habitat loss and poaching, to the result: the Javan rhinoceros becoming one of the rarest animals on the planet. It serves as a perfect summary.

Answer (D) is incorrect because it introduces new information about the rhino's lifespan. A concluding sentence should summarize existing information rather than adding new facts.



More MAP Test Free Practice 

Kindergarten | Grade 1 | Grade 2 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12


Why 3rd Grade Matters

Third grade is an important milestone, as students begin to move from learning to read to reading to learn. Math shifts from basic memorization to solving problems, and language skills become the foundation for communication. The MAP Growth test for 3rd graders focuses on these three core components to give a well-rounded picture of your child's academic progress and readiness for the next stage of learning.

To better understand how the test works across all grade levels, learn more about what’s on the MAP Growth test.


Understanding Your 3rd Grader’s MAP Growth Scores

After the MAP Growth test, you’ll receive a Family Report.

Your child’s MAP Growth results are much more than a score on a test. They give a clear picture of how your 3rd grader is learning and growing, and they help teachers decide what kind of support or enrichment will benefit your child most. For 3rd graders, this is especially important, as the results highlight strengths and pinpoint areas to practice in reading, math, and language. These core skills are the basis for success in the upper grades, giving you and your child’s teacher a roadmap for steady progress and confidence moving forward.


What Is on Your 3rd Grader’s MAP Growth Report

Your child’s report gives a few key pieces of information:

RIT Score

Shows your child’s current learning level on a scale that works the same for all grades. In 3rd grade, this can highlight readiness for things like longer reading passages, multi-step math problems, or stronger grammar and writing.

Percentile Ranks

Show how your child compares to other students. You may see comparisons to their class, grade, district, or even the whole country. For example, if your child is in the 65th percentile nationally, it means they scored higher than about 65% of 3rd graders across the country.

Growth Norms

Show how your child’s progress compares to other students who started at a similar level. This helps teachers see if your child is learning at the expected pace, faster, or may need extra support.

Projected Proficiency

Gives an estimate of how your child might do on future state tests or in later grades, helping teachers plan ahead.

This result helps you and your child's teacher see their strengths, pinpoint areas for practice, and ensure they are building a strong foundation for the years ahead.

For a more detailed review of MAP Growth scores, visit our MAP Test Scores page.


How Can Parents Help at Home?

  • Focus on Effort, Not Just Scores: Encourage your child to see learning as a process. Praise persistence, problem-solving, and trying new strategies, even more than the result.
  • Read Together Every Day: Whether it’s a chapter book, a favorite story, comics, or even an article about something your child is curious about, daily reading strengthens vocabulary, comprehension, and a love of learning.
  • Ask About What Your Child is Learning: Simple questions like “What was the most interesting thing you read today?” or “Can you show me how you solved that math problem?” help your child reflect and explain their thinking.
  • Celebrate Curiosity and Questions: When your child asks “why” or “how,” treat it as a chance to explore together. Curiosity is one of the strongest drivers of growth.

Preparing Your Child for 3rd Success with our MAP Test Prep Pack

Our MAP Test PrepPack is designed to turn test preparation into a positive and engaging learning experience. It helps children build genuine skills and feel ready for test day by offering practice that goes beyond just answering questions.

Here’s what our prep pack includes:

  • Full-Length Practice Tests: These tests mirror the official MAP exam's length and structure, helping your child build the stamina needed for 45-60 minutes of testing per subject.
  • Step-by-Step Practice Quizzes: With six quizzes per subject at three levels of difficulty, your child can gradually build their skills and confidence, starting with simpler material and progressing to more challenging content.
  • Interactive Number Masters Game: This game reinforces important calculation skills in a fun and interactive way.
  • Study Guide and Parent Information Guide: The study guide shows your child how to approach questions step by step, while the parent guide helps you understand the test structure and how to best support your child's learning journey.

By using this PrepPack, students can enter the MAP test with stronger reading, math, and language skills, and most importantly, with increased confidence. The combination of practice, guidance, and the interactive game works together to help 3rd graders show their true abilities, setting them up for success in the classroom and beyond.


FAQs About the MAP Test Prep for 3rd Grade

In 3rd grade, the MAP test introduces longer reading passages, multi-step math problems, and more challenging vocabulary. Our prep pack helps kids adjust with practice that mirrors the test format, so nothing feels unfamiliar on test day.


MAP scores often influence classroom placement, enrichment opportunities, and which areas teachers focus on for growth. Preparation helps your child approach the test calmly, reduces

anxiety, and ensures they can demonstrate what they know. Even a few weeks of practice can make a big difference in confidence and scores.


The MAP Reading section measures comprehension, vocabulary, and interpreting informational texts. The Math section covers operations, fractions, measurement, and word problems. Our prep pack includes 100’s of practice questions across reading and math to target exactly these skills.


Your child gets:

  • 15+ quizzes with three levels of difficulty.
  • Full-length MAP simulations designed to feel like the real exam.
  • A PDF study guide with strategies and explanations.
  • “Number Masters” game to sharpen calculation skills.
  • Score reports after each test, showing strengths, weaknesses, and strategies.

The pack is flexible so you can let your child work independently or guide them through short sessions. Parents can track progress through detailed score reports, making it easy to spot where extra support is needed.


We suggest beginning 4 to 8 weeks before the test for the best results. However, take as many weeks as possible of steady practice so it helps your child get comfortable with the format and material. Short, consistent sessions keep practice stress-free and effective.


Yes. Since the MAP test is adaptive, we include practice questions at varying difficulty levels. Whether your child needs reinforcement or an extra challenge, the pack provides practice that reflects the range of MAP questions they may see.